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[null,"Impressum Dez2018"]
[]
[null,"Worum es geht","Eine Vielfalt von \"Werkzeugen\" zur nichtgewinnorientierten freien Nutzung in der pädagogischen Arbeit."]
[]
[null,"Grundfunktionen","Datensicherheit",null,"Programm und Persönliche Daten sind getrennt gespeichert, damit die Programmdatei (z.B. schulfix2018.xlsm) jederzeit durch eine neuere Version ersetzt werden kann, ohne dass Eingabedaten verloren gehen. Bei jedem Öffnen bzw. Schliessen eines \"Werkzeugs\"  werden die Eingabedaten als Textfile im Unterordner \"...\\persdaten\" geöffnet bzw. gespeichert. "]
[null,null,"Druckexport (Spinnendiagramme)",null,"Für das Drucken der Spinnendiagramme in besserer Auflösung und als Klassensatz empfiehlt sich der jeweilige Export-Schalter. Im Ordner \"...\\spinnenexport\" entstehen Bitmaps (jpg), die durch die Standarddruckfunktion in jeder Grösse und auf jedem Gerät gedruckt werden können. (Jpg-Gruppe oder Einzelbild markieren > rechte Maustaste > Drucken)"]
[null,null,"Gruppeneinteilung",null,"Im \"Werkzeug\" Gruppeneinteilung kann die Eingabe der Daten (Namen, Geschlecht, Klasse) manuell geschehen oder über die Import-Schalter. Um den Auswahlvorgang organisatorisch zu vereinfachen besteht eine \"Schüleroberfläche\", die das Auswahlangebot mit Bildern so darstellt, dass jedes Kind die eigene Auswahl selber eingeben kann. Die dazugehörigen Bilder nimmt das Programm aus dem Verzeichnis \"...\\persdaten\\gruppendaten\" entsprechend der Atelier-Nummer (z.B. 1.jpg)."]
[null,null,null,null,"Das Programm kann die Atelierzahl automatisch reduzieren, damit möglichst nur volle Ateliers entstehen und die Lehrpersonenzahl für die Betreuung nicht zu hoch wird. Auch die Durchmischung (Mädchen, Jungs) kann in den Optionen als Standard eingestellt werden."]
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[null,"bei Ärger, neuen Ideen…","dani@akkordeonwerkstatt.ch",null,"Programmaktualisierung: www.akkordeonwerkstatt.ch/bildung.html"]
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[null,"Änderungen","2018-05-01","Lehrplan21","• Druckansicht bei Stufe1 repariert (für Mac kleiner Schalter rechts)"]
[null,null,null,"Lehrplan21","• 50 statt 20 Unterrichtsthemen/-elemente"]
[null,null,"2018-08-01","Lehrplan21","• Neu: Überfachliche Kompetenzen"]
[null,null,null,"Spinnenanzeige","• Neu: Menueliste"]
[null,null,"2018-09-01","Kalender","• Ferienplanfehler korrigiert"]
[null,null,null,"Mathe","• Neu: Individuelle Division mit Rest"]
[null,null,"2018-10-01","Lehrplan21","• Titel auf Ausdruck (vgl. Druckvorschau)"]
[null,null,"2018-11-01","Lehrplan21","• Neu: Menueliste"]
[null,null,null,"Lehrplan21","• Neu: Löschtaste im Auswahlmenue"]
[null,null,null,"Lehrplan21","• Neu: Zyklus3 (NT und RZG)"]
[null,null,null,"Gruppeneinteilung","• Neu: Menueliste"]
[null,null,"2018-12-01","Lehrplan21","• A3/A4-Ausdruck und Pdf-Export"]

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[null,"         Speicherort: "]
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[null,"Meine Klasse"]
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[null,null,"Klasse:",4,2,". Halbjahr",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Bildschirm"]
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[null,null,null,null,"Datenimport-Funktion für alte Versionen"]

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[null,null,null,null,null,null,null,null,null,"(Sportwoche)","Schulstart:","2018-02-05",null,"2019-02-04"]
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[null,null,null,null,null,null,null,null,null,"Frühlingsferien","Ferienanfang:","2018-04-07",null,"2019-04-06"]
[null,null,null,null,null,null,null,null,null,null,"Schulstart:","2018-04-23",null,"2019-04-23"]
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[null,null,null,null,null,null,null,null,null,"Sommerferien","Ferienanfang:","2018-07-07",null,"2019-07-06"]
[null,null,null,null,null,null,null,null,null,null,"Schulstart:","2018-08-13",null,"2019-08-12"]
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[null,null,null,null,null,null,null,null,null,"Herbstferien","Ferienanfang:","2018-09-29",null,"2019-09-28"]
[null,null,null,null,null,null,null,null,null,null,"Schulstart:","2018-10-22",null,"2019-10-21"]
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[null,null,null,null,null,null,null,null,null,"Weihnachtferien","Ferienanfang:","2018-12-22",null,"2019-12-21"]
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[null,null,null,null,null,null,null,null,null,null,"oder Daten hier manuell einfügen"]

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[]
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[null,"Max"]
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[null,{"$f":"IF(Klasse!B18=0,\"\",Klasse!B18)","v":6},2,{"$f":"IF(Klasse!C18=0,\"\",Klasse!C18)","v":"Waltraud"},null,null,14,14,19,24,29,34,39,44,49,54,"","","","","","","",null,null,14,14,1,6,11,16,3,8,13,18,"","","","","","","",{"$f":"COUNT(AA14:AP14)-SUM(IF(AA14:AP14=\"\",0,1/COUNTIF(AA14:AP14,AA14:AP14)))","v":0},null,null,14,"Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","","","","","","","",null,0,null,null,14,"Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","","","","","","",""]
[null,{"$f":"IF(Klasse!B19=0,\"\",Klasse!B19)","v":7},3,{"$f":"IF(Klasse!C19=0,\"\",Klasse!C19)","v":"Romeo"},null,null,15,15,20,25,30,35,40,45,50,55,"","","","","","","",null,null,15,15,2,7,12,17,4,9,14,1,"","","","","","","",{"$f":"COUNT(AA15:AP15)-SUM(IF(AA15:AP15=\"\",0,1/COUNTIF(AA15:AP15,AA15:AP15)))","v":0},null,null,15,"Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","","","","","","","",null,1,null,null,15,"Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","","","","","","","",null,null,null,"Ämtli"]
[null,{"$f":"IF(Klasse!B20=0,\"\",Klasse!B20)","v":8},4,{"$f":"IF(Klasse!C20=0,\"\",Klasse!C20)","v":"Alfred"},null,null,16,16,21,26,31,36,41,46,51,56,"","","","","","","",null,null,16,16,3,8,13,18,5,10,15,2,"","","","","","","",{"$f":"COUNT(AA16:AP16)-SUM(IF(AA16:AP16=\"\",0,1/COUNTIF(AA16:AP16,AA16:AP16)))","v":0},null,null,16,"Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","","","","","","","",null,0,null,null,16,"Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","","","","","","","",null,null,{"$f":"IF(CI16=0,\"\",MAX(CH$2:CH2)+1)","v":1},"Bücherecke"]
[null,{"$f":"IF(Klasse!B21=0,\"\",Klasse!B21)","v":9},5,{"$f":"IF(Klasse!C21=0,\"\",Klasse!C21)","v":"Siglinde"},null,null,17,17,22,27,32,37,42,47,52,57,"","","","","","","",null,null,17,17,4,9,14,1,6,11,16,3,"","","","","","","",{"$f":"COUNT(AA17:AP17)-SUM(IF(AA17:AP17=\"\",0,1/COUNTIF(AA17:AP17,AA17:AP17)))","v":0},null,null,17,"Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","","","","","","","",null,1,null,null,17,"Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","","","","","","","",null,null,{"$f":"IF(CI17=0,\"\",MAX(CH$2:CH16)+1)","v":2},"Blumen giessen"]
[null,{"$f":"IF(Klasse!B22=0,\"\",Klasse!B22)","v":10},6,{"$f":"IF(Klasse!C22=0,\"\",Klasse!C22)","v":"Kunibert"},null,null,18,18,23,28,33,38,43,48,53,58,"","","","","","","",null,null,18,18,5,10,15,2,7,12,17,4,"","","","","","","",{"$f":"COUNT(AA18:AP18)-SUM(IF(AA18:AP18=\"\",0,1/COUNTIF(AA18:AP18,AA18:AP18)))","v":0},null,null,18,"Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","","","","","","","",null,0,null,null,18,"Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","","","","","","","",null,null,{"$f":"IF(CI18=0,\"\",MAX(CH$2:CH17)+1)","v":3},"Verteilen (rechts)"]
[null,{"$f":"IF(Klasse!B23=0,\"\",Klasse!B23)","v":11},7,{"$f":"IF(Klasse!C23=0,\"\",Klasse!C23)","v":"Albertine"},null,null,19,19,24,29,34,39,44,49,54,59,"","","","","","","",null,null,19,1,6,11,16,3,8,13,18,5,"","","","","","","",{"$f":"COUNT(AA19:AP19)-SUM(IF(AA19:AP19=\"\",0,1/COUNTIF(AA19:AP19,AA19:AP19)))","v":0},null,null,19,"Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","","","","","","","",null,0,null,null,19,"Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","","","","","","","",null,null,{"$f":"IF(CI19=0,\"\",MAX(CH$2:CH18)+1)","v":4},"Wandtafel (Trocknen)"]
[null,{"$f":"IF(Klasse!B24=0,\"\",Klasse!B24)","v":12},8,{"$f":"IF(Klasse!C24=0,\"\",Klasse!C24)","v":"Hagrid"},null,null,20,20,25,30,35,40,45,50,55,60,"","","","","","","",null,null,20,2,7,12,17,4,9,14,1,6,"","","","","","","",{"$f":"COUNT(AA20:AP20)-SUM(IF(AA20:AP20=\"\",0,1/COUNTIF(AA20:AP20,AA20:AP20)))","v":0},null,null,20,"Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","","","","","","","",null,1,null,null,20,"Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","","","","","","","",null,null,{"$f":"IF(CI20=0,\"\",MAX(CH$2:CH19)+1)","v":5},"Verteilen (links)"]
[null,{"$f":"IF(Klasse!B25=0,\"\",Klasse!B25)","v":13},9,{"$f":"IF(Klasse!C25=0,\"\",Klasse!C25)","v":"Rosalinde"},null,null,21,21,26,31,36,41,46,51,56,61,"","","","","","","",null,null,21,3,8,13,18,5,10,15,2,7,"","","","","","","",{"$f":"COUNT(AA21:AP21)-SUM(IF(AA21:AP21=\"\",0,1/COUNTIF(AA21:AP21,AA21:AP21)))","v":0},null,null,21,"Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","","","","","","","",null,0,null,null,21,"Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","","","","","","","",null,null,{"$f":"IF(CI21=0,\"\",MAX(CH$2:CH20)+1)","v":6},"Wandtafel  (Schwamm)"]
[null,{"$f":"IF(Klasse!B26=0,\"\",Klasse!B26)","v":14},10,{"$f":"IF(Klasse!C26=0,\"\",Klasse!C26)","v":"Dagobert"},null,null,22,22,27,32,37,42,47,52,57,62,"","","","","","","",null,null,22,4,9,14,1,6,11,16,3,8,"","","","","","","",{"$f":"COUNT(AA22:AP22)-SUM(IF(AA22:AP22=\"\",0,1/COUNTIF(AA22:AP22,AA22:AP22)))","v":0},null,null,22,"Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","","","","","","","",null,1,null,null,22,"Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","","","","","","","",null,null,{"$f":"IF(CI22=0,\"\",MAX(CH$2:CH21)+1)","v":7},"Boden+ Brünneli"]
[null,{"$f":"IF(Klasse!B27=0,\"\",Klasse!B27)","v":15},11,{"$f":"IF(Klasse!C27=0,\"\",Klasse!C27)","v":"Gutemine"},null,null,23,23,28,33,38,43,48,53,58,63,"","","","","","","",null,null,23,5,10,15,2,7,12,17,4,9,"","","","","","","",{"$f":"COUNT(AA23:AP23)-SUM(IF(AA23:AP23=\"\",0,1/COUNTIF(AA23:AP23,AA23:AP23)))","v":0},null,null,23,"Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","","","","","","","",null,1,null,null,23,"Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","","","","","","","",null,null,{"$f":"IF(CI23=0,\"\",MAX(CH$2:CH22)+1)","v":8},"Finken"]
[null,{"$f":"IF(Klasse!B28=0,\"\",Klasse!B28)","v":16},12,{"$f":"IF(Klasse!C28=0,\"\",Klasse!C28)","v":"Asterix"},null,null,24,24,29,34,39,44,49,54,59,64,"","","","","","","",null,null,24,6,11,16,3,8,13,18,5,10,"","","","","","","",{"$f":"COUNT(AA24:AP24)-SUM(IF(AA24:AP24=\"\",0,1/COUNTIF(AA24:AP24,AA24:AP24)))","v":0},null,null,24,"Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","","","","","","","",null,0,null,null,24,"Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","","","","","","","",null,null,{"$f":"IF(CI24=0,\"\",MAX(CH$2:CH23)+1)","v":9},"Karteikarten erstellen"]
[null,{"$f":"IF(Klasse!B29=0,\"\",Klasse!B29)","v":17},13,{"$f":"IF(Klasse!C29=0,\"\",Klasse!C29)","v":"Obelix"},null,null,25,25,30,35,40,45,50,55,60,65,"","","","","","","",null,null,25,7,12,17,4,9,14,1,6,11,"","","","","","","",{"$f":"COUNT(AA25:AP25)-SUM(IF(AA25:AP25=\"\",0,1/COUNTIF(AA25:AP25,AA25:AP25)))","v":0},null,null,25,"Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","","","","","","","",null,1,null,null,25,"Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","","","","","","","",null,null,{"$f":"IF(CI25=0,\"\",MAX(CH$2:CH24)+1)","v":""}]
[null,{"$f":"IF(Klasse!B30=0,\"\",Klasse!B30)","v":18},14,{"$f":"IF(Klasse!C30=0,\"\",Klasse!C30)","v":"Winnifred"},null,null,26,26,31,36,41,46,51,56,61,66,"","","","","","","",null,null,26,8,13,18,5,10,15,2,7,12,"","","","","","","",{"$f":"COUNT(AA26:AP26)-SUM(IF(AA26:AP26=\"\",0,1/COUNTIF(AA26:AP26,AA26:AP26)))","v":0},null,null,26,"Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","","","","","","","",null,0,null,null,26,"Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","","","","","","","",null,null,{"$f":"IF(CI26=0,\"\",MAX(CH$2:CH25)+1)","v":""}]
[null,{"$f":"IF(Klasse!B31=0,\"\",Klasse!B31)","v":""},"",{"$f":"IF(Klasse!C31=0,\"\",Klasse!C31)","v":""},null,null,27,27,32,37,42,47,52,57,62,67,"","","","","","","",null,null,27,9,14,1,6,11,16,3,8,13,"","","","","","","",{"$f":"COUNT(AA27:AP27)-SUM(IF(AA27:AP27=\"\",0,1/COUNTIF(AA27:AP27,AA27:AP27)))","v":0},null,null,27,"Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","","","","","","","",null,1,null,null,27,"Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","","","","","","","",null,null,{"$f":"IF(CI27=0,\"\",MAX(CH$2:CH26)+1)","v":""}]
[null,{"$f":"IF(Klasse!B32=0,\"\",Klasse!B32)","v":""},"",{"$f":"IF(Klasse!C32=0,\"\",Klasse!C32)","v":""},null,null,28,28,33,38,43,48,53,58,63,68,"","","","","","","",null,null,28,10,15,2,7,12,17,4,9,14,"","","","","","","",{"$f":"COUNT(AA28:AP28)-SUM(IF(AA28:AP28=\"\",0,1/COUNTIF(AA28:AP28,AA28:AP28)))","v":0},null,null,28,"Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","","","","","","","",null,1,null,null,28,"Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","","","","","","","",null,null,{"$f":"IF(CI28=0,\"\",MAX(CH$2:CH27)+1)","v":""}]
[null,{"$f":"IF(Klasse!B33=0,\"\",Klasse!B33)","v":""},"",{"$f":"IF(Klasse!C33=0,\"\",Klasse!C33)","v":""},null,null,29,29,34,39,44,49,54,59,64,69,"","","","","","","",null,null,29,11,16,3,8,13,18,5,10,15,"","","","","","","",{"$f":"COUNT(AA29:AP29)-SUM(IF(AA29:AP29=\"\",0,1/COUNTIF(AA29:AP29,AA29:AP29)))","v":0},null,null,29,"Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","","","","","","","",null,0,null,null,29,"Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","","","","","","","",null,null,{"$f":"IF(CI29=0,\"\",MAX(CH$2:CH28)+1)","v":""}]
[null,{"$f":"IF(Klasse!B34=0,\"\",Klasse!B34)","v":""},"",{"$f":"IF(Klasse!C34=0,\"\",Klasse!C34)","v":""},null,null,30,30,35,40,45,50,55,60,65,70,"","","","","","","",null,null,30,12,17,4,9,14,1,6,11,16,"","","","","","","",{"$f":"COUNT(AA30:AP30)-SUM(IF(AA30:AP30=\"\",0,1/COUNTIF(AA30:AP30,AA30:AP30)))","v":0},null,null,30,"Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","","","","","","","",null,1,null,null,30,"Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","","","","","","","",null,null,{"$f":"IF(CI30=0,\"\",MAX(CH$2:CH29)+1)","v":""}]
[null,{"$f":"IF(Klasse!B35=0,\"\",Klasse!B35)","v":""},"",{"$f":"IF(Klasse!C35=0,\"\",Klasse!C35)","v":""},null,null,31,31,36,41,46,51,56,61,66,71,"","","","","","","",null,null,31,13,18,5,10,15,2,7,12,17,"","","","","","","",{"$f":"COUNT(AA31:AP31)-SUM(IF(AA31:AP31=\"\",0,1/COUNTIF(AA31:AP31,AA31:AP31)))","v":0},null,null,31,"Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","","","","","","","",null,0,null,null,31,"Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","","","","","","","",null,null,{"$f":"IF(CI31=0,\"\",MAX(CH$2:CH30)+1)","v":""}]
[null,{"$f":"IF(Klasse!B36=0,\"\",Klasse!B36)","v":""},"",{"$f":"IF(Klasse!C36=0,\"\",Klasse!C36)","v":""},null,null,32,32,37,42,47,52,57,62,67,72,"","","","","","","",null,null,32,14,1,6,11,16,3,8,13,18,"","","","","","","",{"$f":"COUNT(AA32:AP32)-SUM(IF(AA32:AP32=\"\",0,1/COUNTIF(AA32:AP32,AA32:AP32)))","v":0},null,null,32,"Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","","","","","","","",null,0,null,null,32,"Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","","","","","","",""]
[null,{"$f":"IF(Klasse!B37=0,\"\",Klasse!B37)","v":""},"",{"$f":"IF(Klasse!C37=0,\"\",Klasse!C37)","v":""},null,null,33,33,38,43,48,53,58,63,68,73,"","","","","","","",null,null,33,15,2,7,12,17,4,9,14,1,"","","","","","","",{"$f":"COUNT(AA33:AP33)-SUM(IF(AA33:AP33=\"\",0,1/COUNTIF(AA33:AP33,AA33:AP33)))","v":0},null,null,33,"Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","","","","","","","",null,1,null,null,33,"Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","","","","","","",""]
[null,{"$f":"IF(Klasse!B38=0,\"\",Klasse!B38)","v":""},"",{"$f":"IF(Klasse!C38=0,\"\",Klasse!C38)","v":""},null,null,34,34,39,44,49,54,59,64,69,74,"","","","","","","",null,null,34,16,3,8,13,18,5,10,15,2,"","","","","","","",{"$f":"COUNT(AA34:AP34)-SUM(IF(AA34:AP34=\"\",0,1/COUNTIF(AA34:AP34,AA34:AP34)))","v":0},null,null,34,"Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","","","","","","","",null,0,null,null,34,"Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","","","","","","",""]
[null,{"$f":"IF(Klasse!B39=0,\"\",Klasse!B39)","v":""},"",{"$f":"IF(Klasse!C39=0,\"\",Klasse!C39)","v":""},null,null,35,35,40,45,50,55,60,65,70,75,"","","","","","","",null,null,35,17,4,9,14,1,6,11,16,3,"","","","","","","",{"$f":"COUNT(AA35:AP35)-SUM(IF(AA35:AP35=\"\",0,1/COUNTIF(AA35:AP35,AA35:AP35)))","v":0},null,null,35,"Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","","","","","","","",null,1,null,null,35,"Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","","","","","","",""]
[null,{"$f":"IF(Klasse!B40=0,\"\",Klasse!B40)","v":""},"",{"$f":"IF(Klasse!C40=0,\"\",Klasse!C40)","v":""},null,null,36,36,41,46,51,56,61,66,71,76,"","","","","","","",null,null,36,18,5,10,15,2,7,12,17,4,"","","","","","","",{"$f":"COUNT(AA36:AP36)-SUM(IF(AA36:AP36=\"\",0,1/COUNTIF(AA36:AP36,AA36:AP36)))","v":0},null,null,36,"Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","","","","","","","",null,0,null,null,36,"Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","Asterix","Kunigunde","Alfred","","","","","","",""]
[null,null,null,null,null,null,37,37,42,47,52,57,62,67,72,77,"","","","","","","",null,null,37,1,6,11,16,3,8,13,18,5,"","","","","","","",{"$f":"COUNT(AA37:AP37)-SUM(IF(AA37:AP37=\"\",0,1/COUNTIF(AA37:AP37,AA37:AP37)))","v":0},null,null,37,"Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","","","","","","","",null,0,null,null,37,"Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","Obelix","Adalbert","Siglinde","","","","","","",""]
[null,null,null,null,null,null,38,38,43,48,53,58,63,68,73,78,"","","","","","","",null,null,38,2,7,12,17,4,9,14,1,6,"","","","","","","",{"$f":"COUNT(AA38:AP38)-SUM(IF(AA38:AP38=\"\",0,1/COUNTIF(AA38:AP38,AA38:AP38)))","v":0},null,null,38,"Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","","","","","","","",null,1,null,null,38,"Waltraud","Albertine","Asterix","Kunigunde","Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","","","","","","",""]
[null,null,null,null,null,null,39,39,44,49,54,59,64,69,74,79,"","","","","","","",null,null,39,3,8,13,18,5,10,15,2,7,"","","","","","","",{"$f":"COUNT(AA39:AP39)-SUM(IF(AA39:AP39=\"\",0,1/COUNTIF(AA39:AP39,AA39:AP39)))","v":0},null,null,39,"Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","","","","","","","",null,0,null,null,39,"Romeo","Hagrid","Obelix","Adalbert","Siglinde","Dagobert","Hans","Waltraud","Albertine","","","","","","",""]
[null,null,{"$f":"\"Zufallszahl (1-\"&MAX($H$8:$AR$8)&\")\"","v":"Zufallszahl (1-9)"},{"$f":"INT(RAND()*(MAX($H$8:$AR$8)-1)+1)","v":3},null,null,40,40,45,50,55,60,65,70,75,80,"","","","","","","",null,null,40,4,9,14,1,6,11,16,3,8,"","","","","","","",{"$f":"COUNT(AA40:AP40)-SUM(IF(AA40:AP40=\"\",0,1/COUNTIF(AA40:AP40,AA40:AP40)))","v":0},null,null,40,"Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","","","","","","","",null,1,null,null,40,"Alfred","Rosalinde","Winnifred","Lanzelot","Kunibert","Gutemine","Elisabeth","Romeo","Hagrid","","","","","","",""]
[null,null,null,null,null,null,"","","","","","","","","","","","","","","","","",null,null,"","","","","","","","","","","","","","","","","",{"$f":"COUNT(AA41:AP41)-SUM(IF(AA41:AP41=\"\",0,1/COUNTIF(AA41:AP41,AA41:AP41)))","v":0},null,null,"","","","","","","","","","","","","","","","","",null,"",null,null,"","","","","","","","","","","","","","","","",""]
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[]
[]
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[]
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[]
[]
[]
[]
[null,null,null,"Inhalt","Sprache/ Grammatik","Rechtschreibung","Schrift","Formulierung/ Wortschatz","Spontanes Fragen beantworten"]
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[]
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[]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Inhalt:","sehr präzise"]
[]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Sprache/ Grammatik:","teilweise noch Schnursätze; verbessert sich"]
[]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Rechtschreibung:","noch gemischte Fehler aber auch Vieles schon richtig"]
[]
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[]
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[null,null,null,null,null,"",null,null,null,null,null,null,null,null,null,"Anzahl Netzlinien/Spalten",null,null,null,null,null,"summativ",null,null,null,null,null,null,{"$f":"MID(CELL(\"Dateiname\",A97),FIND(\"]\",CELL(\"Dateiname\",A97),1)+1,100)","v":"Spinne summativ"},{"$f":"R1","v":0},{"$f":"COUNT(A4:A31)","v":18}]
[null,null,null,null,null,null,null,null,null,null,null,"Vorschlag","Note",null,null,"Schüler/in einzeln:",null,null,"ganze Klasse"]
[null,null,"Wert"]
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[{"$f":"IF(B5=\"\",\"\",A4+1)","v":2},{"$f":"IF(Klasse!C14=\"\",\"\",Klasse!C14)","v":"Elisabeth"},null,null,null,null,null,null,null,null,null,{"$f":"IF(SUM(D5:H5)=0,\"\",((IF(ISNUMBER(D5),D$3,0)*D5)+(IF(ISNUMBER(E5),E$3,0)*E5)+(IF(ISNUMBER(F5),F$3,0)*F5)+(IF(ISNUMBER(G5),G$3,0)*G5)+(IF(ISNUMBER(H5),H$3,0)*H5)+(IF(ISNUMBER(I5),I$3,0)*I5)+(IF(ISNUMBER(J5),J$3,0)*J5)+(IF(ISNUMBER(K5),K$3,0)*K5))/((IF(ISNUMBER(D5),D$3,0))+(IF(ISNUMBER(E5),E$3,0))+(IF(ISNUMBER(F5),F$3,0))+(IF(ISNUMBER(G5),G$3,0))+(IF(ISNUMBER(H5),H$3,0))+(IF(ISNUMBER(I5),I$3,0))+(IF(ISNUMBER(J5),J$3,0))+(IF(ISNUMBER(K5),K$3,0))))","v":""}]
[3,{"$f":"IF(Klasse!C15=\"\",\"\",Klasse!C15)","v":"Kunigunde"},null,null,null,null,null,null,null,null,null,""]
[4,{"$f":"IF(Klasse!C16=\"\",\"\",Klasse!C16)","v":"Adalbert"},null,null,null,null,null,null,null,null,null,""]
[5,{"$f":"IF(Klasse!C17=\"\",\"\",Klasse!C17)","v":"Lanzelot"},null,null,null,null,null,null,null,null,null,""]
[6,{"$f":"IF(Klasse!C18=\"\",\"\",Klasse!C18)","v":"Waltraud"},null,null,null,null,null,null,null,null,null,""]
[7,{"$f":"IF(Klasse!C19=\"\",\"\",Klasse!C19)","v":"Romeo"},null,null,null,null,null,null,null,null,null,""]
[8,{"$f":"IF(Klasse!C20=\"\",\"\",Klasse!C20)","v":"Alfred"},null,null,null,null,null,null,null,null,null,""]
[9,{"$f":"IF(Klasse!C21=\"\",\"\",Klasse!C21)","v":"Siglinde"},null,null,null,null,null,null,null,null,null,""]
[10,{"$f":"IF(Klasse!C22=\"\",\"\",Klasse!C22)","v":"Kunibert"},null,null,null,null,null,null,null,null,null,""]
[11,{"$f":"IF(Klasse!C23=\"\",\"\",Klasse!C23)","v":"Albertine"},null,null,null,null,null,null,null,null,null,""]
[12,{"$f":"IF(Klasse!C24=\"\",\"\",Klasse!C24)","v":"Hagrid"},null,null,null,null,null,null,null,null,null,""]
[13,{"$f":"IF(Klasse!C25=\"\",\"\",Klasse!C25)","v":"Rosalinde"},null,null,null,null,null,null,null,null,null,""]
[14,{"$f":"IF(Klasse!C26=\"\",\"\",Klasse!C26)","v":"Dagobert"},null,null,null,null,null,null,null,null,null,""]
[15,{"$f":"IF(Klasse!C27=\"\",\"\",Klasse!C27)","v":"Gutemine"},null,null,null,null,null,null,null,null,null,""]
[16,{"$f":"IF(Klasse!C28=\"\",\"\",Klasse!C28)","v":"Asterix"},null,null,null,null,null,null,null,null,null,""]
[17,{"$f":"IF(Klasse!C29=\"\",\"\",Klasse!C29)","v":"Obelix"},null,null,null,null,null,null,null,null,null,""]
[18,{"$f":"IF(Klasse!C30=\"\",\"\",Klasse!C30)","v":"Winnifred"},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C31=\"\",\"\",Klasse!C31)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C32=\"\",\"\",Klasse!C32)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C33=\"\",\"\",Klasse!C33)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C34=\"\",\"\",Klasse!C34)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C35=\"\",\"\",Klasse!C35)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C36=\"\",\"\",Klasse!C36)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C37=\"\",\"\",Klasse!C37)","v":""},null,null,null,null,null,null,null,null,null,""]
["",{"$f":"IF(Klasse!C38=\"\",\"\",Klasse!C38)","v":""},null,null,null,null,null,null,null,null,null,""]
[{"$f":"IF(B30=\"\",\"\",A29+1)","v":""},{"$f":"IF(Klasse!C39=\"\",\"\",Klasse!C39)","v":""},null,null,null,null,null,null,null,null,null,""]
[{"$f":"IF(B31=\"\",\"\",A30+1)","v":""},{"$f":"IF(Klasse!C40=\"\",\"\",Klasse!C40)","v":""},null,null,null,null,null,null,null,null,null,""]
[null,null,"Schnitt:",{"$f":"IF(COUNT(D4:D31)=0,\"\",AVERAGE(D4:D31))","v":""},{"$f":"IF(COUNT(E4:E31)=0,\"\",AVERAGE(E4:E31))","v":""},"","","","","",""]
[]
["bisher",null,null,null,null,null,null,null,null,null,null,null,null,"Anzahl Bewertungen"]
[]
[{"$f":"A4","v":1},{"$f":"B4","v":"Hans"}]
[{"$f":"A5","v":2},"Elisabeth"]
[3,"Kunigunde"]
[4,"Adalbert"]
[5,"Lanzelot"]
[6,"Waltraud"]
[7,"Romeo"]
[8,"Alfred"]
[9,"Siglinde"]
[10,"Kunibert"]
[11,"Albertine"]
[12,"Hagrid"]
[13,"Rosalinde"]
[14,"Dagobert"]
[15,"Gutemine"]
[16,"Asterix"]
[17,"Obelix"]
[{"$f":"A21","v":18},"Winnifred"]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
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[]
[]
[]
[null,{"$f":"A1","v":0},null,null,null,{"$f":"F1","v":""},null,null,null,null,null,null,null,null,null,null,null,null,"summativ"]
[]
[null,null,null,"Inhalt","Sprache, Grammatik","Rechtschreibung","Schrift","Formulierung, Wortschatz",null,null,null,"Vorschlag","Note"]
[null,"Lynn","jetzt",{"$f":"D4","v":0},{"$f":"E4","v":0},{"$f":"F4","v":0},{"$f":"G4","v":0},{"$f":"H4","v":0},null,null,null,{"$f":"IF(SUM(D71:H71)=0,\"\",((IF(ISNUMBER(D71),D$3,0)*D71)+(IF(ISNUMBER(E71),E$3,0)*E71)+(IF(ISNUMBER(F71),F$3,0)*F71)+(IF(ISNUMBER(G71),G$3,0)*G71)+(IF(ISNUMBER(H71),H$3,0)*H71)+(IF(ISNUMBER(I71),I$3,0)*I71)+(IF(ISNUMBER(J71),J$3,0)*J71)+(IF(ISNUMBER(K71),K$3,0)*K71))/((IF(ISNUMBER(D71),D$3,0))+(IF(ISNUMBER(E71),E$3,0))+(IF(ISNUMBER(F71),F$3,0))+(IF(ISNUMBER(G71),G$3,0))+(IF(ISNUMBER(H71),H$3,0))+(IF(ISNUMBER(I71),I$3,0))+(IF(ISNUMBER(J71),J$3,0))+(IF(ISNUMBER(K71),K$3,0))))","v":""},5,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,4]
[null,null,"bisher()",null,null,null,null,null,null,0]
[null,null,"genügend",4,4,4,4,4,4,4]
[]
[]
[]
[]
[]
[]
[null,null,null,"Inhalt","Sprache, Grammatik","Rechtschreibung","Schrift","Formulierung, Wortschatz",null,null,null,null,"Note"]
[null,"Lynn","Lynn",{"$f":"D4","v":0},{"$f":"E4","v":0},{"$f":"F4","v":0},{"$f":"G4","v":0},{"$f":"H4","v":0},null,null,{"$f":"K5","v":0},null,{"$f":"M4","v":0}]
[null,null,"genügend",4,4,4,4,4,4,4]

{"sheet":"Spinne smileys","index":13,"n_rows":112,"n_cols":38,"rows_kept":112,"cut":false,"hidden":false,"merged":[[1,14,2,14],[33,12,34,12],[33,13,34,13],[0,0,0,4],[1,11,2,11],[1,12,2,12],[1,13,2,13]]}
[null,null,null,null,null,{"$f":"IF(Klasse!D7=\"\",\"\",Liste!K1)","v":"2. Halbjahr"},null,null,null,null,null,null,{"$f":"IF(Klasse!D9=\"\",\"\",Klasse!D9&\"/\"&Klasse!F9)","v":"2017/18"},null,null,"Anzahl Netzlinien/Spalten",null,null,null,null,null,"smileys",null,null,null,null,null,null,{"$f":"MID(CELL(\"Dateiname\",A97),FIND(\"]\",CELL(\"Dateiname\",A97),1)+1,100)","v":"Spinne smileys"},{"$f":"R1","v":0},{"$f":"COUNT(A4:A31)","v":18}]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Notizen","Schüler/in einzeln:",null,null,"ganze Klasse:"]
[]
[{"$f":"IF(B4=\"\",\"\",A2+1)","v":1},{"$f":"IF(Klasse!C13=\"\",\"\",Klasse!C13)","v":"Hans"},null,null,null,null,null,null,null,null,null,null,null,{"$f":"N36","v":0},{"$f":"IF(AB4=0,\"\",\"Ja\")","v":""},null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"COUNTA(AC4:AJ4)","v":0}]
[{"$f":"IF(B5=\"\",\"\",A4+1)","v":2},{"$f":"IF(Klasse!C14=\"\",\"\",Klasse!C14)","v":"Elisabeth"},null,null,null,null,null,null,null,null,null,null,null,{"$f":"N37","v":0},{"$f":"IF(AB5=0,\"\",\"Ja\")","v":""},null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"COUNTA(AC5:AJ5)","v":0}]
[3,{"$f":"IF(Klasse!C15=\"\",\"\",Klasse!C15)","v":"Kunigunde"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[4,{"$f":"IF(Klasse!C16=\"\",\"\",Klasse!C16)","v":"Adalbert"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[5,{"$f":"IF(Klasse!C17=\"\",\"\",Klasse!C17)","v":"Lanzelot"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[6,{"$f":"IF(Klasse!C18=\"\",\"\",Klasse!C18)","v":"Waltraud"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[7,{"$f":"IF(Klasse!C19=\"\",\"\",Klasse!C19)","v":"Romeo"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[8,{"$f":"IF(Klasse!C20=\"\",\"\",Klasse!C20)","v":"Alfred"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[9,{"$f":"IF(Klasse!C21=\"\",\"\",Klasse!C21)","v":"Siglinde"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[10,{"$f":"IF(Klasse!C22=\"\",\"\",Klasse!C22)","v":"Kunibert"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[11,{"$f":"IF(Klasse!C23=\"\",\"\",Klasse!C23)","v":"Albertine"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[12,{"$f":"IF(Klasse!C24=\"\",\"\",Klasse!C24)","v":"Hagrid"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[13,{"$f":"IF(Klasse!C25=\"\",\"\",Klasse!C25)","v":"Rosalinde"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[14,{"$f":"IF(Klasse!C26=\"\",\"\",Klasse!C26)","v":"Dagobert"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[15,{"$f":"IF(Klasse!C27=\"\",\"\",Klasse!C27)","v":"Gutemine"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[16,{"$f":"IF(Klasse!C28=\"\",\"\",Klasse!C28)","v":"Asterix"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[17,{"$f":"IF(Klasse!C29=\"\",\"\",Klasse!C29)","v":"Obelix"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[18,{"$f":"IF(Klasse!C30=\"\",\"\",Klasse!C30)","v":"Winnifred"},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C31=\"\",\"\",Klasse!C31)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C32=\"\",\"\",Klasse!C32)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C33=\"\",\"\",Klasse!C33)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C34=\"\",\"\",Klasse!C34)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C35=\"\",\"\",Klasse!C35)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C36=\"\",\"\",Klasse!C36)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C37=\"\",\"\",Klasse!C37)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
["",{"$f":"IF(Klasse!C38=\"\",\"\",Klasse!C38)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[{"$f":"IF(B30=\"\",\"\",A29+1)","v":""},{"$f":"IF(Klasse!C39=\"\",\"\",Klasse!C39)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[{"$f":"IF(B31=\"\",\"\",A30+1)","v":""},{"$f":"IF(Klasse!C40=\"\",\"\",Klasse!C40)","v":""},null,null,null,null,null,null,null,null,null,null,null,0,"",null,null,null,null,null,null,null,null,null,null,null,null,0]
[null,null,"Schnitt:",{"$f":"IF(COUNT(D4:D31)=0,\"\",AVERAGE(D4:D31))","v":""},{"$f":"IF(COUNT(E4:E31)=0,\"\",AVERAGE(E4:E31))","v":""},"","","","","","",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,0]
[]
["in Zahlen",null,null,null,null,null,null,null,null,null,null,null,null,"Anzahl Bewertungen"]
[]
[{"$f":"A4","v":1},{"$f":"B4","v":"Hans"}]
[{"$f":"A5","v":2},"Elisabeth"]
[3,"Kunigunde"]
[4,"Adalbert"]
[5,"Lanzelot"]
[6,"Waltraud"]
[7,"Romeo"]
[8,"Alfred"]
[9,"Siglinde"]
[10,"Kunibert"]
[11,"Albertine"]
[12,"Hagrid"]
[13,"Rosalinde"]
[14,"Dagobert"]
[15,"Gutemine"]
[16,"Asterix"]
[17,"Obelix"]
[{"$f":"A21","v":18},"Winnifred"]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
["",""]
[null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"IF(SUM(N36:N63)=0,0,ROUND(AVERAGE(N36:N63),1))","v":0},"Mittelwert"]
[]
[]
[]
[null,{"$f":"A1","v":0},null,null,null,{"$f":"F1","v":"2. Halbjahr"},null,null,null,null,null,null,{"$f":"M1","v":"2017/18"},null,null,null,null,null,{"$f":"V1","v":"smileys"}]
[]
[null,null,null,"Wohlbefinden","Umgang","Leistungen","Mitarbeit","Selbstaendigkeit"]
[null,"Lynn","jetzt",{"$f":"D4","v":0},{"$f":"E4","v":0},{"$f":"F4","v":0},{"$f":"G4","v":0},{"$f":"H4","v":0},null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,4]
[null,null,"bisher(0)"]
[null,null,"Grundforderung",3,3,3,3,3,4,4,4]
[]
[]
[]
[]
[]
[]
[null,null,null,"Wohlbefinden","Umgang","Leistungen","Mitarbeit","Selbstaendigkeit"]
[null,"Lynn","du",{"$f":"D4","v":0},{"$f":"E4","v":0},{"$f":"F4","v":0},{"$f":"G4","v":0},{"$f":"H4","v":0},null,null,null,null,{"$f":"M4","v":0}]
[null,null,"Grundforderung",3,3,3,3,3,4,4,4]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
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[]
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[null,null,"Selbständigkeit",null,"Ich bin an meiner Arbeit dran ohne durchwegs Kontakt mit anderen zu suchen.",null,null,"Rücksicht",null,"Ich verhalte mich so, dass auch andere ungestört arbeiten können."]
[]
[null,null,"Zuverlässigkeit",null,"Meine Arbeit entspricht der Abmachung mit den Lehrpersonen.",null,null,"Zusammenarbeit",null,"Ich beteilige mich angemessen, ohne Chef zu spielen.",null,null,null,"Start: Jedes Kind bekommt einen \"Pass\" und 10 blassgrüne Smileys, die es nach dem Lesen der Sätze in die weissen Felder aufleimt. Dieser blassgrüne Smiley entspricht der Grunderwartung. Wenn die LP eine Beobachtung bewertet (siehe Spinnendiagramme zu Selbst-, Sozialkompetenzen) erhält das Kind den entsprechenden Smiley zum einkleben und weiss damit um die aktuelle Einschätzung der LP.\nKommen im Unterricht Wahlmöglichkeiten vor (Arbeitsort etc.) können diese beispielsweise vom \"Pass\" abhängig gemacht werden.\n\nIdee: Wer alle Grunderwartungen erfüllt oder gar übertrifft, kann auch ohne enge Überwachung durch die LP individuell arbeiten - ein befreiender Umstand für alle Beteiligten mit grosser Ausstrahlungkraft.\n---\"Wieso darf sie/er und ich nicht?\" \"Schauen wir doch mal gemeinsam in deinen Arbeitspass.\"---\n\nZiel: Arbeit an Lernatmosphäre und Gerechtigkeitsempfinden. Vorbereitung für individualisierten Unterricht , z.B. Freiarbeit.\n\n \n"]
[]
[null,null,"Bemühen",null,"Ich bemühe mich erkennbar um eine gute Arbeitsqualität.",null,null,"Offenheit",null,"Ich kann mit allen Klassenkolleginnen und-Kollegen arbeiten"]
[]
[null,null,"Antrieb",null,"Ich schaffe es, Dinge anzupacken und sie durchzuziehen.",null,null,"Konflikte",null,"Ich bemühe mich um faire Lösungen zu einem passenden Zeitpunkt."]
[]
[null,null,"Zeitgefühl",null,"Ich kann meine Zeit einteilen und komme voran.",null,null,"Umgangsformen",null,"Ich verhalte mich freundlich und anständig."]

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[]
[null,null,"Lese-Monatsschnitt (Buchseiten)"]
[null,"*",691]
[null,"*",666]
[null,"*",662]
[null,"*",645]
[null,"*",635]
[null,"*",544]
[null,"*",515]
[null,"*",452]
[null,"*",416]
[null,"*",374]
[null,"*",359]
[null,"Raphael H.",328]
[null,"*",318]
[null,"*",289]
[null,"*",288]
[null,"*",284]
[null,"*",282]
[null,"*",245]

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[null,"",{"$f":"IF(B10=\"sportwoche\",\"\",IF(E10=\"mo\",MAX($C$2:C9)+1,\"\"))","v":2},"2018-08-20","Mo","2018-08-20",null,null,null,null,"Woche 2",null,null,null,"Weihnachtsferien","Ferienanfang:",{"$f":"IF(P1=AF1,Ferien!L24,Ferien!N24)","v":"2018-12-22"}]
[null,"",{"$f":"IF(B11=\"sportwoche\",\"\",IF(E11=\"mo\",MAX($C$2:C10)+1,\"\"))","v":""},"2018-08-21","Di","",null,null,null,null,"",null,null,null,null,"Schulbeginn:",{"$f":"IF(P1=AF1,Ferien!N9,Ferien!P9)","v":"2019-01-07"},null,{"$f":"TRUNC(DATEDIF(Q10,Q11,\"D\")/7,0)","v":2},"W"]
[null,"",{"$f":"IF(B12=\"sportwoche\",\"\",IF(E12=\"mo\",MAX($C$2:C11)+1,\"\"))","v":""},"2018-08-22","Mi","",null,null,null,null,"",null,null,null,null,null,null,null,null,null,{"$f":"ROUND(DATEDIF(Q11,Q14,\"D\")/7,0)","v":3},"W"]
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[null,"",{"$f":"IF(B21=\"sportwoche\",\"\",IF(E21=\"mo\",MAX($C$2:C20)+1,\"\"))","v":""},"2018-08-31","Fr","",null,null,null,null,""]
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[null,"",{"$f":"IF(B24=\"sportwoche\",\"\",IF(E24=\"mo\",MAX($C$2:C23)+1,\"\"))","v":4},"2018-09-03","Mo","2018-09-03",null,null,null,null,"Woche 4"]
[null,"",{"$f":"IF(B25=\"sportwoche\",\"\",IF(E25=\"mo\",MAX($C$2:C24)+1,\"\"))","v":""},"2018-09-04","Di","",null,null,null,null,""]
[null,"",{"$f":"IF(B26=\"sportwoche\",\"\",IF(E26=\"mo\",MAX($C$2:C25)+1,\"\"))","v":""},"2018-09-05","Mi","",null,null,null,null,""]
[null,"",{"$f":"IF(B27=\"sportwoche\",\"\",IF(E27=\"mo\",MAX($C$2:C26)+1,\"\"))","v":""},"2018-09-06","Do","",null,null,null,null,""]
[null,"",{"$f":"IF(B28=\"sportwoche\",\"\",IF(E28=\"mo\",MAX($C$2:C27)+1,\"\"))","v":""},"2018-09-07","Fr","",null,null,null,null,""]
[null,"",{"$f":"IF(B29=\"sportwoche\",\"\",IF(E29=\"mo\",MAX($C$2:C28)+1,\"\"))","v":""},"2018-09-08","Sa","",null,null,null,null,""]
[null,"",{"$f":"IF(B30=\"sportwoche\",\"\",IF(E30=\"mo\",MAX($C$2:C29)+1,\"\"))","v":""},"2018-09-09","So","",null,null,null,null,""]
[null,"",{"$f":"IF(B31=\"sportwoche\",\"\",IF(E31=\"mo\",MAX($C$2:C30)+1,\"\"))","v":5},"2018-09-10","Mo","2018-09-10",null,null,null,null,"Woche 5"]
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[null,"",{"$f":"IF(B33=\"sportwoche\",\"\",IF(E33=\"mo\",MAX($C$2:C32)+1,\"\"))","v":""},"2018-09-12","Mi","",null,null,null,null,""]
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[null,"",{"$f":"IF(B37=\"sportwoche\",\"\",IF(E37=\"mo\",MAX($C$2:C36)+1,\"\"))","v":""},"2018-09-16","So","",null,null,null,null,""]
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[8,{"$f":"Eingabe!C20","v":""},{"$f":"IF($B31=\"\",\"\",Eingabe!D20)","v":""},{"$f":"IF($B31=\"\",\"\",Eingabe!E20)","v":""},{"$f":"IF($B31=\"\",\"\",Eingabe!F20)","v":""},{"$f":"IF($B31=\"\",\"\",Eingabe!G20)","v":""},{"$f":"IF($B31=\"\",\"\",Eingabe!H20)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B31=A31,VLOOKUP(B31,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I31=0,\"\",VLOOKUP(I31,Eingabe!$AD$13:$AE$24,2,0)))","v":""},8,"Noé Bianco",0,"m","Neeser","4A",null,4,{"$error":"#N/A"},null,null,"",4,2,1]
[9,{"$f":"Eingabe!C21","v":""},{"$f":"IF($B32=\"\",\"\",Eingabe!D21)","v":""},{"$f":"IF($B32=\"\",\"\",Eingabe!E21)","v":""},{"$f":"IF($B32=\"\",\"\",Eingabe!F21)","v":""},{"$f":"IF($B32=\"\",\"\",Eingabe!G21)","v":""},{"$f":"IF($B32=\"\",\"\",Eingabe!H21)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B32=A32,VLOOKUP(B32,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I32=0,\"\",VLOOKUP(I32,Eingabe!$AD$13:$AE$24,2,0)))","v":""},9,"Leandro Schulz",0,"m","Neeser","4A",null,3,{"$error":"#N/A"},null,null,"",3,4,2]
[10,{"$f":"Eingabe!C22","v":""},{"$f":"IF($B33=\"\",\"\",Eingabe!D22)","v":""},{"$f":"IF($B33=\"\",\"\",Eingabe!E22)","v":""},{"$f":"IF($B33=\"\",\"\",Eingabe!F22)","v":""},{"$f":"IF($B33=\"\",\"\",Eingabe!G22)","v":""},{"$f":"IF($B33=\"\",\"\",Eingabe!H22)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B33=A33,VLOOKUP(B33,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I33=0,\"\",VLOOKUP(I33,Eingabe!$AD$13:$AE$24,2,0)))","v":""},10,"Elio Reuteler",0,"m","Neeser","4A",null,1,{"$error":"#N/A"},null,null,"",1,3,2]
[11,{"$f":"Eingabe!C23","v":""},{"$f":"IF($B34=\"\",\"\",Eingabe!D23)","v":""},{"$f":"IF($B34=\"\",\"\",Eingabe!E23)","v":""},{"$f":"IF($B34=\"\",\"\",Eingabe!F23)","v":""},{"$f":"IF($B34=\"\",\"\",Eingabe!G23)","v":""},{"$f":"IF($B34=\"\",\"\",Eingabe!H23)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B34=A34,VLOOKUP(B34,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I34=0,\"\",VLOOKUP(I34,Eingabe!$AD$13:$AE$24,2,0)))","v":""},11,"Mathias Gomez",0,"m","Neeser","4A",null,4,{"$error":"#N/A"},null,null,"",4,2,3]
[12,{"$f":"Eingabe!C24","v":""},{"$f":"IF($B35=\"\",\"\",Eingabe!D24)","v":""},{"$f":"IF($B35=\"\",\"\",Eingabe!E24)","v":""},{"$f":"IF($B35=\"\",\"\",Eingabe!F24)","v":""},{"$f":"IF($B35=\"\",\"\",Eingabe!G24)","v":""},{"$f":"IF($B35=\"\",\"\",Eingabe!H24)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B35=A35,VLOOKUP(B35,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I35=0,\"\",VLOOKUP(I35,Eingabe!$AD$13:$AE$24,2,0)))","v":""},12,"Jakob Drobic",0,"m","Neeser","4A",null,3,{"$error":"#N/A"},null,null,"",3,1,2]
[13,{"$f":"Eingabe!C25","v":""},{"$f":"IF($B36=\"\",\"\",Eingabe!D25)","v":""},{"$f":"IF($B36=\"\",\"\",Eingabe!E25)","v":""},{"$f":"IF($B36=\"\",\"\",Eingabe!F25)","v":""},{"$f":"IF($B36=\"\",\"\",Eingabe!G25)","v":""},{"$f":"IF($B36=\"\",\"\",Eingabe!H25)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B36=A36,VLOOKUP(B36,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I36=0,\"\",VLOOKUP(I36,Eingabe!$AD$13:$AE$24,2,0)))","v":""},13,"Joël Delamuraz",0,"m","Neeser","4A",null,1,{"$error":"#N/A"},null,null,"",1,2,4]
[14,{"$f":"Eingabe!C26","v":""},{"$f":"IF($B37=\"\",\"\",Eingabe!D26)","v":""},{"$f":"IF($B37=\"\",\"\",Eingabe!E26)","v":""},{"$f":"IF($B37=\"\",\"\",Eingabe!F26)","v":""},{"$f":"IF($B37=\"\",\"\",Eingabe!G26)","v":""},{"$f":"IF($B37=\"\",\"\",Eingabe!H26)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B37=A37,VLOOKUP(B37,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I37=0,\"\",VLOOKUP(I37,Eingabe!$AD$13:$AE$24,2,0)))","v":""},14,"Rafael Egger",0,"m","Neeser","4A",null,1,{"$error":"#N/A"},null,null,"",1,4,3]
[15,{"$f":"Eingabe!C27","v":""},{"$f":"IF($B38=\"\",\"\",Eingabe!D27)","v":""},{"$f":"IF($B38=\"\",\"\",Eingabe!E27)","v":""},{"$f":"IF($B38=\"\",\"\",Eingabe!F27)","v":""},{"$f":"IF($B38=\"\",\"\",Eingabe!G27)","v":""},{"$f":"IF($B38=\"\",\"\",Eingabe!H27)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B38=A38,VLOOKUP(B38,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I38=0,\"\",VLOOKUP(I38,Eingabe!$AD$13:$AE$24,2,0)))","v":""},15,"Fiona Manser",0,"w","Neeser","4A",null,1,{"$error":"#N/A"},null,null,"",1,2,3]
[16,{"$f":"Eingabe!C28","v":""},{"$f":"IF($B39=\"\",\"\",Eingabe!D28)","v":""},{"$f":"IF($B39=\"\",\"\",Eingabe!E28)","v":""},{"$f":"IF($B39=\"\",\"\",Eingabe!F28)","v":""},{"$f":"IF($B39=\"\",\"\",Eingabe!G28)","v":""},{"$f":"IF($B39=\"\",\"\",Eingabe!H28)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B39=A39,VLOOKUP(B39,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I39=0,\"\",VLOOKUP(I39,Eingabe!$AD$13:$AE$24,2,0)))","v":""},16,"Anna Hinz",0,"w","Neeser","4A",null,1,{"$error":"#N/A"},null,null,"",1,4,3]
[17,{"$f":"Eingabe!C29","v":""},{"$f":"IF($B40=\"\",\"\",Eingabe!D29)","v":""},{"$f":"IF($B40=\"\",\"\",Eingabe!E29)","v":""},{"$f":"IF($B40=\"\",\"\",Eingabe!F29)","v":""},{"$f":"IF($B40=\"\",\"\",Eingabe!G29)","v":""},{"$f":"IF($B40=\"\",\"\",Eingabe!H29)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B40=A40,VLOOKUP(B40,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I40=0,\"\",VLOOKUP(I40,Eingabe!$AD$13:$AE$24,2,0)))","v":""},17,"Samira Rotenberger",0,"w","Neeser","4A",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[18,{"$f":"Eingabe!C30","v":""},{"$f":"IF($B41=\"\",\"\",Eingabe!D30)","v":""},{"$f":"IF($B41=\"\",\"\",Eingabe!E30)","v":""},{"$f":"IF($B41=\"\",\"\",Eingabe!F30)","v":""},{"$f":"IF($B41=\"\",\"\",Eingabe!G30)","v":""},{"$f":"IF($B41=\"\",\"\",Eingabe!H30)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B41=A41,VLOOKUP(B41,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I41=0,\"\",VLOOKUP(I41,Eingabe!$AD$13:$AE$24,2,0)))","v":""},18,"Sarina Siemens",0,"w","Neeser","4A",null,3,{"$error":"#N/A"},null,null,"",3,1,2]
[19,{"$f":"Eingabe!C31","v":""},{"$f":"IF($B42=\"\",\"\",Eingabe!D31)","v":""},{"$f":"IF($B42=\"\",\"\",Eingabe!E31)","v":""},{"$f":"IF($B42=\"\",\"\",Eingabe!F31)","v":""},{"$f":"IF($B42=\"\",\"\",Eingabe!G31)","v":""},{"$f":"IF($B42=\"\",\"\",Eingabe!H31)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B42=A42,VLOOKUP(B42,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I42=0,\"\",VLOOKUP(I42,Eingabe!$AD$13:$AE$24,2,0)))","v":""},19,"Sakkal Emma",0,"w","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",1,4,3]
[20,{"$f":"Eingabe!C32","v":""},{"$f":"IF($B43=\"\",\"\",Eingabe!D32)","v":""},{"$f":"IF($B43=\"\",\"\",Eingabe!E32)","v":""},{"$f":"IF($B43=\"\",\"\",Eingabe!F32)","v":""},{"$f":"IF($B43=\"\",\"\",Eingabe!G32)","v":""},{"$f":"IF($B43=\"\",\"\",Eingabe!H32)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B43=A43,VLOOKUP(B43,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I43=0,\"\",VLOOKUP(I43,Eingabe!$AD$13:$AE$24,2,0)))","v":""},20,"Spirig Fiona",0,"w","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",1,2,4]
[21,{"$f":"Eingabe!C33","v":""},{"$f":"IF($B44=\"\",\"\",Eingabe!D33)","v":""},{"$f":"IF($B44=\"\",\"\",Eingabe!E33)","v":""},{"$f":"IF($B44=\"\",\"\",Eingabe!F33)","v":""},{"$f":"IF($B44=\"\",\"\",Eingabe!G33)","v":""},{"$f":"IF($B44=\"\",\"\",Eingabe!H33)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B44=A44,VLOOKUP(B44,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I44=0,\"\",VLOOKUP(I44,Eingabe!$AD$13:$AE$24,2,0)))","v":""},21,"Bosshart Lyam",0,"m","Caldarulo/Laux","4B",null,4,{"$error":"#N/A"},null,null,"",4,1,2]
[22,{"$f":"Eingabe!C34","v":""},{"$f":"IF($B45=\"\",\"\",Eingabe!D34)","v":""},{"$f":"IF($B45=\"\",\"\",Eingabe!E34)","v":""},{"$f":"IF($B45=\"\",\"\",Eingabe!F34)","v":""},{"$f":"IF($B45=\"\",\"\",Eingabe!G34)","v":""},{"$f":"IF($B45=\"\",\"\",Eingabe!H34)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B45=A45,VLOOKUP(B45,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I45=0,\"\",VLOOKUP(I45,Eingabe!$AD$13:$AE$24,2,0)))","v":""},22,"Büchi Kilian",0,"m","Caldarulo/Laux","4B",null,3,{"$error":"#N/A"},null,null,"",3,1,2]
[23,{"$f":"Eingabe!C35","v":""},{"$f":"IF($B46=\"\",\"\",Eingabe!D35)","v":""},{"$f":"IF($B46=\"\",\"\",Eingabe!E35)","v":""},{"$f":"IF($B46=\"\",\"\",Eingabe!F35)","v":""},{"$f":"IF($B46=\"\",\"\",Eingabe!G35)","v":""},{"$f":"IF($B46=\"\",\"\",Eingabe!H35)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B46=A46,VLOOKUP(B46,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I46=0,\"\",VLOOKUP(I46,Eingabe!$AD$13:$AE$24,2,0)))","v":""},23,"Glanzmann Elia",0,"m","Caldarulo/Laux","4B",null,4,{"$error":"#N/A"},null,null,"",4,2,3]
[24,{"$f":"Eingabe!C36","v":""},{"$f":"IF($B47=\"\",\"\",Eingabe!D36)","v":""},{"$f":"IF($B47=\"\",\"\",Eingabe!E36)","v":""},{"$f":"IF($B47=\"\",\"\",Eingabe!F36)","v":""},{"$f":"IF($B47=\"\",\"\",Eingabe!G36)","v":""},{"$f":"IF($B47=\"\",\"\",Eingabe!H36)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B47=A47,VLOOKUP(B47,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I47=0,\"\",VLOOKUP(I47,Eingabe!$AD$13:$AE$24,2,0)))","v":""},24,"Keller Noric",0,"m","Caldarulo/Laux","4B",null,3,{"$error":"#N/A"},null,null,"",3,1,4]
[25,{"$f":"Eingabe!C37","v":""},{"$f":"IF($B48=\"\",\"\",Eingabe!D37)","v":""},{"$f":"IF($B48=\"\",\"\",Eingabe!E37)","v":""},{"$f":"IF($B48=\"\",\"\",Eingabe!F37)","v":""},{"$f":"IF($B48=\"\",\"\",Eingabe!G37)","v":""},{"$f":"IF($B48=\"\",\"\",Eingabe!H37)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B48=A48,VLOOKUP(B48,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I48=0,\"\",VLOOKUP(I48,Eingabe!$AD$13:$AE$24,2,0)))","v":""},25,"Müller Marina",0,"w","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",1,2,4]
[26,{"$f":"Eingabe!C38","v":""},{"$f":"IF($B49=\"\",\"\",Eingabe!D38)","v":""},{"$f":"IF($B49=\"\",\"\",Eingabe!E38)","v":""},{"$f":"IF($B49=\"\",\"\",Eingabe!F38)","v":""},{"$f":"IF($B49=\"\",\"\",Eingabe!G38)","v":""},{"$f":"IF($B49=\"\",\"\",Eingabe!H38)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B49=A49,VLOOKUP(B49,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I49=0,\"\",VLOOKUP(I49,Eingabe!$AD$13:$AE$24,2,0)))","v":""},26,"Sutter Ayleen",0,"w","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",2,1,3]
[27,{"$f":"Eingabe!C39","v":""},{"$f":"IF($B50=\"\",\"\",Eingabe!D39)","v":""},{"$f":"IF($B50=\"\",\"\",Eingabe!E39)","v":""},{"$f":"IF($B50=\"\",\"\",Eingabe!F39)","v":""},{"$f":"IF($B50=\"\",\"\",Eingabe!G39)","v":""},{"$f":"IF($B50=\"\",\"\",Eingabe!H39)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B50=A50,VLOOKUP(B50,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I50=0,\"\",VLOOKUP(I50,Eingabe!$AD$13:$AE$24,2,0)))","v":""},27,"Burch Luca",0,"m","Caldarulo/Laux","4B",null,4,{"$error":"#N/A"},null,null,"",4,1,2]
[28,{"$f":"Eingabe!C40","v":""},{"$f":"IF($B51=\"\",\"\",Eingabe!D40)","v":""},{"$f":"IF($B51=\"\",\"\",Eingabe!E40)","v":""},{"$f":"IF($B51=\"\",\"\",Eingabe!F40)","v":""},{"$f":"IF($B51=\"\",\"\",Eingabe!G40)","v":""},{"$f":"IF($B51=\"\",\"\",Eingabe!H40)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B51=A51,VLOOKUP(B51,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I51=0,\"\",VLOOKUP(I51,Eingabe!$AD$13:$AE$24,2,0)))","v":""},28,"Schwarz Silvan",0,"m","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",2,1,3]
[29,{"$f":"Eingabe!C41","v":""},{"$f":"IF($B52=\"\",\"\",Eingabe!D41)","v":""},{"$f":"IF($B52=\"\",\"\",Eingabe!E41)","v":""},{"$f":"IF($B52=\"\",\"\",Eingabe!F41)","v":""},{"$f":"IF($B52=\"\",\"\",Eingabe!G41)","v":""},{"$f":"IF($B52=\"\",\"\",Eingabe!H41)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B52=A52,VLOOKUP(B52,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I52=0,\"\",VLOOKUP(I52,Eingabe!$AD$13:$AE$24,2,0)))","v":""},29,"Balduf Seraphine",0,"w","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",1,4,3]
[30,{"$f":"Eingabe!C42","v":""},{"$f":"IF($B53=\"\",\"\",Eingabe!D42)","v":""},{"$f":"IF($B53=\"\",\"\",Eingabe!E42)","v":""},{"$f":"IF($B53=\"\",\"\",Eingabe!F42)","v":""},{"$f":"IF($B53=\"\",\"\",Eingabe!G42)","v":""},{"$f":"IF($B53=\"\",\"\",Eingabe!H42)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B53=A53,VLOOKUP(B53,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I53=0,\"\",VLOOKUP(I53,Eingabe!$AD$13:$AE$24,2,0)))","v":""},30,"Fürer Olivia",0,"w","Caldarulo/Laux","4B",null,3,{"$error":"#N/A"},null,null,"",2,3,1]
[31,{"$f":"Eingabe!C43","v":""},{"$f":"IF($B54=\"\",\"\",Eingabe!D43)","v":""},{"$f":"IF($B54=\"\",\"\",Eingabe!E43)","v":""},{"$f":"IF($B54=\"\",\"\",Eingabe!F43)","v":""},{"$f":"IF($B54=\"\",\"\",Eingabe!G43)","v":""},{"$f":"IF($B54=\"\",\"\",Eingabe!H43)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B54=A54,VLOOKUP(B54,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I54=0,\"\",VLOOKUP(I54,Eingabe!$AD$13:$AE$24,2,0)))","v":""},31,"Senges Leonie",0,"w","Caldarulo/Laux","4B",null,3,{"$error":"#N/A"},null,null,"",3,2,4]
[32,{"$f":"Eingabe!C44","v":""},{"$f":"IF($B55=\"\",\"\",Eingabe!D44)","v":""},{"$f":"IF($B55=\"\",\"\",Eingabe!E44)","v":""},{"$f":"IF($B55=\"\",\"\",Eingabe!F44)","v":""},{"$f":"IF($B55=\"\",\"\",Eingabe!G44)","v":""},{"$f":"IF($B55=\"\",\"\",Eingabe!H44)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B55=A55,VLOOKUP(B55,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I55=0,\"\",VLOOKUP(I55,Eingabe!$AD$13:$AE$24,2,0)))","v":""},32,"Farner Fabio",0,"m","Caldarulo/Laux","4B",null,1,{"$error":"#N/A"},null,null,"",1,2,4]
[33,{"$f":"Eingabe!C45","v":""},{"$f":"IF($B56=\"\",\"\",Eingabe!D45)","v":""},{"$f":"IF($B56=\"\",\"\",Eingabe!E45)","v":""},{"$f":"IF($B56=\"\",\"\",Eingabe!F45)","v":""},{"$f":"IF($B56=\"\",\"\",Eingabe!G45)","v":""},{"$f":"IF($B56=\"\",\"\",Eingabe!H45)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B56=A56,VLOOKUP(B56,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I56=0,\"\",VLOOKUP(I56,Eingabe!$AD$13:$AE$24,2,0)))","v":""},33,"Fritz Tristan",0,"m","Caldarulo/Laux","4B",null,3,{"$error":"#N/A"},null,null,"",3,1,4]
[34,{"$f":"Eingabe!C46","v":""},{"$f":"IF($B57=\"\",\"\",Eingabe!D46)","v":""},{"$f":"IF($B57=\"\",\"\",Eingabe!E46)","v":""},{"$f":"IF($B57=\"\",\"\",Eingabe!F46)","v":""},{"$f":"IF($B57=\"\",\"\",Eingabe!G46)","v":""},{"$f":"IF($B57=\"\",\"\",Eingabe!H46)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B57=A57,VLOOKUP(B57,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I57=0,\"\",VLOOKUP(I57,Eingabe!$AD$13:$AE$24,2,0)))","v":""},34,"Manzala Karlen",0,"w","Caldarulo/Laux","4B",null,4,{"$error":"#N/A"},null,null,"",4,3,2]
[35,{"$f":"Eingabe!C47","v":""},{"$f":"IF($B58=\"\",\"\",Eingabe!D47)","v":""},{"$f":"IF($B58=\"\",\"\",Eingabe!E47)","v":""},{"$f":"IF($B58=\"\",\"\",Eingabe!F47)","v":""},{"$f":"IF($B58=\"\",\"\",Eingabe!G47)","v":""},{"$f":"IF($B58=\"\",\"\",Eingabe!H47)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B58=A58,VLOOKUP(B58,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I58=0,\"\",VLOOKUP(I58,Eingabe!$AD$13:$AE$24,2,0)))","v":""},35,"Müller Leona",0,"w","Caldarulo/Laux","4B",null,3,{"$error":"#N/A"},null,null,"",3,4,2]
[36,{"$f":"Eingabe!C48","v":""},{"$f":"IF($B59=\"\",\"\",Eingabe!D48)","v":""},{"$f":"IF($B59=\"\",\"\",Eingabe!E48)","v":""},{"$f":"IF($B59=\"\",\"\",Eingabe!F48)","v":""},{"$f":"IF($B59=\"\",\"\",Eingabe!G48)","v":""},{"$f":"IF($B59=\"\",\"\",Eingabe!H48)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B59=A59,VLOOKUP(B59,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I59=0,\"\",VLOOKUP(I59,Eingabe!$AD$13:$AE$24,2,0)))","v":""},36,"Scherrer Neve",0,"w","Caldarulo/Laux","4B",null,4,{"$error":"#N/A"},null,null,"",2,4,1]
[37,{"$f":"Eingabe!C49","v":""},{"$f":"IF($B60=\"\",\"\",Eingabe!D49)","v":""},{"$f":"IF($B60=\"\",\"\",Eingabe!E49)","v":""},{"$f":"IF($B60=\"\",\"\",Eingabe!F49)","v":""},{"$f":"IF($B60=\"\",\"\",Eingabe!G49)","v":""},{"$f":"IF($B60=\"\",\"\",Eingabe!H49)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B60=A60,VLOOKUP(B60,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I60=0,\"\",VLOOKUP(I60,Eingabe!$AD$13:$AE$24,2,0)))","v":""},37,"Sottile Giulia Leana",0,"w","Caldarulo/Laux","4B",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[38,{"$f":"Eingabe!C50","v":""},{"$f":"IF($B61=\"\",\"\",Eingabe!D50)","v":""},{"$f":"IF($B61=\"\",\"\",Eingabe!E50)","v":""},{"$f":"IF($B61=\"\",\"\",Eingabe!F50)","v":""},{"$f":"IF($B61=\"\",\"\",Eingabe!G50)","v":""},{"$f":"IF($B61=\"\",\"\",Eingabe!H50)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B61=A61,VLOOKUP(B61,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I61=0,\"\",VLOOKUP(I61,Eingabe!$AD$13:$AE$24,2,0)))","v":""},38,"Egli Noé",0,"m","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,1,4]
[39,{"$f":"Eingabe!C51","v":""},{"$f":"IF($B62=\"\",\"\",Eingabe!D51)","v":""},{"$f":"IF($B62=\"\",\"\",Eingabe!E51)","v":""},{"$f":"IF($B62=\"\",\"\",Eingabe!F51)","v":""},{"$f":"IF($B62=\"\",\"\",Eingabe!G51)","v":""},{"$f":"IF($B62=\"\",\"\",Eingabe!H51)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B62=A62,VLOOKUP(B62,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I62=0,\"\",VLOOKUP(I62,Eingabe!$AD$13:$AE$24,2,0)))","v":""},39,"Kirchmeier Remo",0,"m","Stäheli/Untersee","4C",null,1,{"$error":"#N/A"},null,null,"",2,1,4]
[40,{"$f":"Eingabe!C52","v":""},{"$f":"IF($B63=\"\",\"\",Eingabe!D52)","v":""},{"$f":"IF($B63=\"\",\"\",Eingabe!E52)","v":""},{"$f":"IF($B63=\"\",\"\",Eingabe!F52)","v":""},{"$f":"IF($B63=\"\",\"\",Eingabe!G52)","v":""},{"$f":"IF($B63=\"\",\"\",Eingabe!H52)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B63=A63,VLOOKUP(B63,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I63=0,\"\",VLOOKUP(I63,Eingabe!$AD$13:$AE$24,2,0)))","v":""},40,"Kreis Jann",0,"m","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[41,{"$f":"Eingabe!C53","v":""},{"$f":"IF($B64=\"\",\"\",Eingabe!D53)","v":""},{"$f":"IF($B64=\"\",\"\",Eingabe!E53)","v":""},{"$f":"IF($B64=\"\",\"\",Eingabe!F53)","v":""},{"$f":"IF($B64=\"\",\"\",Eingabe!G53)","v":""},{"$f":"IF($B64=\"\",\"\",Eingabe!H53)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B64=A64,VLOOKUP(B64,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I64=0,\"\",VLOOKUP(I64,Eingabe!$AD$13:$AE$24,2,0)))","v":""},41,"Suhner Ramon",0,"m","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,2,1]
[42,{"$f":"Eingabe!C54","v":""},{"$f":"IF($B65=\"\",\"\",Eingabe!D54)","v":""},{"$f":"IF($B65=\"\",\"\",Eingabe!E54)","v":""},{"$f":"IF($B65=\"\",\"\",Eingabe!F54)","v":""},{"$f":"IF($B65=\"\",\"\",Eingabe!G54)","v":""},{"$f":"IF($B65=\"\",\"\",Eingabe!H54)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B65=A65,VLOOKUP(B65,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I65=0,\"\",VLOOKUP(I65,Eingabe!$AD$13:$AE$24,2,0)))","v":""},42,"Arpagaus Janine",0,"w","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",2,3,4]
[43,{"$f":"Eingabe!C55","v":""},{"$f":"IF($B66=\"\",\"\",Eingabe!D55)","v":""},{"$f":"IF($B66=\"\",\"\",Eingabe!E55)","v":""},{"$f":"IF($B66=\"\",\"\",Eingabe!F55)","v":""},{"$f":"IF($B66=\"\",\"\",Eingabe!G55)","v":""},{"$f":"IF($B66=\"\",\"\",Eingabe!H55)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B66=A66,VLOOKUP(B66,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I66=0,\"\",VLOOKUP(I66,Eingabe!$AD$13:$AE$24,2,0)))","v":""},43,"Sennrich Lina",0,"w","Stäheli/Untersee","4C",null,1,{"$error":"#N/A"},null,null,"",1,3,2]
[44,{"$f":"Eingabe!C56","v":""},{"$f":"IF($B67=\"\",\"\",Eingabe!D56)","v":""},{"$f":"IF($B67=\"\",\"\",Eingabe!E56)","v":""},{"$f":"IF($B67=\"\",\"\",Eingabe!F56)","v":""},{"$f":"IF($B67=\"\",\"\",Eingabe!G56)","v":""},{"$f":"IF($B67=\"\",\"\",Eingabe!H56)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B67=A67,VLOOKUP(B67,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I67=0,\"\",VLOOKUP(I67,Eingabe!$AD$13:$AE$24,2,0)))","v":""},44,"Allenspach Daniel",0,"m","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[45,{"$f":"Eingabe!C57","v":""},{"$f":"IF($B68=\"\",\"\",Eingabe!D57)","v":""},{"$f":"IF($B68=\"\",\"\",Eingabe!E57)","v":""},{"$f":"IF($B68=\"\",\"\",Eingabe!F57)","v":""},{"$f":"IF($B68=\"\",\"\",Eingabe!G57)","v":""},{"$f":"IF($B68=\"\",\"\",Eingabe!H57)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B68=A68,VLOOKUP(B68,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I68=0,\"\",VLOOKUP(I68,Eingabe!$AD$13:$AE$24,2,0)))","v":""},45,"Bosshart Fynn",0,"m","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,2,4]
[46,{"$f":"Eingabe!C58","v":""},{"$f":"IF($B69=\"\",\"\",Eingabe!D58)","v":""},{"$f":"IF($B69=\"\",\"\",Eingabe!E58)","v":""},{"$f":"IF($B69=\"\",\"\",Eingabe!F58)","v":""},{"$f":"IF($B69=\"\",\"\",Eingabe!G58)","v":""},{"$f":"IF($B69=\"\",\"\",Eingabe!H58)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B69=A69,VLOOKUP(B69,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I69=0,\"\",VLOOKUP(I69,Eingabe!$AD$13:$AE$24,2,0)))","v":""},46,"Dufner Ilias",0,"m","Stäheli/Untersee","4C",null,1,{"$error":"#N/A"},null,null,"",3,1,4]
[47,{"$f":"Eingabe!C59","v":""},{"$f":"IF($B70=\"\",\"\",Eingabe!D59)","v":""},{"$f":"IF($B70=\"\",\"\",Eingabe!E59)","v":""},{"$f":"IF($B70=\"\",\"\",Eingabe!F59)","v":""},{"$f":"IF($B70=\"\",\"\",Eingabe!G59)","v":""},{"$f":"IF($B70=\"\",\"\",Eingabe!H59)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B70=A70,VLOOKUP(B70,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I70=0,\"\",VLOOKUP(I70,Eingabe!$AD$13:$AE$24,2,0)))","v":""},47,"Hintz Alexander",0,"m","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[48,{"$f":"Eingabe!C60","v":""},{"$f":"IF($B71=\"\",\"\",Eingabe!D60)","v":""},{"$f":"IF($B71=\"\",\"\",Eingabe!E60)","v":""},{"$f":"IF($B71=\"\",\"\",Eingabe!F60)","v":""},{"$f":"IF($B71=\"\",\"\",Eingabe!G60)","v":""},{"$f":"IF($B71=\"\",\"\",Eingabe!H60)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B71=A71,VLOOKUP(B71,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I71=0,\"\",VLOOKUP(I71,Eingabe!$AD$13:$AE$24,2,0)))","v":""},48,"Buob Noemi",0,"w","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[49,{"$f":"Eingabe!C61","v":""},{"$f":"IF($B72=\"\",\"\",Eingabe!D61)","v":""},{"$f":"IF($B72=\"\",\"\",Eingabe!E61)","v":""},{"$f":"IF($B72=\"\",\"\",Eingabe!F61)","v":""},{"$f":"IF($B72=\"\",\"\",Eingabe!G61)","v":""},{"$f":"IF($B72=\"\",\"\",Eingabe!H61)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B72=A72,VLOOKUP(B72,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I72=0,\"\",VLOOKUP(I72,Eingabe!$AD$13:$AE$24,2,0)))","v":""},49,"Dörig Naila",0,"w","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,2,4]
[50,{"$f":"Eingabe!C62","v":""},{"$f":"IF($B73=\"\",\"\",Eingabe!D62)","v":""},{"$f":"IF($B73=\"\",\"\",Eingabe!E62)","v":""},{"$f":"IF($B73=\"\",\"\",Eingabe!F62)","v":""},{"$f":"IF($B73=\"\",\"\",Eingabe!G62)","v":""},{"$f":"IF($B73=\"\",\"\",Eingabe!H62)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B73=A73,VLOOKUP(B73,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I73=0,\"\",VLOOKUP(I73,Eingabe!$AD$13:$AE$24,2,0)))","v":""},50,"Manser Linn",0,"w","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,2,1]
[51,{"$f":"Eingabe!C63","v":""},{"$f":"IF($B74=\"\",\"\",Eingabe!D63)","v":""},{"$f":"IF($B74=\"\",\"\",Eingabe!E63)","v":""},{"$f":"IF($B74=\"\",\"\",Eingabe!F63)","v":""},{"$f":"IF($B74=\"\",\"\",Eingabe!G63)","v":""},{"$f":"IF($B74=\"\",\"\",Eingabe!H63)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B74=A74,VLOOKUP(B74,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I74=0,\"\",VLOOKUP(I74,Eingabe!$AD$13:$AE$24,2,0)))","v":""},51,"Nguyen Mai Yen My",0,"w","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,3,1]
[52,{"$f":"Eingabe!C64","v":""},{"$f":"IF($B75=\"\",\"\",Eingabe!D64)","v":""},{"$f":"IF($B75=\"\",\"\",Eingabe!E64)","v":""},{"$f":"IF($B75=\"\",\"\",Eingabe!F64)","v":""},{"$f":"IF($B75=\"\",\"\",Eingabe!G64)","v":""},{"$f":"IF($B75=\"\",\"\",Eingabe!H64)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B75=A75,VLOOKUP(B75,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I75=0,\"\",VLOOKUP(I75,Eingabe!$AD$13:$AE$24,2,0)))","v":""},52,"Rüsch Talea",0,"w","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,2,1]
[53,{"$f":"Eingabe!C65","v":""},{"$f":"IF($B76=\"\",\"\",Eingabe!D65)","v":""},{"$f":"IF($B76=\"\",\"\",Eingabe!E65)","v":""},{"$f":"IF($B76=\"\",\"\",Eingabe!F65)","v":""},{"$f":"IF($B76=\"\",\"\",Eingabe!G65)","v":""},{"$f":"IF($B76=\"\",\"\",Eingabe!H65)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B76=A76,VLOOKUP(B76,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I76=0,\"\",VLOOKUP(I76,Eingabe!$AD$13:$AE$24,2,0)))","v":""},53,"Bitzi Mauro ",0,"m","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,2,4]
[54,{"$f":"Eingabe!C66","v":""},{"$f":"IF($B77=\"\",\"\",Eingabe!D66)","v":""},{"$f":"IF($B77=\"\",\"\",Eingabe!E66)","v":""},{"$f":"IF($B77=\"\",\"\",Eingabe!F66)","v":""},{"$f":"IF($B77=\"\",\"\",Eingabe!G66)","v":""},{"$f":"IF($B77=\"\",\"\",Eingabe!H66)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B77=A77,VLOOKUP(B77,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I77=0,\"\",VLOOKUP(I77,Eingabe!$AD$13:$AE$24,2,0)))","v":""},54,"Sutter Jaden",0,"m","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,2,1]
[55,{"$f":"Eingabe!C67","v":""},{"$f":"IF($B78=\"\",\"\",Eingabe!D67)","v":""},{"$f":"IF($B78=\"\",\"\",Eingabe!E67)","v":""},{"$f":"IF($B78=\"\",\"\",Eingabe!F67)","v":""},{"$f":"IF($B78=\"\",\"\",Eingabe!G67)","v":""},{"$f":"IF($B78=\"\",\"\",Eingabe!H67)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B78=A78,VLOOKUP(B78,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I78=0,\"\",VLOOKUP(I78,Eingabe!$AD$13:$AE$24,2,0)))","v":""},55,"De Bortoli Ilaria",0,"w","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,2,4]
[56,{"$f":"Eingabe!C68","v":""},{"$f":"IF($B79=\"\",\"\",Eingabe!D68)","v":""},{"$f":"IF($B79=\"\",\"\",Eingabe!E68)","v":""},{"$f":"IF($B79=\"\",\"\",Eingabe!F68)","v":""},{"$f":"IF($B79=\"\",\"\",Eingabe!G68)","v":""},{"$f":"IF($B79=\"\",\"\",Eingabe!H68)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B79=A79,VLOOKUP(B79,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I79=0,\"\",VLOOKUP(I79,Eingabe!$AD$13:$AE$24,2,0)))","v":""},56,"Glanzmann Vivia",0,"w","Stäheli/Untersee","4C",null,4,{"$error":"#N/A"},null,null,"",4,2,1]
[57,{"$f":"Eingabe!C69","v":""},{"$f":"IF($B80=\"\",\"\",Eingabe!D69)","v":""},{"$f":"IF($B80=\"\",\"\",Eingabe!E69)","v":""},{"$f":"IF($B80=\"\",\"\",Eingabe!F69)","v":""},{"$f":"IF($B80=\"\",\"\",Eingabe!G69)","v":""},{"$f":"IF($B80=\"\",\"\",Eingabe!H69)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B80=A80,VLOOKUP(B80,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I80=0,\"\",VLOOKUP(I80,Eingabe!$AD$13:$AE$24,2,0)))","v":""},57,"Hersche Laura",0,"w","Stäheli/Untersee","4C",null,3,{"$error":"#N/A"},null,null,"",3,4,2]
[58,{"$f":"Eingabe!C70","v":""},{"$f":"IF($B81=\"\",\"\",Eingabe!D70)","v":""},{"$f":"IF($B81=\"\",\"\",Eingabe!E70)","v":""},{"$f":"IF($B81=\"\",\"\",Eingabe!F70)","v":""},{"$f":"IF($B81=\"\",\"\",Eingabe!G70)","v":""},{"$f":"IF($B81=\"\",\"\",Eingabe!H70)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B81=A81,VLOOKUP(B81,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I81=0,\"\",VLOOKUP(I81,Eingabe!$AD$13:$AE$24,2,0)))","v":""},58,"Hofer Jamina",0,"w","Stäheli/Untersee","4C",null,1,{"$error":"#N/A"},null,null,"",1,2,3]
[59,{"$f":"Eingabe!C71","v":""},{"$f":"IF($B82=\"\",\"\",Eingabe!D71)","v":""},{"$f":"IF($B82=\"\",\"\",Eingabe!E71)","v":""},{"$f":"IF($B82=\"\",\"\",Eingabe!F71)","v":""},{"$f":"IF($B82=\"\",\"\",Eingabe!G71)","v":""},{"$f":"IF($B82=\"\",\"\",Eingabe!H71)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B82=A82,VLOOKUP(B82,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I82=0,\"\",VLOOKUP(I82,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[60,{"$f":"Eingabe!C72","v":""},{"$f":"IF($B83=\"\",\"\",Eingabe!D72)","v":""},{"$f":"IF($B83=\"\",\"\",Eingabe!E72)","v":""},{"$f":"IF($B83=\"\",\"\",Eingabe!F72)","v":""},{"$f":"IF($B83=\"\",\"\",Eingabe!G72)","v":""},{"$f":"IF($B83=\"\",\"\",Eingabe!H72)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B83=A83,VLOOKUP(B83,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I83=0,\"\",VLOOKUP(I83,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[61,{"$f":"Eingabe!C73","v":""},{"$f":"IF($B84=\"\",\"\",Eingabe!D73)","v":""},{"$f":"IF($B84=\"\",\"\",Eingabe!E73)","v":""},{"$f":"IF($B84=\"\",\"\",Eingabe!F73)","v":""},{"$f":"IF($B84=\"\",\"\",Eingabe!G73)","v":""},{"$f":"IF($B84=\"\",\"\",Eingabe!H73)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B84=A84,VLOOKUP(B84,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I84=0,\"\",VLOOKUP(I84,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[62,{"$f":"Eingabe!C74","v":""},{"$f":"IF($B85=\"\",\"\",Eingabe!D74)","v":""},{"$f":"IF($B85=\"\",\"\",Eingabe!E74)","v":""},{"$f":"IF($B85=\"\",\"\",Eingabe!F74)","v":""},{"$f":"IF($B85=\"\",\"\",Eingabe!G74)","v":""},{"$f":"IF($B85=\"\",\"\",Eingabe!H74)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B85=A85,VLOOKUP(B85,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I85=0,\"\",VLOOKUP(I85,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[63,{"$f":"Eingabe!C75","v":""},{"$f":"IF($B86=\"\",\"\",Eingabe!D75)","v":""},{"$f":"IF($B86=\"\",\"\",Eingabe!E75)","v":""},{"$f":"IF($B86=\"\",\"\",Eingabe!F75)","v":""},{"$f":"IF($B86=\"\",\"\",Eingabe!G75)","v":""},{"$f":"IF($B86=\"\",\"\",Eingabe!H75)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B86=A86,VLOOKUP(B86,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I86=0,\"\",VLOOKUP(I86,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[64,{"$f":"Eingabe!C76","v":""},{"$f":"IF($B87=\"\",\"\",Eingabe!D76)","v":""},{"$f":"IF($B87=\"\",\"\",Eingabe!E76)","v":""},{"$f":"IF($B87=\"\",\"\",Eingabe!F76)","v":""},{"$f":"IF($B87=\"\",\"\",Eingabe!G76)","v":""},{"$f":"IF($B87=\"\",\"\",Eingabe!H76)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B87=A87,VLOOKUP(B87,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I87=0,\"\",VLOOKUP(I87,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[65,{"$f":"Eingabe!C77","v":""},{"$f":"IF($B88=\"\",\"\",Eingabe!D77)","v":""},{"$f":"IF($B88=\"\",\"\",Eingabe!E77)","v":""},{"$f":"IF($B88=\"\",\"\",Eingabe!F77)","v":""},{"$f":"IF($B88=\"\",\"\",Eingabe!G77)","v":""},{"$f":"IF($B88=\"\",\"\",Eingabe!H77)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B88=A88,VLOOKUP(B88,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I88=0,\"\",VLOOKUP(I88,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[67,{"$f":"Eingabe!C79","v":""},{"$f":"IF($B90=\"\",\"\",Eingabe!D79)","v":""},{"$f":"IF($B90=\"\",\"\",Eingabe!E79)","v":""},{"$f":"IF($B90=\"\",\"\",Eingabe!F79)","v":""},{"$f":"IF($B90=\"\",\"\",Eingabe!G79)","v":""},{"$f":"IF($B90=\"\",\"\",Eingabe!H79)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B90=A90,VLOOKUP(B90,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I90=0,\"\",VLOOKUP(I90,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,{"$f":"IF(K90=\"\",\"\",IF(OR(R90=\"\",R90=0),\"\",VLOOKUP(R90,$V$4:$W$15,2,0)))","v":""},null,null,""]
[68,{"$f":"Eingabe!C80","v":""},{"$f":"IF($B91=\"\",\"\",Eingabe!D80)","v":""},{"$f":"IF($B91=\"\",\"\",Eingabe!E80)","v":""},{"$f":"IF($B91=\"\",\"\",Eingabe!F80)","v":""},{"$f":"IF($B91=\"\",\"\",Eingabe!G80)","v":""},{"$f":"IF($B91=\"\",\"\",Eingabe!H80)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B91=A91,VLOOKUP(B91,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I91=0,\"\",VLOOKUP(I91,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[69,{"$f":"Eingabe!C81","v":""},{"$f":"IF($B92=\"\",\"\",Eingabe!D81)","v":""},{"$f":"IF($B92=\"\",\"\",Eingabe!E81)","v":""},{"$f":"IF($B92=\"\",\"\",Eingabe!F81)","v":""},{"$f":"IF($B92=\"\",\"\",Eingabe!G81)","v":""},{"$f":"IF($B92=\"\",\"\",Eingabe!H81)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B92=A92,VLOOKUP(B92,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I92=0,\"\",VLOOKUP(I92,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[70,{"$f":"Eingabe!C82","v":""},{"$f":"IF($B93=\"\",\"\",Eingabe!D82)","v":""},{"$f":"IF($B93=\"\",\"\",Eingabe!E82)","v":""},{"$f":"IF($B93=\"\",\"\",Eingabe!F82)","v":""},{"$f":"IF($B93=\"\",\"\",Eingabe!G82)","v":""},{"$f":"IF($B93=\"\",\"\",Eingabe!H82)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B93=A93,VLOOKUP(B93,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I93=0,\"\",VLOOKUP(I93,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[71,{"$f":"Eingabe!C83","v":""},{"$f":"IF($B94=\"\",\"\",Eingabe!D83)","v":""},{"$f":"IF($B94=\"\",\"\",Eingabe!E83)","v":""},{"$f":"IF($B94=\"\",\"\",Eingabe!F83)","v":""},{"$f":"IF($B94=\"\",\"\",Eingabe!G83)","v":""},{"$f":"IF($B94=\"\",\"\",Eingabe!H83)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B94=A94,VLOOKUP(B94,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I94=0,\"\",VLOOKUP(I94,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[72,{"$f":"Eingabe!C84","v":""},{"$f":"IF($B95=\"\",\"\",Eingabe!D84)","v":""},{"$f":"IF($B95=\"\",\"\",Eingabe!E84)","v":""},{"$f":"IF($B95=\"\",\"\",Eingabe!F84)","v":""},{"$f":"IF($B95=\"\",\"\",Eingabe!G84)","v":""},{"$f":"IF($B95=\"\",\"\",Eingabe!H84)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B95=A95,VLOOKUP(B95,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I95=0,\"\",VLOOKUP(I95,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[73,{"$f":"Eingabe!C85","v":""},{"$f":"IF($B96=\"\",\"\",Eingabe!D85)","v":""},{"$f":"IF($B96=\"\",\"\",Eingabe!E85)","v":""},{"$f":"IF($B96=\"\",\"\",Eingabe!F85)","v":""},{"$f":"IF($B96=\"\",\"\",Eingabe!G85)","v":""},{"$f":"IF($B96=\"\",\"\",Eingabe!H85)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B96=A96,VLOOKUP(B96,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I96=0,\"\",VLOOKUP(I96,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[74,{"$f":"Eingabe!C86","v":""},{"$f":"IF($B97=\"\",\"\",Eingabe!D86)","v":""},{"$f":"IF($B97=\"\",\"\",Eingabe!E86)","v":""},{"$f":"IF($B97=\"\",\"\",Eingabe!F86)","v":""},{"$f":"IF($B97=\"\",\"\",Eingabe!G86)","v":""},{"$f":"IF($B97=\"\",\"\",Eingabe!H86)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B97=A97,VLOOKUP(B97,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I97=0,\"\",VLOOKUP(I97,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[75,{"$f":"Eingabe!C87","v":""},{"$f":"IF($B98=\"\",\"\",Eingabe!D87)","v":""},{"$f":"IF($B98=\"\",\"\",Eingabe!E87)","v":""},{"$f":"IF($B98=\"\",\"\",Eingabe!F87)","v":""},{"$f":"IF($B98=\"\",\"\",Eingabe!G87)","v":""},{"$f":"IF($B98=\"\",\"\",Eingabe!H87)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B98=A98,VLOOKUP(B98,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I98=0,\"\",VLOOKUP(I98,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[76,{"$f":"Eingabe!C88","v":""},{"$f":"IF($B99=\"\",\"\",Eingabe!D88)","v":""},{"$f":"IF($B99=\"\",\"\",Eingabe!E88)","v":""},{"$f":"IF($B99=\"\",\"\",Eingabe!F88)","v":""},{"$f":"IF($B99=\"\",\"\",Eingabe!G88)","v":""},{"$f":"IF($B99=\"\",\"\",Eingabe!H88)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B99=A99,VLOOKUP(B99,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I99=0,\"\",VLOOKUP(I99,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[77,{"$f":"Eingabe!C89","v":""},{"$f":"IF($B100=\"\",\"\",Eingabe!D89)","v":""},{"$f":"IF($B100=\"\",\"\",Eingabe!E89)","v":""},{"$f":"IF($B100=\"\",\"\",Eingabe!F89)","v":""},{"$f":"IF($B100=\"\",\"\",Eingabe!G89)","v":""},{"$f":"IF($B100=\"\",\"\",Eingabe!H89)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B100=A100,VLOOKUP(B100,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I100=0,\"\",VLOOKUP(I100,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[78,{"$f":"Eingabe!C90","v":""},{"$f":"IF($B101=\"\",\"\",Eingabe!D90)","v":""},{"$f":"IF($B101=\"\",\"\",Eingabe!E90)","v":""},{"$f":"IF($B101=\"\",\"\",Eingabe!F90)","v":""},{"$f":"IF($B101=\"\",\"\",Eingabe!G90)","v":""},{"$f":"IF($B101=\"\",\"\",Eingabe!H90)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B101=A101,VLOOKUP(B101,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I101=0,\"\",VLOOKUP(I101,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[79,{"$f":"Eingabe!C91","v":""},{"$f":"IF($B102=\"\",\"\",Eingabe!D91)","v":""},{"$f":"IF($B102=\"\",\"\",Eingabe!E91)","v":""},{"$f":"IF($B102=\"\",\"\",Eingabe!F91)","v":""},{"$f":"IF($B102=\"\",\"\",Eingabe!G91)","v":""},{"$f":"IF($B102=\"\",\"\",Eingabe!H91)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B102=A102,VLOOKUP(B102,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I102=0,\"\",VLOOKUP(I102,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[80,{"$f":"Eingabe!C92","v":""},{"$f":"IF($B103=\"\",\"\",Eingabe!D92)","v":""},{"$f":"IF($B103=\"\",\"\",Eingabe!E92)","v":""},{"$f":"IF($B103=\"\",\"\",Eingabe!F92)","v":""},{"$f":"IF($B103=\"\",\"\",Eingabe!G92)","v":""},{"$f":"IF($B103=\"\",\"\",Eingabe!H92)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B103=A103,VLOOKUP(B103,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I103=0,\"\",VLOOKUP(I103,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[81,{"$f":"Eingabe!C93","v":""},{"$f":"IF($B104=\"\",\"\",Eingabe!D93)","v":""},{"$f":"IF($B104=\"\",\"\",Eingabe!E93)","v":""},{"$f":"IF($B104=\"\",\"\",Eingabe!F93)","v":""},{"$f":"IF($B104=\"\",\"\",Eingabe!G93)","v":""},{"$f":"IF($B104=\"\",\"\",Eingabe!H93)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B104=A104,VLOOKUP(B104,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I104=0,\"\",VLOOKUP(I104,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[82,{"$f":"Eingabe!C94","v":""},{"$f":"IF($B105=\"\",\"\",Eingabe!D94)","v":""},{"$f":"IF($B105=\"\",\"\",Eingabe!E94)","v":""},{"$f":"IF($B105=\"\",\"\",Eingabe!F94)","v":""},{"$f":"IF($B105=\"\",\"\",Eingabe!G94)","v":""},{"$f":"IF($B105=\"\",\"\",Eingabe!H94)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B105=A105,VLOOKUP(B105,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I105=0,\"\",VLOOKUP(I105,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[83,{"$f":"Eingabe!C95","v":""},{"$f":"IF($B106=\"\",\"\",Eingabe!D95)","v":""},{"$f":"IF($B106=\"\",\"\",Eingabe!E95)","v":""},{"$f":"IF($B106=\"\",\"\",Eingabe!F95)","v":""},{"$f":"IF($B106=\"\",\"\",Eingabe!G95)","v":""},{"$f":"IF($B106=\"\",\"\",Eingabe!H95)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B106=A106,VLOOKUP(B106,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I106=0,\"\",VLOOKUP(I106,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[84,{"$f":"Eingabe!C96","v":""},{"$f":"IF($B107=\"\",\"\",Eingabe!D96)","v":""},{"$f":"IF($B107=\"\",\"\",Eingabe!E96)","v":""},{"$f":"IF($B107=\"\",\"\",Eingabe!F96)","v":""},{"$f":"IF($B107=\"\",\"\",Eingabe!G96)","v":""},{"$f":"IF($B107=\"\",\"\",Eingabe!H96)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B107=A107,VLOOKUP(B107,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I107=0,\"\",VLOOKUP(I107,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[85,{"$f":"Eingabe!C97","v":""},{"$f":"IF($B108=\"\",\"\",Eingabe!D97)","v":""},{"$f":"IF($B108=\"\",\"\",Eingabe!E97)","v":""},{"$f":"IF($B108=\"\",\"\",Eingabe!F97)","v":""},{"$f":"IF($B108=\"\",\"\",Eingabe!G97)","v":""},{"$f":"IF($B108=\"\",\"\",Eingabe!H97)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B108=A108,VLOOKUP(B108,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I108=0,\"\",VLOOKUP(I108,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[86,{"$f":"Eingabe!C98","v":""},{"$f":"IF($B109=\"\",\"\",Eingabe!D98)","v":""},{"$f":"IF($B109=\"\",\"\",Eingabe!E98)","v":""},{"$f":"IF($B109=\"\",\"\",Eingabe!F98)","v":""},{"$f":"IF($B109=\"\",\"\",Eingabe!G98)","v":""},{"$f":"IF($B109=\"\",\"\",Eingabe!H98)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B109=A109,VLOOKUP(B109,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I109=0,\"\",VLOOKUP(I109,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[87,{"$f":"Eingabe!C99","v":""},{"$f":"IF($B110=\"\",\"\",Eingabe!D99)","v":""},{"$f":"IF($B110=\"\",\"\",Eingabe!E99)","v":""},{"$f":"IF($B110=\"\",\"\",Eingabe!F99)","v":""},{"$f":"IF($B110=\"\",\"\",Eingabe!G99)","v":""},{"$f":"IF($B110=\"\",\"\",Eingabe!H99)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B110=A110,VLOOKUP(B110,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I110=0,\"\",VLOOKUP(I110,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[88,{"$f":"Eingabe!C100","v":""},{"$f":"IF($B111=\"\",\"\",Eingabe!D100)","v":""},{"$f":"IF($B111=\"\",\"\",Eingabe!E100)","v":""},{"$f":"IF($B111=\"\",\"\",Eingabe!F100)","v":""},{"$f":"IF($B111=\"\",\"\",Eingabe!G100)","v":""},{"$f":"IF($B111=\"\",\"\",Eingabe!H100)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B111=A111,VLOOKUP(B111,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I111=0,\"\",VLOOKUP(I111,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[89,{"$f":"Eingabe!C101","v":""},{"$f":"IF($B112=\"\",\"\",Eingabe!D101)","v":""},{"$f":"IF($B112=\"\",\"\",Eingabe!E101)","v":""},{"$f":"IF($B112=\"\",\"\",Eingabe!F101)","v":""},{"$f":"IF($B112=\"\",\"\",Eingabe!G101)","v":""},{"$f":"IF($B112=\"\",\"\",Eingabe!H101)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B112=A112,VLOOKUP(B112,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I112=0,\"\",VLOOKUP(I112,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[90,{"$f":"Eingabe!C102","v":""},{"$f":"IF($B113=\"\",\"\",Eingabe!D102)","v":""},{"$f":"IF($B113=\"\",\"\",Eingabe!E102)","v":""},{"$f":"IF($B113=\"\",\"\",Eingabe!F102)","v":""},{"$f":"IF($B113=\"\",\"\",Eingabe!G102)","v":""},{"$f":"IF($B113=\"\",\"\",Eingabe!H102)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B113=A113,VLOOKUP(B113,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I113=0,\"\",VLOOKUP(I113,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[91,{"$f":"Eingabe!C103","v":""},{"$f":"IF($B114=\"\",\"\",Eingabe!D103)","v":""},{"$f":"IF($B114=\"\",\"\",Eingabe!E103)","v":""},{"$f":"IF($B114=\"\",\"\",Eingabe!F103)","v":""},{"$f":"IF($B114=\"\",\"\",Eingabe!G103)","v":""},{"$f":"IF($B114=\"\",\"\",Eingabe!H103)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B114=A114,VLOOKUP(B114,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I114=0,\"\",VLOOKUP(I114,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[92,{"$f":"Eingabe!C104","v":""},{"$f":"IF($B115=\"\",\"\",Eingabe!D104)","v":""},{"$f":"IF($B115=\"\",\"\",Eingabe!E104)","v":""},{"$f":"IF($B115=\"\",\"\",Eingabe!F104)","v":""},{"$f":"IF($B115=\"\",\"\",Eingabe!G104)","v":""},{"$f":"IF($B115=\"\",\"\",Eingabe!H104)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B115=A115,VLOOKUP(B115,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I115=0,\"\",VLOOKUP(I115,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[93,{"$f":"Eingabe!C105","v":""},{"$f":"IF($B116=\"\",\"\",Eingabe!D105)","v":""},{"$f":"IF($B116=\"\",\"\",Eingabe!E105)","v":""},{"$f":"IF($B116=\"\",\"\",Eingabe!F105)","v":""},{"$f":"IF($B116=\"\",\"\",Eingabe!G105)","v":""},{"$f":"IF($B116=\"\",\"\",Eingabe!H105)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B116=A116,VLOOKUP(B116,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I116=0,\"\",VLOOKUP(I116,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[94,{"$f":"Eingabe!C106","v":""},{"$f":"IF($B117=\"\",\"\",Eingabe!D106)","v":""},{"$f":"IF($B117=\"\",\"\",Eingabe!E106)","v":""},{"$f":"IF($B117=\"\",\"\",Eingabe!F106)","v":""},{"$f":"IF($B117=\"\",\"\",Eingabe!G106)","v":""},{"$f":"IF($B117=\"\",\"\",Eingabe!H106)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B117=A117,VLOOKUP(B117,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I117=0,\"\",VLOOKUP(I117,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[95,{"$f":"Eingabe!C107","v":""},{"$f":"IF($B118=\"\",\"\",Eingabe!D107)","v":""},{"$f":"IF($B118=\"\",\"\",Eingabe!E107)","v":""},{"$f":"IF($B118=\"\",\"\",Eingabe!F107)","v":""},{"$f":"IF($B118=\"\",\"\",Eingabe!G107)","v":""},{"$f":"IF($B118=\"\",\"\",Eingabe!H107)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B118=A118,VLOOKUP(B118,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I118=0,\"\",VLOOKUP(I118,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[96,{"$f":"Eingabe!C108","v":""},{"$f":"IF($B119=\"\",\"\",Eingabe!D108)","v":""},{"$f":"IF($B119=\"\",\"\",Eingabe!E108)","v":""},{"$f":"IF($B119=\"\",\"\",Eingabe!F108)","v":""},{"$f":"IF($B119=\"\",\"\",Eingabe!G108)","v":""},{"$f":"IF($B119=\"\",\"\",Eingabe!H108)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B119=A119,VLOOKUP(B119,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I119=0,\"\",VLOOKUP(I119,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[97,{"$f":"Eingabe!C109","v":""},{"$f":"IF($B120=\"\",\"\",Eingabe!D109)","v":""},{"$f":"IF($B120=\"\",\"\",Eingabe!E109)","v":""},{"$f":"IF($B120=\"\",\"\",Eingabe!F109)","v":""},{"$f":"IF($B120=\"\",\"\",Eingabe!G109)","v":""},{"$f":"IF($B120=\"\",\"\",Eingabe!H109)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B120=A120,VLOOKUP(B120,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I120=0,\"\",VLOOKUP(I120,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[98,{"$f":"Eingabe!C110","v":""},{"$f":"IF($B121=\"\",\"\",Eingabe!D110)","v":""},{"$f":"IF($B121=\"\",\"\",Eingabe!E110)","v":""},{"$f":"IF($B121=\"\",\"\",Eingabe!F110)","v":""},{"$f":"IF($B121=\"\",\"\",Eingabe!G110)","v":""},{"$f":"IF($B121=\"\",\"\",Eingabe!H110)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B121=A121,VLOOKUP(B121,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I121=0,\"\",VLOOKUP(I121,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[99,{"$f":"Eingabe!C111","v":""},{"$f":"IF($B122=\"\",\"\",Eingabe!D111)","v":""},{"$f":"IF($B122=\"\",\"\",Eingabe!E111)","v":""},{"$f":"IF($B122=\"\",\"\",Eingabe!F111)","v":""},{"$f":"IF($B122=\"\",\"\",Eingabe!G111)","v":""},{"$f":"IF($B122=\"\",\"\",Eingabe!H111)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B122=A122,VLOOKUP(B122,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I122=0,\"\",VLOOKUP(I122,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[100,{"$f":"Eingabe!C112","v":""},{"$f":"IF($B123=\"\",\"\",Eingabe!D112)","v":""},{"$f":"IF($B123=\"\",\"\",Eingabe!E112)","v":""},{"$f":"IF($B123=\"\",\"\",Eingabe!F112)","v":""},{"$f":"IF($B123=\"\",\"\",Eingabe!G112)","v":""},{"$f":"IF($B123=\"\",\"\",Eingabe!H112)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B123=A123,VLOOKUP(B123,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I123=0,\"\",VLOOKUP(I123,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[101,{"$f":"Eingabe!C113","v":""},{"$f":"IF($B124=\"\",\"\",Eingabe!D113)","v":""},{"$f":"IF($B124=\"\",\"\",Eingabe!E113)","v":""},{"$f":"IF($B124=\"\",\"\",Eingabe!F113)","v":""},{"$f":"IF($B124=\"\",\"\",Eingabe!G113)","v":""},{"$f":"IF($B124=\"\",\"\",Eingabe!H113)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B124=A124,VLOOKUP(B124,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I124=0,\"\",VLOOKUP(I124,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[102,{"$f":"Eingabe!C114","v":""},{"$f":"IF($B125=\"\",\"\",Eingabe!D114)","v":""},{"$f":"IF($B125=\"\",\"\",Eingabe!E114)","v":""},{"$f":"IF($B125=\"\",\"\",Eingabe!F114)","v":""},{"$f":"IF($B125=\"\",\"\",Eingabe!G114)","v":""},{"$f":"IF($B125=\"\",\"\",Eingabe!H114)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B125=A125,VLOOKUP(B125,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I125=0,\"\",VLOOKUP(I125,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[103,{"$f":"Eingabe!C115","v":""},{"$f":"IF($B126=\"\",\"\",Eingabe!D115)","v":""},{"$f":"IF($B126=\"\",\"\",Eingabe!E115)","v":""},{"$f":"IF($B126=\"\",\"\",Eingabe!F115)","v":""},{"$f":"IF($B126=\"\",\"\",Eingabe!G115)","v":""},{"$f":"IF($B126=\"\",\"\",Eingabe!H115)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B126=A126,VLOOKUP(B126,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I126=0,\"\",VLOOKUP(I126,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[104,{"$f":"Eingabe!C116","v":""},{"$f":"IF($B127=\"\",\"\",Eingabe!D116)","v":""},{"$f":"IF($B127=\"\",\"\",Eingabe!E116)","v":""},{"$f":"IF($B127=\"\",\"\",Eingabe!F116)","v":""},{"$f":"IF($B127=\"\",\"\",Eingabe!G116)","v":""},{"$f":"IF($B127=\"\",\"\",Eingabe!H116)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B127=A127,VLOOKUP(B127,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I127=0,\"\",VLOOKUP(I127,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[106,{"$f":"Eingabe!C118","v":""},{"$f":"IF($B129=\"\",\"\",Eingabe!D118)","v":""},{"$f":"IF($B129=\"\",\"\",Eingabe!E118)","v":""},{"$f":"IF($B129=\"\",\"\",Eingabe!F118)","v":""},{"$f":"IF($B129=\"\",\"\",Eingabe!G118)","v":""},{"$f":"IF($B129=\"\",\"\",Eingabe!H118)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B129=A129,VLOOKUP(B129,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I129=0,\"\",VLOOKUP(I129,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[107,{"$f":"Eingabe!C119","v":""},{"$f":"IF($B130=\"\",\"\",Eingabe!D119)","v":""},{"$f":"IF($B130=\"\",\"\",Eingabe!E119)","v":""},{"$f":"IF($B130=\"\",\"\",Eingabe!F119)","v":""},{"$f":"IF($B130=\"\",\"\",Eingabe!G119)","v":""},{"$f":"IF($B130=\"\",\"\",Eingabe!H119)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B130=A130,VLOOKUP(B130,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I130=0,\"\",VLOOKUP(I130,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[108,{"$f":"Eingabe!C120","v":""},{"$f":"IF($B131=\"\",\"\",Eingabe!D120)","v":""},{"$f":"IF($B131=\"\",\"\",Eingabe!E120)","v":""},{"$f":"IF($B131=\"\",\"\",Eingabe!F120)","v":""},{"$f":"IF($B131=\"\",\"\",Eingabe!G120)","v":""},{"$f":"IF($B131=\"\",\"\",Eingabe!H120)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B131=A131,VLOOKUP(B131,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I131=0,\"\",VLOOKUP(I131,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[109,{"$f":"Eingabe!C121","v":""},{"$f":"IF($B132=\"\",\"\",Eingabe!D121)","v":""},{"$f":"IF($B132=\"\",\"\",Eingabe!E121)","v":""},{"$f":"IF($B132=\"\",\"\",Eingabe!F121)","v":""},{"$f":"IF($B132=\"\",\"\",Eingabe!G121)","v":""},{"$f":"IF($B132=\"\",\"\",Eingabe!H121)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B132=A132,VLOOKUP(B132,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I132=0,\"\",VLOOKUP(I132,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[110,{"$f":"Eingabe!C122","v":""},{"$f":"IF($B133=\"\",\"\",Eingabe!D122)","v":""},{"$f":"IF($B133=\"\",\"\",Eingabe!E122)","v":""},{"$f":"IF($B133=\"\",\"\",Eingabe!F122)","v":""},{"$f":"IF($B133=\"\",\"\",Eingabe!G122)","v":""},{"$f":"IF($B133=\"\",\"\",Eingabe!H122)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B133=A133,VLOOKUP(B133,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I133=0,\"\",VLOOKUP(I133,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[111,{"$f":"Eingabe!C123","v":""},{"$f":"IF($B134=\"\",\"\",Eingabe!D123)","v":""},{"$f":"IF($B134=\"\",\"\",Eingabe!E123)","v":""},{"$f":"IF($B134=\"\",\"\",Eingabe!F123)","v":""},{"$f":"IF($B134=\"\",\"\",Eingabe!G123)","v":""},{"$f":"IF($B134=\"\",\"\",Eingabe!H123)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B134=A134,VLOOKUP(B134,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I134=0,\"\",VLOOKUP(I134,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[112,{"$f":"Eingabe!C124","v":""},{"$f":"IF($B135=\"\",\"\",Eingabe!D124)","v":""},{"$f":"IF($B135=\"\",\"\",Eingabe!E124)","v":""},{"$f":"IF($B135=\"\",\"\",Eingabe!F124)","v":""},{"$f":"IF($B135=\"\",\"\",Eingabe!G124)","v":""},{"$f":"IF($B135=\"\",\"\",Eingabe!H124)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B135=A135,VLOOKUP(B135,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I135=0,\"\",VLOOKUP(I135,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[113,{"$f":"Eingabe!C125","v":""},{"$f":"IF($B136=\"\",\"\",Eingabe!D125)","v":""},{"$f":"IF($B136=\"\",\"\",Eingabe!E125)","v":""},{"$f":"IF($B136=\"\",\"\",Eingabe!F125)","v":""},{"$f":"IF($B136=\"\",\"\",Eingabe!G125)","v":""},{"$f":"IF($B136=\"\",\"\",Eingabe!H125)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B136=A136,VLOOKUP(B136,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I136=0,\"\",VLOOKUP(I136,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[115,{"$f":"Eingabe!C127","v":""},{"$f":"IF($B138=\"\",\"\",Eingabe!D127)","v":""},{"$f":"IF($B138=\"\",\"\",Eingabe!E127)","v":""},{"$f":"IF($B138=\"\",\"\",Eingabe!F127)","v":""},{"$f":"IF($B138=\"\",\"\",Eingabe!G127)","v":""},{"$f":"IF($B138=\"\",\"\",Eingabe!H127)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B138=A138,VLOOKUP(B138,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I138=0,\"\",VLOOKUP(I138,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[116,{"$f":"Eingabe!C128","v":""},{"$f":"IF($B139=\"\",\"\",Eingabe!D128)","v":""},{"$f":"IF($B139=\"\",\"\",Eingabe!E128)","v":""},{"$f":"IF($B139=\"\",\"\",Eingabe!F128)","v":""},{"$f":"IF($B139=\"\",\"\",Eingabe!G128)","v":""},{"$f":"IF($B139=\"\",\"\",Eingabe!H128)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B139=A139,VLOOKUP(B139,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I139=0,\"\",VLOOKUP(I139,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[117,{"$f":"Eingabe!C129","v":""},{"$f":"IF($B140=\"\",\"\",Eingabe!D129)","v":""},{"$f":"IF($B140=\"\",\"\",Eingabe!E129)","v":""},{"$f":"IF($B140=\"\",\"\",Eingabe!F129)","v":""},{"$f":"IF($B140=\"\",\"\",Eingabe!G129)","v":""},{"$f":"IF($B140=\"\",\"\",Eingabe!H129)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B140=A140,VLOOKUP(B140,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I140=0,\"\",VLOOKUP(I140,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[118,{"$f":"Eingabe!C130","v":""},{"$f":"IF($B141=\"\",\"\",Eingabe!D130)","v":""},{"$f":"IF($B141=\"\",\"\",Eingabe!E130)","v":""},{"$f":"IF($B141=\"\",\"\",Eingabe!F130)","v":""},{"$f":"IF($B141=\"\",\"\",Eingabe!G130)","v":""},{"$f":"IF($B141=\"\",\"\",Eingabe!H130)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B141=A141,VLOOKUP(B141,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I141=0,\"\",VLOOKUP(I141,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[119,{"$f":"Eingabe!C131","v":""},{"$f":"IF($B142=\"\",\"\",Eingabe!D131)","v":""},{"$f":"IF($B142=\"\",\"\",Eingabe!E131)","v":""},{"$f":"IF($B142=\"\",\"\",Eingabe!F131)","v":""},{"$f":"IF($B142=\"\",\"\",Eingabe!G131)","v":""},{"$f":"IF($B142=\"\",\"\",Eingabe!H131)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B142=A142,VLOOKUP(B142,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I142=0,\"\",VLOOKUP(I142,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[120,{"$f":"Eingabe!C132","v":""},{"$f":"IF($B143=\"\",\"\",Eingabe!D132)","v":""},{"$f":"IF($B143=\"\",\"\",Eingabe!E132)","v":""},{"$f":"IF($B143=\"\",\"\",Eingabe!F132)","v":""},{"$f":"IF($B143=\"\",\"\",Eingabe!G132)","v":""},{"$f":"IF($B143=\"\",\"\",Eingabe!H132)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B143=A143,VLOOKUP(B143,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I143=0,\"\",VLOOKUP(I143,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[121,{"$f":"Eingabe!C133","v":""},{"$f":"IF($B144=\"\",\"\",Eingabe!D133)","v":""},{"$f":"IF($B144=\"\",\"\",Eingabe!E133)","v":""},{"$f":"IF($B144=\"\",\"\",Eingabe!F133)","v":""},{"$f":"IF($B144=\"\",\"\",Eingabe!G133)","v":""},{"$f":"IF($B144=\"\",\"\",Eingabe!H133)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B144=A144,VLOOKUP(B144,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I144=0,\"\",VLOOKUP(I144,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[122,{"$f":"Eingabe!C134","v":""},{"$f":"IF($B145=\"\",\"\",Eingabe!D134)","v":""},{"$f":"IF($B145=\"\",\"\",Eingabe!E134)","v":""},{"$f":"IF($B145=\"\",\"\",Eingabe!F134)","v":""},{"$f":"IF($B145=\"\",\"\",Eingabe!G134)","v":""},{"$f":"IF($B145=\"\",\"\",Eingabe!H134)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B145=A145,VLOOKUP(B145,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I145=0,\"\",VLOOKUP(I145,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[123,{"$f":"Eingabe!C135","v":""},{"$f":"IF($B146=\"\",\"\",Eingabe!D135)","v":""},{"$f":"IF($B146=\"\",\"\",Eingabe!E135)","v":""},{"$f":"IF($B146=\"\",\"\",Eingabe!F135)","v":""},{"$f":"IF($B146=\"\",\"\",Eingabe!G135)","v":""},{"$f":"IF($B146=\"\",\"\",Eingabe!H135)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B146=A146,VLOOKUP(B146,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I146=0,\"\",VLOOKUP(I146,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[124,{"$f":"Eingabe!C136","v":""},{"$f":"IF($B147=\"\",\"\",Eingabe!D136)","v":""},{"$f":"IF($B147=\"\",\"\",Eingabe!E136)","v":""},{"$f":"IF($B147=\"\",\"\",Eingabe!F136)","v":""},{"$f":"IF($B147=\"\",\"\",Eingabe!G136)","v":""},{"$f":"IF($B147=\"\",\"\",Eingabe!H136)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B147=A147,VLOOKUP(B147,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I147=0,\"\",VLOOKUP(I147,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[127,{"$f":"Eingabe!C139","v":""},{"$f":"IF($B150=\"\",\"\",Eingabe!D139)","v":""},{"$f":"IF($B150=\"\",\"\",Eingabe!E139)","v":""},{"$f":"IF($B150=\"\",\"\",Eingabe!F139)","v":""},{"$f":"IF($B150=\"\",\"\",Eingabe!G139)","v":""},{"$f":"IF($B150=\"\",\"\",Eingabe!H139)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B150=A150,VLOOKUP(B150,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I150=0,\"\",VLOOKUP(I150,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[128,{"$f":"Eingabe!C140","v":""},{"$f":"IF($B151=\"\",\"\",Eingabe!D140)","v":""},{"$f":"IF($B151=\"\",\"\",Eingabe!E140)","v":""},{"$f":"IF($B151=\"\",\"\",Eingabe!F140)","v":""},{"$f":"IF($B151=\"\",\"\",Eingabe!G140)","v":""},{"$f":"IF($B151=\"\",\"\",Eingabe!H140)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B151=A151,VLOOKUP(B151,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I151=0,\"\",VLOOKUP(I151,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[129,{"$f":"Eingabe!C141","v":""},{"$f":"IF($B152=\"\",\"\",Eingabe!D141)","v":""},{"$f":"IF($B152=\"\",\"\",Eingabe!E141)","v":""},{"$f":"IF($B152=\"\",\"\",Eingabe!F141)","v":""},{"$f":"IF($B152=\"\",\"\",Eingabe!G141)","v":""},{"$f":"IF($B152=\"\",\"\",Eingabe!H141)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B152=A152,VLOOKUP(B152,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I152=0,\"\",VLOOKUP(I152,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[140,{"$f":"Eingabe!C152","v":""},{"$f":"IF($B163=\"\",\"\",Eingabe!D152)","v":""},{"$f":"IF($B163=\"\",\"\",Eingabe!E152)","v":""},{"$f":"IF($B163=\"\",\"\",Eingabe!F152)","v":""},{"$f":"IF($B163=\"\",\"\",Eingabe!G152)","v":""},{"$f":"IF($B163=\"\",\"\",Eingabe!H152)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B163=A163,VLOOKUP(B163,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I163=0,\"\",VLOOKUP(I163,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[200,{"$f":"Eingabe!C212","v":""},{"$f":"IF($B223=\"\",\"\",Eingabe!D212)","v":""},{"$f":"IF($B223=\"\",\"\",Eingabe!E212)","v":""},{"$f":"IF($B223=\"\",\"\",Eingabe!F212)","v":""},{"$f":"IF($B223=\"\",\"\",Eingabe!G212)","v":""},{"$f":"IF($B223=\"\",\"\",Eingabe!H212)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B223=A223,VLOOKUP(B223,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I223=0,\"\",VLOOKUP(I223,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[201,{"$f":"Eingabe!C213","v":""},{"$f":"IF($B224=\"\",\"\",Eingabe!D213)","v":""},{"$f":"IF($B224=\"\",\"\",Eingabe!E213)","v":""},{"$f":"IF($B224=\"\",\"\",Eingabe!F213)","v":""},{"$f":"IF($B224=\"\",\"\",Eingabe!G213)","v":""},{"$f":"IF($B224=\"\",\"\",Eingabe!H213)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B224=A224,VLOOKUP(B224,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I224=0,\"\",VLOOKUP(I224,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[202,{"$f":"Eingabe!C214","v":""},{"$f":"IF($B225=\"\",\"\",Eingabe!D214)","v":""},{"$f":"IF($B225=\"\",\"\",Eingabe!E214)","v":""},{"$f":"IF($B225=\"\",\"\",Eingabe!F214)","v":""},{"$f":"IF($B225=\"\",\"\",Eingabe!G214)","v":""},{"$f":"IF($B225=\"\",\"\",Eingabe!H214)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B225=A225,VLOOKUP(B225,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I225=0,\"\",VLOOKUP(I225,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[203,{"$f":"Eingabe!C215","v":""},{"$f":"IF($B226=\"\",\"\",Eingabe!D215)","v":""},{"$f":"IF($B226=\"\",\"\",Eingabe!E215)","v":""},{"$f":"IF($B226=\"\",\"\",Eingabe!F215)","v":""},{"$f":"IF($B226=\"\",\"\",Eingabe!G215)","v":""},{"$f":"IF($B226=\"\",\"\",Eingabe!H215)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B226=A226,VLOOKUP(B226,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I226=0,\"\",VLOOKUP(I226,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[204,{"$f":"Eingabe!C216","v":""},{"$f":"IF($B227=\"\",\"\",Eingabe!D216)","v":""},{"$f":"IF($B227=\"\",\"\",Eingabe!E216)","v":""},{"$f":"IF($B227=\"\",\"\",Eingabe!F216)","v":""},{"$f":"IF($B227=\"\",\"\",Eingabe!G216)","v":""},{"$f":"IF($B227=\"\",\"\",Eingabe!H216)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B227=A227,VLOOKUP(B227,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I227=0,\"\",VLOOKUP(I227,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[205,{"$f":"Eingabe!C217","v":""},{"$f":"IF($B228=\"\",\"\",Eingabe!D217)","v":""},{"$f":"IF($B228=\"\",\"\",Eingabe!E217)","v":""},{"$f":"IF($B228=\"\",\"\",Eingabe!F217)","v":""},{"$f":"IF($B228=\"\",\"\",Eingabe!G217)","v":""},{"$f":"IF($B228=\"\",\"\",Eingabe!H217)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B228=A228,VLOOKUP(B228,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I228=0,\"\",VLOOKUP(I228,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[206,{"$f":"Eingabe!C218","v":""},{"$f":"IF($B229=\"\",\"\",Eingabe!D218)","v":""},{"$f":"IF($B229=\"\",\"\",Eingabe!E218)","v":""},{"$f":"IF($B229=\"\",\"\",Eingabe!F218)","v":""},{"$f":"IF($B229=\"\",\"\",Eingabe!G218)","v":""},{"$f":"IF($B229=\"\",\"\",Eingabe!H218)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B229=A229,VLOOKUP(B229,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I229=0,\"\",VLOOKUP(I229,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[207,{"$f":"Eingabe!C219","v":""},{"$f":"IF($B230=\"\",\"\",Eingabe!D219)","v":""},{"$f":"IF($B230=\"\",\"\",Eingabe!E219)","v":""},{"$f":"IF($B230=\"\",\"\",Eingabe!F219)","v":""},{"$f":"IF($B230=\"\",\"\",Eingabe!G219)","v":""},{"$f":"IF($B230=\"\",\"\",Eingabe!H219)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B230=A230,VLOOKUP(B230,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I230=0,\"\",VLOOKUP(I230,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[227,{"$f":"Eingabe!C239","v":""},{"$f":"IF($B250=\"\",\"\",Eingabe!D239)","v":""},{"$f":"IF($B250=\"\",\"\",Eingabe!E239)","v":""},{"$f":"IF($B250=\"\",\"\",Eingabe!F239)","v":""},{"$f":"IF($B250=\"\",\"\",Eingabe!G239)","v":""},{"$f":"IF($B250=\"\",\"\",Eingabe!H239)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B250=A250,VLOOKUP(B250,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I250=0,\"\",VLOOKUP(I250,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[228,{"$f":"Eingabe!C240","v":""},{"$f":"IF($B251=\"\",\"\",Eingabe!D240)","v":""},{"$f":"IF($B251=\"\",\"\",Eingabe!E240)","v":""},{"$f":"IF($B251=\"\",\"\",Eingabe!F240)","v":""},{"$f":"IF($B251=\"\",\"\",Eingabe!G240)","v":""},{"$f":"IF($B251=\"\",\"\",Eingabe!H240)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B251=A251,VLOOKUP(B251,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I251=0,\"\",VLOOKUP(I251,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[229,{"$f":"Eingabe!C241","v":""},{"$f":"IF($B252=\"\",\"\",Eingabe!D241)","v":""},{"$f":"IF($B252=\"\",\"\",Eingabe!E241)","v":""},{"$f":"IF($B252=\"\",\"\",Eingabe!F241)","v":""},{"$f":"IF($B252=\"\",\"\",Eingabe!G241)","v":""},{"$f":"IF($B252=\"\",\"\",Eingabe!H241)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B252=A252,VLOOKUP(B252,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I252=0,\"\",VLOOKUP(I252,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[230,{"$f":"Eingabe!C242","v":""},{"$f":"IF($B253=\"\",\"\",Eingabe!D242)","v":""},{"$f":"IF($B253=\"\",\"\",Eingabe!E242)","v":""},{"$f":"IF($B253=\"\",\"\",Eingabe!F242)","v":""},{"$f":"IF($B253=\"\",\"\",Eingabe!G242)","v":""},{"$f":"IF($B253=\"\",\"\",Eingabe!H242)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B253=A253,VLOOKUP(B253,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I253=0,\"\",VLOOKUP(I253,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[231,{"$f":"Eingabe!C243","v":""},{"$f":"IF($B254=\"\",\"\",Eingabe!D243)","v":""},{"$f":"IF($B254=\"\",\"\",Eingabe!E243)","v":""},{"$f":"IF($B254=\"\",\"\",Eingabe!F243)","v":""},{"$f":"IF($B254=\"\",\"\",Eingabe!G243)","v":""},{"$f":"IF($B254=\"\",\"\",Eingabe!H243)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B254=A254,VLOOKUP(B254,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I254=0,\"\",VLOOKUP(I254,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[232,{"$f":"Eingabe!C244","v":""},{"$f":"IF($B255=\"\",\"\",Eingabe!D244)","v":""},{"$f":"IF($B255=\"\",\"\",Eingabe!E244)","v":""},{"$f":"IF($B255=\"\",\"\",Eingabe!F244)","v":""},{"$f":"IF($B255=\"\",\"\",Eingabe!G244)","v":""},{"$f":"IF($B255=\"\",\"\",Eingabe!H244)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B255=A255,VLOOKUP(B255,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I255=0,\"\",VLOOKUP(I255,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[233,{"$f":"Eingabe!C245","v":""},{"$f":"IF($B256=\"\",\"\",Eingabe!D245)","v":""},{"$f":"IF($B256=\"\",\"\",Eingabe!E245)","v":""},{"$f":"IF($B256=\"\",\"\",Eingabe!F245)","v":""},{"$f":"IF($B256=\"\",\"\",Eingabe!G245)","v":""},{"$f":"IF($B256=\"\",\"\",Eingabe!H245)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B256=A256,VLOOKUP(B256,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I256=0,\"\",VLOOKUP(I256,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[234,{"$f":"Eingabe!C246","v":""},{"$f":"IF($B257=\"\",\"\",Eingabe!D246)","v":""},{"$f":"IF($B257=\"\",\"\",Eingabe!E246)","v":""},{"$f":"IF($B257=\"\",\"\",Eingabe!F246)","v":""},{"$f":"IF($B257=\"\",\"\",Eingabe!G246)","v":""},{"$f":"IF($B257=\"\",\"\",Eingabe!H246)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B257=A257,VLOOKUP(B257,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I257=0,\"\",VLOOKUP(I257,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[235,{"$f":"Eingabe!C247","v":""},{"$f":"IF($B258=\"\",\"\",Eingabe!D247)","v":""},{"$f":"IF($B258=\"\",\"\",Eingabe!E247)","v":""},{"$f":"IF($B258=\"\",\"\",Eingabe!F247)","v":""},{"$f":"IF($B258=\"\",\"\",Eingabe!G247)","v":""},{"$f":"IF($B258=\"\",\"\",Eingabe!H247)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B258=A258,VLOOKUP(B258,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I258=0,\"\",VLOOKUP(I258,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[236,{"$f":"Eingabe!C248","v":""},{"$f":"IF($B259=\"\",\"\",Eingabe!D248)","v":""},{"$f":"IF($B259=\"\",\"\",Eingabe!E248)","v":""},{"$f":"IF($B259=\"\",\"\",Eingabe!F248)","v":""},{"$f":"IF($B259=\"\",\"\",Eingabe!G248)","v":""},{"$f":"IF($B259=\"\",\"\",Eingabe!H248)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B259=A259,VLOOKUP(B259,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I259=0,\"\",VLOOKUP(I259,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[237,{"$f":"Eingabe!C249","v":""},{"$f":"IF($B260=\"\",\"\",Eingabe!D249)","v":""},{"$f":"IF($B260=\"\",\"\",Eingabe!E249)","v":""},{"$f":"IF($B260=\"\",\"\",Eingabe!F249)","v":""},{"$f":"IF($B260=\"\",\"\",Eingabe!G249)","v":""},{"$f":"IF($B260=\"\",\"\",Eingabe!H249)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B260=A260,VLOOKUP(B260,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I260=0,\"\",VLOOKUP(I260,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[238,{"$f":"Eingabe!C250","v":""},{"$f":"IF($B261=\"\",\"\",Eingabe!D250)","v":""},{"$f":"IF($B261=\"\",\"\",Eingabe!E250)","v":""},{"$f":"IF($B261=\"\",\"\",Eingabe!F250)","v":""},{"$f":"IF($B261=\"\",\"\",Eingabe!G250)","v":""},{"$f":"IF($B261=\"\",\"\",Eingabe!H250)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B261=A261,VLOOKUP(B261,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I261=0,\"\",VLOOKUP(I261,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[239,{"$f":"Eingabe!C251","v":""},{"$f":"IF($B262=\"\",\"\",Eingabe!D251)","v":""},{"$f":"IF($B262=\"\",\"\",Eingabe!E251)","v":""},{"$f":"IF($B262=\"\",\"\",Eingabe!F251)","v":""},{"$f":"IF($B262=\"\",\"\",Eingabe!G251)","v":""},{"$f":"IF($B262=\"\",\"\",Eingabe!H251)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B262=A262,VLOOKUP(B262,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I262=0,\"\",VLOOKUP(I262,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[240,{"$f":"Eingabe!C252","v":""},{"$f":"IF($B263=\"\",\"\",Eingabe!D252)","v":""},{"$f":"IF($B263=\"\",\"\",Eingabe!E252)","v":""},{"$f":"IF($B263=\"\",\"\",Eingabe!F252)","v":""},{"$f":"IF($B263=\"\",\"\",Eingabe!G252)","v":""},{"$f":"IF($B263=\"\",\"\",Eingabe!H252)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B263=A263,VLOOKUP(B263,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I263=0,\"\",VLOOKUP(I263,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[241,{"$f":"Eingabe!C253","v":""},{"$f":"IF($B264=\"\",\"\",Eingabe!D253)","v":""},{"$f":"IF($B264=\"\",\"\",Eingabe!E253)","v":""},{"$f":"IF($B264=\"\",\"\",Eingabe!F253)","v":""},{"$f":"IF($B264=\"\",\"\",Eingabe!G253)","v":""},{"$f":"IF($B264=\"\",\"\",Eingabe!H253)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B264=A264,VLOOKUP(B264,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I264=0,\"\",VLOOKUP(I264,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[242,{"$f":"Eingabe!C254","v":""},{"$f":"IF($B265=\"\",\"\",Eingabe!D254)","v":""},{"$f":"IF($B265=\"\",\"\",Eingabe!E254)","v":""},{"$f":"IF($B265=\"\",\"\",Eingabe!F254)","v":""},{"$f":"IF($B265=\"\",\"\",Eingabe!G254)","v":""},{"$f":"IF($B265=\"\",\"\",Eingabe!H254)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B265=A265,VLOOKUP(B265,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I265=0,\"\",VLOOKUP(I265,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[243,{"$f":"Eingabe!C255","v":""},{"$f":"IF($B266=\"\",\"\",Eingabe!D255)","v":""},{"$f":"IF($B266=\"\",\"\",Eingabe!E255)","v":""},{"$f":"IF($B266=\"\",\"\",Eingabe!F255)","v":""},{"$f":"IF($B266=\"\",\"\",Eingabe!G255)","v":""},{"$f":"IF($B266=\"\",\"\",Eingabe!H255)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B266=A266,VLOOKUP(B266,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I266=0,\"\",VLOOKUP(I266,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[244,{"$f":"Eingabe!C256","v":""},{"$f":"IF($B267=\"\",\"\",Eingabe!D256)","v":""},{"$f":"IF($B267=\"\",\"\",Eingabe!E256)","v":""},{"$f":"IF($B267=\"\",\"\",Eingabe!F256)","v":""},{"$f":"IF($B267=\"\",\"\",Eingabe!G256)","v":""},{"$f":"IF($B267=\"\",\"\",Eingabe!H256)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B267=A267,VLOOKUP(B267,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I267=0,\"\",VLOOKUP(I267,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[254,{"$f":"Eingabe!C266","v":""},{"$f":"IF($B277=\"\",\"\",Eingabe!D266)","v":""},{"$f":"IF($B277=\"\",\"\",Eingabe!E266)","v":""},{"$f":"IF($B277=\"\",\"\",Eingabe!F266)","v":""},{"$f":"IF($B277=\"\",\"\",Eingabe!G266)","v":""},{"$f":"IF($B277=\"\",\"\",Eingabe!H266)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B277=A277,VLOOKUP(B277,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I277=0,\"\",VLOOKUP(I277,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[255,{"$f":"Eingabe!C267","v":""},{"$f":"IF($B278=\"\",\"\",Eingabe!D267)","v":""},{"$f":"IF($B278=\"\",\"\",Eingabe!E267)","v":""},{"$f":"IF($B278=\"\",\"\",Eingabe!F267)","v":""},{"$f":"IF($B278=\"\",\"\",Eingabe!G267)","v":""},{"$f":"IF($B278=\"\",\"\",Eingabe!H267)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B278=A278,VLOOKUP(B278,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I278=0,\"\",VLOOKUP(I278,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[256,{"$f":"Eingabe!C268","v":""},{"$f":"IF($B279=\"\",\"\",Eingabe!D268)","v":""},{"$f":"IF($B279=\"\",\"\",Eingabe!E268)","v":""},{"$f":"IF($B279=\"\",\"\",Eingabe!F268)","v":""},{"$f":"IF($B279=\"\",\"\",Eingabe!G268)","v":""},{"$f":"IF($B279=\"\",\"\",Eingabe!H268)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B279=A279,VLOOKUP(B279,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I279=0,\"\",VLOOKUP(I279,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[257,{"$f":"Eingabe!C269","v":""},{"$f":"IF($B280=\"\",\"\",Eingabe!D269)","v":""},{"$f":"IF($B280=\"\",\"\",Eingabe!E269)","v":""},{"$f":"IF($B280=\"\",\"\",Eingabe!F269)","v":""},{"$f":"IF($B280=\"\",\"\",Eingabe!G269)","v":""},{"$f":"IF($B280=\"\",\"\",Eingabe!H269)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B280=A280,VLOOKUP(B280,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I280=0,\"\",VLOOKUP(I280,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[259,{"$f":"Eingabe!C271","v":""},{"$f":"IF($B282=\"\",\"\",Eingabe!D271)","v":""},{"$f":"IF($B282=\"\",\"\",Eingabe!E271)","v":""},{"$f":"IF($B282=\"\",\"\",Eingabe!F271)","v":""},{"$f":"IF($B282=\"\",\"\",Eingabe!G271)","v":""},{"$f":"IF($B282=\"\",\"\",Eingabe!H271)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B282=A282,VLOOKUP(B282,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I282=0,\"\",VLOOKUP(I282,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,{"$f":"IF(K282=\"\",\"\",IF(OR(R282=\"\",R282=0),\"\",VLOOKUP(R282,$V$4:$W$15,2,0)))","v":""},null,null,""]
[260,{"$f":"Eingabe!C272","v":""},{"$f":"IF($B283=\"\",\"\",Eingabe!D272)","v":""},{"$f":"IF($B283=\"\",\"\",Eingabe!E272)","v":""},{"$f":"IF($B283=\"\",\"\",Eingabe!F272)","v":""},{"$f":"IF($B283=\"\",\"\",Eingabe!G272)","v":""},{"$f":"IF($B283=\"\",\"\",Eingabe!H272)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B283=A283,VLOOKUP(B283,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I283=0,\"\",VLOOKUP(I283,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[261,{"$f":"Eingabe!C273","v":""},{"$f":"IF($B284=\"\",\"\",Eingabe!D273)","v":""},{"$f":"IF($B284=\"\",\"\",Eingabe!E273)","v":""},{"$f":"IF($B284=\"\",\"\",Eingabe!F273)","v":""},{"$f":"IF($B284=\"\",\"\",Eingabe!G273)","v":""},{"$f":"IF($B284=\"\",\"\",Eingabe!H273)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B284=A284,VLOOKUP(B284,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I284=0,\"\",VLOOKUP(I284,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[262,{"$f":"Eingabe!C274","v":""},{"$f":"IF($B285=\"\",\"\",Eingabe!D274)","v":""},{"$f":"IF($B285=\"\",\"\",Eingabe!E274)","v":""},{"$f":"IF($B285=\"\",\"\",Eingabe!F274)","v":""},{"$f":"IF($B285=\"\",\"\",Eingabe!G274)","v":""},{"$f":"IF($B285=\"\",\"\",Eingabe!H274)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B285=A285,VLOOKUP(B285,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I285=0,\"\",VLOOKUP(I285,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[263,{"$f":"Eingabe!C275","v":""},{"$f":"IF($B286=\"\",\"\",Eingabe!D275)","v":""},{"$f":"IF($B286=\"\",\"\",Eingabe!E275)","v":""},{"$f":"IF($B286=\"\",\"\",Eingabe!F275)","v":""},{"$f":"IF($B286=\"\",\"\",Eingabe!G275)","v":""},{"$f":"IF($B286=\"\",\"\",Eingabe!H275)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B286=A286,VLOOKUP(B286,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I286=0,\"\",VLOOKUP(I286,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[264,{"$f":"Eingabe!C276","v":""},{"$f":"IF($B287=\"\",\"\",Eingabe!D276)","v":""},{"$f":"IF($B287=\"\",\"\",Eingabe!E276)","v":""},{"$f":"IF($B287=\"\",\"\",Eingabe!F276)","v":""},{"$f":"IF($B287=\"\",\"\",Eingabe!G276)","v":""},{"$f":"IF($B287=\"\",\"\",Eingabe!H276)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B287=A287,VLOOKUP(B287,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I287=0,\"\",VLOOKUP(I287,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[265,{"$f":"Eingabe!C277","v":""},{"$f":"IF($B288=\"\",\"\",Eingabe!D277)","v":""},{"$f":"IF($B288=\"\",\"\",Eingabe!E277)","v":""},{"$f":"IF($B288=\"\",\"\",Eingabe!F277)","v":""},{"$f":"IF($B288=\"\",\"\",Eingabe!G277)","v":""},{"$f":"IF($B288=\"\",\"\",Eingabe!H277)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B288=A288,VLOOKUP(B288,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I288=0,\"\",VLOOKUP(I288,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[266,{"$f":"Eingabe!C278","v":""},{"$f":"IF($B289=\"\",\"\",Eingabe!D278)","v":""},{"$f":"IF($B289=\"\",\"\",Eingabe!E278)","v":""},{"$f":"IF($B289=\"\",\"\",Eingabe!F278)","v":""},{"$f":"IF($B289=\"\",\"\",Eingabe!G278)","v":""},{"$f":"IF($B289=\"\",\"\",Eingabe!H278)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B289=A289,VLOOKUP(B289,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I289=0,\"\",VLOOKUP(I289,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[267,{"$f":"Eingabe!C279","v":""},{"$f":"IF($B290=\"\",\"\",Eingabe!D279)","v":""},{"$f":"IF($B290=\"\",\"\",Eingabe!E279)","v":""},{"$f":"IF($B290=\"\",\"\",Eingabe!F279)","v":""},{"$f":"IF($B290=\"\",\"\",Eingabe!G279)","v":""},{"$f":"IF($B290=\"\",\"\",Eingabe!H279)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B290=A290,VLOOKUP(B290,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I290=0,\"\",VLOOKUP(I290,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[268,{"$f":"Eingabe!C280","v":""},{"$f":"IF($B291=\"\",\"\",Eingabe!D280)","v":""},{"$f":"IF($B291=\"\",\"\",Eingabe!E280)","v":""},{"$f":"IF($B291=\"\",\"\",Eingabe!F280)","v":""},{"$f":"IF($B291=\"\",\"\",Eingabe!G280)","v":""},{"$f":"IF($B291=\"\",\"\",Eingabe!H280)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B291=A291,VLOOKUP(B291,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I291=0,\"\",VLOOKUP(I291,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[269,{"$f":"Eingabe!C281","v":""},{"$f":"IF($B292=\"\",\"\",Eingabe!D281)","v":""},{"$f":"IF($B292=\"\",\"\",Eingabe!E281)","v":""},{"$f":"IF($B292=\"\",\"\",Eingabe!F281)","v":""},{"$f":"IF($B292=\"\",\"\",Eingabe!G281)","v":""},{"$f":"IF($B292=\"\",\"\",Eingabe!H281)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B292=A292,VLOOKUP(B292,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I292=0,\"\",VLOOKUP(I292,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[270,{"$f":"Eingabe!C282","v":""},{"$f":"IF($B293=\"\",\"\",Eingabe!D282)","v":""},{"$f":"IF($B293=\"\",\"\",Eingabe!E282)","v":""},{"$f":"IF($B293=\"\",\"\",Eingabe!F282)","v":""},{"$f":"IF($B293=\"\",\"\",Eingabe!G282)","v":""},{"$f":"IF($B293=\"\",\"\",Eingabe!H282)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B293=A293,VLOOKUP(B293,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I293=0,\"\",VLOOKUP(I293,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[271,{"$f":"Eingabe!C283","v":""},{"$f":"IF($B294=\"\",\"\",Eingabe!D283)","v":""},{"$f":"IF($B294=\"\",\"\",Eingabe!E283)","v":""},{"$f":"IF($B294=\"\",\"\",Eingabe!F283)","v":""},{"$f":"IF($B294=\"\",\"\",Eingabe!G283)","v":""},{"$f":"IF($B294=\"\",\"\",Eingabe!H283)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B294=A294,VLOOKUP(B294,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I294=0,\"\",VLOOKUP(I294,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[272,{"$f":"Eingabe!C284","v":""},{"$f":"IF($B295=\"\",\"\",Eingabe!D284)","v":""},{"$f":"IF($B295=\"\",\"\",Eingabe!E284)","v":""},{"$f":"IF($B295=\"\",\"\",Eingabe!F284)","v":""},{"$f":"IF($B295=\"\",\"\",Eingabe!G284)","v":""},{"$f":"IF($B295=\"\",\"\",Eingabe!H284)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B295=A295,VLOOKUP(B295,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I295=0,\"\",VLOOKUP(I295,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[273,{"$f":"Eingabe!C285","v":""},{"$f":"IF($B296=\"\",\"\",Eingabe!D285)","v":""},{"$f":"IF($B296=\"\",\"\",Eingabe!E285)","v":""},{"$f":"IF($B296=\"\",\"\",Eingabe!F285)","v":""},{"$f":"IF($B296=\"\",\"\",Eingabe!G285)","v":""},{"$f":"IF($B296=\"\",\"\",Eingabe!H285)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B296=A296,VLOOKUP(B296,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I296=0,\"\",VLOOKUP(I296,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[274,{"$f":"Eingabe!C286","v":""},{"$f":"IF($B297=\"\",\"\",Eingabe!D286)","v":""},{"$f":"IF($B297=\"\",\"\",Eingabe!E286)","v":""},{"$f":"IF($B297=\"\",\"\",Eingabe!F286)","v":""},{"$f":"IF($B297=\"\",\"\",Eingabe!G286)","v":""},{"$f":"IF($B297=\"\",\"\",Eingabe!H286)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B297=A297,VLOOKUP(B297,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I297=0,\"\",VLOOKUP(I297,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[276,{"$f":"Eingabe!C288","v":""},{"$f":"IF($B299=\"\",\"\",Eingabe!D288)","v":""},{"$f":"IF($B299=\"\",\"\",Eingabe!E288)","v":""},{"$f":"IF($B299=\"\",\"\",Eingabe!F288)","v":""},{"$f":"IF($B299=\"\",\"\",Eingabe!G288)","v":""},{"$f":"IF($B299=\"\",\"\",Eingabe!H288)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B299=A299,VLOOKUP(B299,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I299=0,\"\",VLOOKUP(I299,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[277,{"$f":"Eingabe!C289","v":""},{"$f":"IF($B300=\"\",\"\",Eingabe!D289)","v":""},{"$f":"IF($B300=\"\",\"\",Eingabe!E289)","v":""},{"$f":"IF($B300=\"\",\"\",Eingabe!F289)","v":""},{"$f":"IF($B300=\"\",\"\",Eingabe!G289)","v":""},{"$f":"IF($B300=\"\",\"\",Eingabe!H289)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B300=A300,VLOOKUP(B300,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I300=0,\"\",VLOOKUP(I300,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[278,{"$f":"Eingabe!C290","v":""},{"$f":"IF($B301=\"\",\"\",Eingabe!D290)","v":""},{"$f":"IF($B301=\"\",\"\",Eingabe!E290)","v":""},{"$f":"IF($B301=\"\",\"\",Eingabe!F290)","v":""},{"$f":"IF($B301=\"\",\"\",Eingabe!G290)","v":""},{"$f":"IF($B301=\"\",\"\",Eingabe!H290)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B301=A301,VLOOKUP(B301,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I301=0,\"\",VLOOKUP(I301,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[279,{"$f":"Eingabe!C291","v":""},{"$f":"IF($B302=\"\",\"\",Eingabe!D291)","v":""},{"$f":"IF($B302=\"\",\"\",Eingabe!E291)","v":""},{"$f":"IF($B302=\"\",\"\",Eingabe!F291)","v":""},{"$f":"IF($B302=\"\",\"\",Eingabe!G291)","v":""},{"$f":"IF($B302=\"\",\"\",Eingabe!H291)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B302=A302,VLOOKUP(B302,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I302=0,\"\",VLOOKUP(I302,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[280,{"$f":"Eingabe!C292","v":""},{"$f":"IF($B303=\"\",\"\",Eingabe!D292)","v":""},{"$f":"IF($B303=\"\",\"\",Eingabe!E292)","v":""},{"$f":"IF($B303=\"\",\"\",Eingabe!F292)","v":""},{"$f":"IF($B303=\"\",\"\",Eingabe!G292)","v":""},{"$f":"IF($B303=\"\",\"\",Eingabe!H292)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B303=A303,VLOOKUP(B303,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I303=0,\"\",VLOOKUP(I303,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[281,{"$f":"Eingabe!C293","v":""},{"$f":"IF($B304=\"\",\"\",Eingabe!D293)","v":""},{"$f":"IF($B304=\"\",\"\",Eingabe!E293)","v":""},{"$f":"IF($B304=\"\",\"\",Eingabe!F293)","v":""},{"$f":"IF($B304=\"\",\"\",Eingabe!G293)","v":""},{"$f":"IF($B304=\"\",\"\",Eingabe!H293)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B304=A304,VLOOKUP(B304,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I304=0,\"\",VLOOKUP(I304,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[282,{"$f":"Eingabe!C294","v":""},{"$f":"IF($B305=\"\",\"\",Eingabe!D294)","v":""},{"$f":"IF($B305=\"\",\"\",Eingabe!E294)","v":""},{"$f":"IF($B305=\"\",\"\",Eingabe!F294)","v":""},{"$f":"IF($B305=\"\",\"\",Eingabe!G294)","v":""},{"$f":"IF($B305=\"\",\"\",Eingabe!H294)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B305=A305,VLOOKUP(B305,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I305=0,\"\",VLOOKUP(I305,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[283,{"$f":"Eingabe!C295","v":""},{"$f":"IF($B306=\"\",\"\",Eingabe!D295)","v":""},{"$f":"IF($B306=\"\",\"\",Eingabe!E295)","v":""},{"$f":"IF($B306=\"\",\"\",Eingabe!F295)","v":""},{"$f":"IF($B306=\"\",\"\",Eingabe!G295)","v":""},{"$f":"IF($B306=\"\",\"\",Eingabe!H295)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B306=A306,VLOOKUP(B306,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I306=0,\"\",VLOOKUP(I306,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[284,{"$f":"Eingabe!C296","v":""},{"$f":"IF($B307=\"\",\"\",Eingabe!D296)","v":""},{"$f":"IF($B307=\"\",\"\",Eingabe!E296)","v":""},{"$f":"IF($B307=\"\",\"\",Eingabe!F296)","v":""},{"$f":"IF($B307=\"\",\"\",Eingabe!G296)","v":""},{"$f":"IF($B307=\"\",\"\",Eingabe!H296)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B307=A307,VLOOKUP(B307,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I307=0,\"\",VLOOKUP(I307,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[285,{"$f":"Eingabe!C297","v":""},{"$f":"IF($B308=\"\",\"\",Eingabe!D297)","v":""},{"$f":"IF($B308=\"\",\"\",Eingabe!E297)","v":""},{"$f":"IF($B308=\"\",\"\",Eingabe!F297)","v":""},{"$f":"IF($B308=\"\",\"\",Eingabe!G297)","v":""},{"$f":"IF($B308=\"\",\"\",Eingabe!H297)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B308=A308,VLOOKUP(B308,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I308=0,\"\",VLOOKUP(I308,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[286,{"$f":"Eingabe!C298","v":""},{"$f":"IF($B309=\"\",\"\",Eingabe!D298)","v":""},{"$f":"IF($B309=\"\",\"\",Eingabe!E298)","v":""},{"$f":"IF($B309=\"\",\"\",Eingabe!F298)","v":""},{"$f":"IF($B309=\"\",\"\",Eingabe!G298)","v":""},{"$f":"IF($B309=\"\",\"\",Eingabe!H298)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B309=A309,VLOOKUP(B309,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I309=0,\"\",VLOOKUP(I309,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[287,{"$f":"Eingabe!C299","v":""},{"$f":"IF($B310=\"\",\"\",Eingabe!D299)","v":""},{"$f":"IF($B310=\"\",\"\",Eingabe!E299)","v":""},{"$f":"IF($B310=\"\",\"\",Eingabe!F299)","v":""},{"$f":"IF($B310=\"\",\"\",Eingabe!G299)","v":""},{"$f":"IF($B310=\"\",\"\",Eingabe!H299)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B310=A310,VLOOKUP(B310,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I310=0,\"\",VLOOKUP(I310,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[288,{"$f":"Eingabe!C300","v":""},{"$f":"IF($B311=\"\",\"\",Eingabe!D300)","v":""},{"$f":"IF($B311=\"\",\"\",Eingabe!E300)","v":""},{"$f":"IF($B311=\"\",\"\",Eingabe!F300)","v":""},{"$f":"IF($B311=\"\",\"\",Eingabe!G300)","v":""},{"$f":"IF($B311=\"\",\"\",Eingabe!H300)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B311=A311,VLOOKUP(B311,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I311=0,\"\",VLOOKUP(I311,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[289,{"$f":"Eingabe!C301","v":""},{"$f":"IF($B312=\"\",\"\",Eingabe!D301)","v":""},{"$f":"IF($B312=\"\",\"\",Eingabe!E301)","v":""},{"$f":"IF($B312=\"\",\"\",Eingabe!F301)","v":""},{"$f":"IF($B312=\"\",\"\",Eingabe!G301)","v":""},{"$f":"IF($B312=\"\",\"\",Eingabe!H301)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B312=A312,VLOOKUP(B312,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I312=0,\"\",VLOOKUP(I312,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[290,{"$f":"Eingabe!C302","v":""},{"$f":"IF($B313=\"\",\"\",Eingabe!D302)","v":""},{"$f":"IF($B313=\"\",\"\",Eingabe!E302)","v":""},{"$f":"IF($B313=\"\",\"\",Eingabe!F302)","v":""},{"$f":"IF($B313=\"\",\"\",Eingabe!G302)","v":""},{"$f":"IF($B313=\"\",\"\",Eingabe!H302)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B313=A313,VLOOKUP(B313,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I313=0,\"\",VLOOKUP(I313,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[291,{"$f":"Eingabe!C303","v":""},{"$f":"IF($B314=\"\",\"\",Eingabe!D303)","v":""},{"$f":"IF($B314=\"\",\"\",Eingabe!E303)","v":""},{"$f":"IF($B314=\"\",\"\",Eingabe!F303)","v":""},{"$f":"IF($B314=\"\",\"\",Eingabe!G303)","v":""},{"$f":"IF($B314=\"\",\"\",Eingabe!H303)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B314=A314,VLOOKUP(B314,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I314=0,\"\",VLOOKUP(I314,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[292,{"$f":"Eingabe!C304","v":""},{"$f":"IF($B315=\"\",\"\",Eingabe!D304)","v":""},{"$f":"IF($B315=\"\",\"\",Eingabe!E304)","v":""},{"$f":"IF($B315=\"\",\"\",Eingabe!F304)","v":""},{"$f":"IF($B315=\"\",\"\",Eingabe!G304)","v":""},{"$f":"IF($B315=\"\",\"\",Eingabe!H304)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B315=A315,VLOOKUP(B315,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I315=0,\"\",VLOOKUP(I315,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[293,{"$f":"Eingabe!C305","v":""},{"$f":"IF($B316=\"\",\"\",Eingabe!D305)","v":""},{"$f":"IF($B316=\"\",\"\",Eingabe!E305)","v":""},{"$f":"IF($B316=\"\",\"\",Eingabe!F305)","v":""},{"$f":"IF($B316=\"\",\"\",Eingabe!G305)","v":""},{"$f":"IF($B316=\"\",\"\",Eingabe!H305)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B316=A316,VLOOKUP(B316,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I316=0,\"\",VLOOKUP(I316,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[294,{"$f":"Eingabe!C306","v":""},{"$f":"IF($B317=\"\",\"\",Eingabe!D306)","v":""},{"$f":"IF($B317=\"\",\"\",Eingabe!E306)","v":""},{"$f":"IF($B317=\"\",\"\",Eingabe!F306)","v":""},{"$f":"IF($B317=\"\",\"\",Eingabe!G306)","v":""},{"$f":"IF($B317=\"\",\"\",Eingabe!H306)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B317=A317,VLOOKUP(B317,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I317=0,\"\",VLOOKUP(I317,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[295,{"$f":"Eingabe!C307","v":""},{"$f":"IF($B318=\"\",\"\",Eingabe!D307)","v":""},{"$f":"IF($B318=\"\",\"\",Eingabe!E307)","v":""},{"$f":"IF($B318=\"\",\"\",Eingabe!F307)","v":""},{"$f":"IF($B318=\"\",\"\",Eingabe!G307)","v":""},{"$f":"IF($B318=\"\",\"\",Eingabe!H307)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B318=A318,VLOOKUP(B318,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I318=0,\"\",VLOOKUP(I318,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[296,{"$f":"Eingabe!C308","v":""},{"$f":"IF($B319=\"\",\"\",Eingabe!D308)","v":""},{"$f":"IF($B319=\"\",\"\",Eingabe!E308)","v":""},{"$f":"IF($B319=\"\",\"\",Eingabe!F308)","v":""},{"$f":"IF($B319=\"\",\"\",Eingabe!G308)","v":""},{"$f":"IF($B319=\"\",\"\",Eingabe!H308)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B319=A319,VLOOKUP(B319,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I319=0,\"\",VLOOKUP(I319,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[297,{"$f":"Eingabe!C309","v":""},{"$f":"IF($B320=\"\",\"\",Eingabe!D309)","v":""},{"$f":"IF($B320=\"\",\"\",Eingabe!E309)","v":""},{"$f":"IF($B320=\"\",\"\",Eingabe!F309)","v":""},{"$f":"IF($B320=\"\",\"\",Eingabe!G309)","v":""},{"$f":"IF($B320=\"\",\"\",Eingabe!H309)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B320=A320,VLOOKUP(B320,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I320=0,\"\",VLOOKUP(I320,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[298,{"$f":"Eingabe!C310","v":""},{"$f":"IF($B321=\"\",\"\",Eingabe!D310)","v":""},{"$f":"IF($B321=\"\",\"\",Eingabe!E310)","v":""},{"$f":"IF($B321=\"\",\"\",Eingabe!F310)","v":""},{"$f":"IF($B321=\"\",\"\",Eingabe!G310)","v":""},{"$f":"IF($B321=\"\",\"\",Eingabe!H310)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B321=A321,VLOOKUP(B321,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I321=0,\"\",VLOOKUP(I321,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[299,{"$f":"Eingabe!C311","v":""},{"$f":"IF($B322=\"\",\"\",Eingabe!D311)","v":""},{"$f":"IF($B322=\"\",\"\",Eingabe!E311)","v":""},{"$f":"IF($B322=\"\",\"\",Eingabe!F311)","v":""},{"$f":"IF($B322=\"\",\"\",Eingabe!G311)","v":""},{"$f":"IF($B322=\"\",\"\",Eingabe!H311)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B322=A322,VLOOKUP(B322,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I322=0,\"\",VLOOKUP(I322,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[300,{"$f":"Eingabe!C312","v":""},{"$f":"IF($B323=\"\",\"\",Eingabe!D312)","v":""},{"$f":"IF($B323=\"\",\"\",Eingabe!E312)","v":""},{"$f":"IF($B323=\"\",\"\",Eingabe!F312)","v":""},{"$f":"IF($B323=\"\",\"\",Eingabe!G312)","v":""},{"$f":"IF($B323=\"\",\"\",Eingabe!H312)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B323=A323,VLOOKUP(B323,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I323=0,\"\",VLOOKUP(I323,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[301,{"$f":"Eingabe!C313","v":""},{"$f":"IF($B324=\"\",\"\",Eingabe!D313)","v":""},{"$f":"IF($B324=\"\",\"\",Eingabe!E313)","v":""},{"$f":"IF($B324=\"\",\"\",Eingabe!F313)","v":""},{"$f":"IF($B324=\"\",\"\",Eingabe!G313)","v":""},{"$f":"IF($B324=\"\",\"\",Eingabe!H313)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B324=A324,VLOOKUP(B324,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I324=0,\"\",VLOOKUP(I324,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[302,{"$f":"Eingabe!C314","v":""},{"$f":"IF($B325=\"\",\"\",Eingabe!D314)","v":""},{"$f":"IF($B325=\"\",\"\",Eingabe!E314)","v":""},{"$f":"IF($B325=\"\",\"\",Eingabe!F314)","v":""},{"$f":"IF($B325=\"\",\"\",Eingabe!G314)","v":""},{"$f":"IF($B325=\"\",\"\",Eingabe!H314)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B325=A325,VLOOKUP(B325,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I325=0,\"\",VLOOKUP(I325,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[303,{"$f":"Eingabe!C315","v":""},{"$f":"IF($B326=\"\",\"\",Eingabe!D315)","v":""},{"$f":"IF($B326=\"\",\"\",Eingabe!E315)","v":""},{"$f":"IF($B326=\"\",\"\",Eingabe!F315)","v":""},{"$f":"IF($B326=\"\",\"\",Eingabe!G315)","v":""},{"$f":"IF($B326=\"\",\"\",Eingabe!H315)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B326=A326,VLOOKUP(B326,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I326=0,\"\",VLOOKUP(I326,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[304,{"$f":"Eingabe!C316","v":""},{"$f":"IF($B327=\"\",\"\",Eingabe!D316)","v":""},{"$f":"IF($B327=\"\",\"\",Eingabe!E316)","v":""},{"$f":"IF($B327=\"\",\"\",Eingabe!F316)","v":""},{"$f":"IF($B327=\"\",\"\",Eingabe!G316)","v":""},{"$f":"IF($B327=\"\",\"\",Eingabe!H316)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B327=A327,VLOOKUP(B327,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I327=0,\"\",VLOOKUP(I327,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[306,{"$f":"Eingabe!C318","v":""},{"$f":"IF($B329=\"\",\"\",Eingabe!D318)","v":""},{"$f":"IF($B329=\"\",\"\",Eingabe!E318)","v":""},{"$f":"IF($B329=\"\",\"\",Eingabe!F318)","v":""},{"$f":"IF($B329=\"\",\"\",Eingabe!G318)","v":""},{"$f":"IF($B329=\"\",\"\",Eingabe!H318)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B329=A329,VLOOKUP(B329,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I329=0,\"\",VLOOKUP(I329,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[307,{"$f":"Eingabe!C319","v":""},{"$f":"IF($B330=\"\",\"\",Eingabe!D319)","v":""},{"$f":"IF($B330=\"\",\"\",Eingabe!E319)","v":""},{"$f":"IF($B330=\"\",\"\",Eingabe!F319)","v":""},{"$f":"IF($B330=\"\",\"\",Eingabe!G319)","v":""},{"$f":"IF($B330=\"\",\"\",Eingabe!H319)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B330=A330,VLOOKUP(B330,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I330=0,\"\",VLOOKUP(I330,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[308,{"$f":"Eingabe!C320","v":""},{"$f":"IF($B331=\"\",\"\",Eingabe!D320)","v":""},{"$f":"IF($B331=\"\",\"\",Eingabe!E320)","v":""},{"$f":"IF($B331=\"\",\"\",Eingabe!F320)","v":""},{"$f":"IF($B331=\"\",\"\",Eingabe!G320)","v":""},{"$f":"IF($B331=\"\",\"\",Eingabe!H320)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B331=A331,VLOOKUP(B331,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I331=0,\"\",VLOOKUP(I331,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[309,{"$f":"Eingabe!C321","v":""},{"$f":"IF($B332=\"\",\"\",Eingabe!D321)","v":""},{"$f":"IF($B332=\"\",\"\",Eingabe!E321)","v":""},{"$f":"IF($B332=\"\",\"\",Eingabe!F321)","v":""},{"$f":"IF($B332=\"\",\"\",Eingabe!G321)","v":""},{"$f":"IF($B332=\"\",\"\",Eingabe!H321)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B332=A332,VLOOKUP(B332,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I332=0,\"\",VLOOKUP(I332,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[310,{"$f":"Eingabe!C322","v":""},{"$f":"IF($B333=\"\",\"\",Eingabe!D322)","v":""},{"$f":"IF($B333=\"\",\"\",Eingabe!E322)","v":""},{"$f":"IF($B333=\"\",\"\",Eingabe!F322)","v":""},{"$f":"IF($B333=\"\",\"\",Eingabe!G322)","v":""},{"$f":"IF($B333=\"\",\"\",Eingabe!H322)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B333=A333,VLOOKUP(B333,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I333=0,\"\",VLOOKUP(I333,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[311,{"$f":"Eingabe!C323","v":""},{"$f":"IF($B334=\"\",\"\",Eingabe!D323)","v":""},{"$f":"IF($B334=\"\",\"\",Eingabe!E323)","v":""},{"$f":"IF($B334=\"\",\"\",Eingabe!F323)","v":""},{"$f":"IF($B334=\"\",\"\",Eingabe!G323)","v":""},{"$f":"IF($B334=\"\",\"\",Eingabe!H323)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B334=A334,VLOOKUP(B334,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I334=0,\"\",VLOOKUP(I334,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[312,{"$f":"Eingabe!C324","v":""},{"$f":"IF($B335=\"\",\"\",Eingabe!D324)","v":""},{"$f":"IF($B335=\"\",\"\",Eingabe!E324)","v":""},{"$f":"IF($B335=\"\",\"\",Eingabe!F324)","v":""},{"$f":"IF($B335=\"\",\"\",Eingabe!G324)","v":""},{"$f":"IF($B335=\"\",\"\",Eingabe!H324)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B335=A335,VLOOKUP(B335,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I335=0,\"\",VLOOKUP(I335,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[313,{"$f":"Eingabe!C325","v":""},{"$f":"IF($B336=\"\",\"\",Eingabe!D325)","v":""},{"$f":"IF($B336=\"\",\"\",Eingabe!E325)","v":""},{"$f":"IF($B336=\"\",\"\",Eingabe!F325)","v":""},{"$f":"IF($B336=\"\",\"\",Eingabe!G325)","v":""},{"$f":"IF($B336=\"\",\"\",Eingabe!H325)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B336=A336,VLOOKUP(B336,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I336=0,\"\",VLOOKUP(I336,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[314,{"$f":"Eingabe!C326","v":""},{"$f":"IF($B337=\"\",\"\",Eingabe!D326)","v":""},{"$f":"IF($B337=\"\",\"\",Eingabe!E326)","v":""},{"$f":"IF($B337=\"\",\"\",Eingabe!F326)","v":""},{"$f":"IF($B337=\"\",\"\",Eingabe!G326)","v":""},{"$f":"IF($B337=\"\",\"\",Eingabe!H326)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B337=A337,VLOOKUP(B337,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I337=0,\"\",VLOOKUP(I337,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[315,{"$f":"Eingabe!C327","v":""},{"$f":"IF($B338=\"\",\"\",Eingabe!D327)","v":""},{"$f":"IF($B338=\"\",\"\",Eingabe!E327)","v":""},{"$f":"IF($B338=\"\",\"\",Eingabe!F327)","v":""},{"$f":"IF($B338=\"\",\"\",Eingabe!G327)","v":""},{"$f":"IF($B338=\"\",\"\",Eingabe!H327)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B338=A338,VLOOKUP(B338,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I338=0,\"\",VLOOKUP(I338,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[316,{"$f":"Eingabe!C328","v":""},{"$f":"IF($B339=\"\",\"\",Eingabe!D328)","v":""},{"$f":"IF($B339=\"\",\"\",Eingabe!E328)","v":""},{"$f":"IF($B339=\"\",\"\",Eingabe!F328)","v":""},{"$f":"IF($B339=\"\",\"\",Eingabe!G328)","v":""},{"$f":"IF($B339=\"\",\"\",Eingabe!H328)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B339=A339,VLOOKUP(B339,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I339=0,\"\",VLOOKUP(I339,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[317,{"$f":"Eingabe!C329","v":""},{"$f":"IF($B340=\"\",\"\",Eingabe!D329)","v":""},{"$f":"IF($B340=\"\",\"\",Eingabe!E329)","v":""},{"$f":"IF($B340=\"\",\"\",Eingabe!F329)","v":""},{"$f":"IF($B340=\"\",\"\",Eingabe!G329)","v":""},{"$f":"IF($B340=\"\",\"\",Eingabe!H329)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B340=A340,VLOOKUP(B340,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I340=0,\"\",VLOOKUP(I340,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[318,{"$f":"Eingabe!C330","v":""},{"$f":"IF($B341=\"\",\"\",Eingabe!D330)","v":""},{"$f":"IF($B341=\"\",\"\",Eingabe!E330)","v":""},{"$f":"IF($B341=\"\",\"\",Eingabe!F330)","v":""},{"$f":"IF($B341=\"\",\"\",Eingabe!G330)","v":""},{"$f":"IF($B341=\"\",\"\",Eingabe!H330)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B341=A341,VLOOKUP(B341,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I341=0,\"\",VLOOKUP(I341,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[319,{"$f":"Eingabe!C331","v":""},{"$f":"IF($B342=\"\",\"\",Eingabe!D331)","v":""},{"$f":"IF($B342=\"\",\"\",Eingabe!E331)","v":""},{"$f":"IF($B342=\"\",\"\",Eingabe!F331)","v":""},{"$f":"IF($B342=\"\",\"\",Eingabe!G331)","v":""},{"$f":"IF($B342=\"\",\"\",Eingabe!H331)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B342=A342,VLOOKUP(B342,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I342=0,\"\",VLOOKUP(I342,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[320,{"$f":"Eingabe!C332","v":""},{"$f":"IF($B343=\"\",\"\",Eingabe!D332)","v":""},{"$f":"IF($B343=\"\",\"\",Eingabe!E332)","v":""},{"$f":"IF($B343=\"\",\"\",Eingabe!F332)","v":""},{"$f":"IF($B343=\"\",\"\",Eingabe!G332)","v":""},{"$f":"IF($B343=\"\",\"\",Eingabe!H332)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B343=A343,VLOOKUP(B343,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I343=0,\"\",VLOOKUP(I343,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[321,{"$f":"Eingabe!C333","v":""},{"$f":"IF($B344=\"\",\"\",Eingabe!D333)","v":""},{"$f":"IF($B344=\"\",\"\",Eingabe!E333)","v":""},{"$f":"IF($B344=\"\",\"\",Eingabe!F333)","v":""},{"$f":"IF($B344=\"\",\"\",Eingabe!G333)","v":""},{"$f":"IF($B344=\"\",\"\",Eingabe!H333)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B344=A344,VLOOKUP(B344,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I344=0,\"\",VLOOKUP(I344,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[323,{"$f":"Eingabe!C335","v":""},{"$f":"IF($B346=\"\",\"\",Eingabe!D335)","v":""},{"$f":"IF($B346=\"\",\"\",Eingabe!E335)","v":""},{"$f":"IF($B346=\"\",\"\",Eingabe!F335)","v":""},{"$f":"IF($B346=\"\",\"\",Eingabe!G335)","v":""},{"$f":"IF($B346=\"\",\"\",Eingabe!H335)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B346=A346,VLOOKUP(B346,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I346=0,\"\",VLOOKUP(I346,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,{"$f":"IF(K346=\"\",\"\",IF(OR(R346=\"\",R346=0),\"\",VLOOKUP(R346,$V$4:$W$15,2,0)))","v":""},null,null,""]
[324,{"$f":"Eingabe!C336","v":""},{"$f":"IF($B347=\"\",\"\",Eingabe!D336)","v":""},{"$f":"IF($B347=\"\",\"\",Eingabe!E336)","v":""},{"$f":"IF($B347=\"\",\"\",Eingabe!F336)","v":""},{"$f":"IF($B347=\"\",\"\",Eingabe!G336)","v":""},{"$f":"IF($B347=\"\",\"\",Eingabe!H336)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B347=A347,VLOOKUP(B347,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I347=0,\"\",VLOOKUP(I347,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[325,{"$f":"Eingabe!C337","v":""},{"$f":"IF($B348=\"\",\"\",Eingabe!D337)","v":""},{"$f":"IF($B348=\"\",\"\",Eingabe!E337)","v":""},{"$f":"IF($B348=\"\",\"\",Eingabe!F337)","v":""},{"$f":"IF($B348=\"\",\"\",Eingabe!G337)","v":""},{"$f":"IF($B348=\"\",\"\",Eingabe!H337)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B348=A348,VLOOKUP(B348,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I348=0,\"\",VLOOKUP(I348,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[326,{"$f":"Eingabe!C338","v":""},{"$f":"IF($B349=\"\",\"\",Eingabe!D338)","v":""},{"$f":"IF($B349=\"\",\"\",Eingabe!E338)","v":""},{"$f":"IF($B349=\"\",\"\",Eingabe!F338)","v":""},{"$f":"IF($B349=\"\",\"\",Eingabe!G338)","v":""},{"$f":"IF($B349=\"\",\"\",Eingabe!H338)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B349=A349,VLOOKUP(B349,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I349=0,\"\",VLOOKUP(I349,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[327,{"$f":"Eingabe!C339","v":""},{"$f":"IF($B350=\"\",\"\",Eingabe!D339)","v":""},{"$f":"IF($B350=\"\",\"\",Eingabe!E339)","v":""},{"$f":"IF($B350=\"\",\"\",Eingabe!F339)","v":""},{"$f":"IF($B350=\"\",\"\",Eingabe!G339)","v":""},{"$f":"IF($B350=\"\",\"\",Eingabe!H339)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B350=A350,VLOOKUP(B350,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I350=0,\"\",VLOOKUP(I350,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[328,{"$f":"Eingabe!C340","v":""},{"$f":"IF($B351=\"\",\"\",Eingabe!D340)","v":""},{"$f":"IF($B351=\"\",\"\",Eingabe!E340)","v":""},{"$f":"IF($B351=\"\",\"\",Eingabe!F340)","v":""},{"$f":"IF($B351=\"\",\"\",Eingabe!G340)","v":""},{"$f":"IF($B351=\"\",\"\",Eingabe!H340)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B351=A351,VLOOKUP(B351,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I351=0,\"\",VLOOKUP(I351,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[329,{"$f":"Eingabe!C341","v":""},{"$f":"IF($B352=\"\",\"\",Eingabe!D341)","v":""},{"$f":"IF($B352=\"\",\"\",Eingabe!E341)","v":""},{"$f":"IF($B352=\"\",\"\",Eingabe!F341)","v":""},{"$f":"IF($B352=\"\",\"\",Eingabe!G341)","v":""},{"$f":"IF($B352=\"\",\"\",Eingabe!H341)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B352=A352,VLOOKUP(B352,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I352=0,\"\",VLOOKUP(I352,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[330,{"$f":"Eingabe!C342","v":""},{"$f":"IF($B353=\"\",\"\",Eingabe!D342)","v":""},{"$f":"IF($B353=\"\",\"\",Eingabe!E342)","v":""},{"$f":"IF($B353=\"\",\"\",Eingabe!F342)","v":""},{"$f":"IF($B353=\"\",\"\",Eingabe!G342)","v":""},{"$f":"IF($B353=\"\",\"\",Eingabe!H342)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B353=A353,VLOOKUP(B353,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I353=0,\"\",VLOOKUP(I353,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[331,{"$f":"Eingabe!C343","v":""},{"$f":"IF($B354=\"\",\"\",Eingabe!D343)","v":""},{"$f":"IF($B354=\"\",\"\",Eingabe!E343)","v":""},{"$f":"IF($B354=\"\",\"\",Eingabe!F343)","v":""},{"$f":"IF($B354=\"\",\"\",Eingabe!G343)","v":""},{"$f":"IF($B354=\"\",\"\",Eingabe!H343)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B354=A354,VLOOKUP(B354,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I354=0,\"\",VLOOKUP(I354,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[332,{"$f":"Eingabe!C344","v":""},{"$f":"IF($B355=\"\",\"\",Eingabe!D344)","v":""},{"$f":"IF($B355=\"\",\"\",Eingabe!E344)","v":""},{"$f":"IF($B355=\"\",\"\",Eingabe!F344)","v":""},{"$f":"IF($B355=\"\",\"\",Eingabe!G344)","v":""},{"$f":"IF($B355=\"\",\"\",Eingabe!H344)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B355=A355,VLOOKUP(B355,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I355=0,\"\",VLOOKUP(I355,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[333,{"$f":"Eingabe!C345","v":""},{"$f":"IF($B356=\"\",\"\",Eingabe!D345)","v":""},{"$f":"IF($B356=\"\",\"\",Eingabe!E345)","v":""},{"$f":"IF($B356=\"\",\"\",Eingabe!F345)","v":""},{"$f":"IF($B356=\"\",\"\",Eingabe!G345)","v":""},{"$f":"IF($B356=\"\",\"\",Eingabe!H345)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B356=A356,VLOOKUP(B356,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I356=0,\"\",VLOOKUP(I356,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[334,{"$f":"Eingabe!C346","v":""},{"$f":"IF($B357=\"\",\"\",Eingabe!D346)","v":""},{"$f":"IF($B357=\"\",\"\",Eingabe!E346)","v":""},{"$f":"IF($B357=\"\",\"\",Eingabe!F346)","v":""},{"$f":"IF($B357=\"\",\"\",Eingabe!G346)","v":""},{"$f":"IF($B357=\"\",\"\",Eingabe!H346)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B357=A357,VLOOKUP(B357,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I357=0,\"\",VLOOKUP(I357,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[335,{"$f":"Eingabe!C347","v":""},{"$f":"IF($B358=\"\",\"\",Eingabe!D347)","v":""},{"$f":"IF($B358=\"\",\"\",Eingabe!E347)","v":""},{"$f":"IF($B358=\"\",\"\",Eingabe!F347)","v":""},{"$f":"IF($B358=\"\",\"\",Eingabe!G347)","v":""},{"$f":"IF($B358=\"\",\"\",Eingabe!H347)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B358=A358,VLOOKUP(B358,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I358=0,\"\",VLOOKUP(I358,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[336,{"$f":"Eingabe!C348","v":""},{"$f":"IF($B359=\"\",\"\",Eingabe!D348)","v":""},{"$f":"IF($B359=\"\",\"\",Eingabe!E348)","v":""},{"$f":"IF($B359=\"\",\"\",Eingabe!F348)","v":""},{"$f":"IF($B359=\"\",\"\",Eingabe!G348)","v":""},{"$f":"IF($B359=\"\",\"\",Eingabe!H348)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B359=A359,VLOOKUP(B359,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I359=0,\"\",VLOOKUP(I359,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[337,{"$f":"Eingabe!C349","v":""},{"$f":"IF($B360=\"\",\"\",Eingabe!D349)","v":""},{"$f":"IF($B360=\"\",\"\",Eingabe!E349)","v":""},{"$f":"IF($B360=\"\",\"\",Eingabe!F349)","v":""},{"$f":"IF($B360=\"\",\"\",Eingabe!G349)","v":""},{"$f":"IF($B360=\"\",\"\",Eingabe!H349)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B360=A360,VLOOKUP(B360,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I360=0,\"\",VLOOKUP(I360,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[338,{"$f":"Eingabe!C350","v":""},{"$f":"IF($B361=\"\",\"\",Eingabe!D350)","v":""},{"$f":"IF($B361=\"\",\"\",Eingabe!E350)","v":""},{"$f":"IF($B361=\"\",\"\",Eingabe!F350)","v":""},{"$f":"IF($B361=\"\",\"\",Eingabe!G350)","v":""},{"$f":"IF($B361=\"\",\"\",Eingabe!H350)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B361=A361,VLOOKUP(B361,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I361=0,\"\",VLOOKUP(I361,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[339,{"$f":"Eingabe!C351","v":""},{"$f":"IF($B362=\"\",\"\",Eingabe!D351)","v":""},{"$f":"IF($B362=\"\",\"\",Eingabe!E351)","v":""},{"$f":"IF($B362=\"\",\"\",Eingabe!F351)","v":""},{"$f":"IF($B362=\"\",\"\",Eingabe!G351)","v":""},{"$f":"IF($B362=\"\",\"\",Eingabe!H351)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B362=A362,VLOOKUP(B362,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I362=0,\"\",VLOOKUP(I362,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[340,{"$f":"Eingabe!C352","v":""},{"$f":"IF($B363=\"\",\"\",Eingabe!D352)","v":""},{"$f":"IF($B363=\"\",\"\",Eingabe!E352)","v":""},{"$f":"IF($B363=\"\",\"\",Eingabe!F352)","v":""},{"$f":"IF($B363=\"\",\"\",Eingabe!G352)","v":""},{"$f":"IF($B363=\"\",\"\",Eingabe!H352)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B363=A363,VLOOKUP(B363,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I363=0,\"\",VLOOKUP(I363,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[341,{"$f":"Eingabe!C353","v":""},{"$f":"IF($B364=\"\",\"\",Eingabe!D353)","v":""},{"$f":"IF($B364=\"\",\"\",Eingabe!E353)","v":""},{"$f":"IF($B364=\"\",\"\",Eingabe!F353)","v":""},{"$f":"IF($B364=\"\",\"\",Eingabe!G353)","v":""},{"$f":"IF($B364=\"\",\"\",Eingabe!H353)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B364=A364,VLOOKUP(B364,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I364=0,\"\",VLOOKUP(I364,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[342,{"$f":"Eingabe!C354","v":""},{"$f":"IF($B365=\"\",\"\",Eingabe!D354)","v":""},{"$f":"IF($B365=\"\",\"\",Eingabe!E354)","v":""},{"$f":"IF($B365=\"\",\"\",Eingabe!F354)","v":""},{"$f":"IF($B365=\"\",\"\",Eingabe!G354)","v":""},{"$f":"IF($B365=\"\",\"\",Eingabe!H354)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B365=A365,VLOOKUP(B365,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I365=0,\"\",VLOOKUP(I365,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[343,{"$f":"Eingabe!C355","v":""},{"$f":"IF($B366=\"\",\"\",Eingabe!D355)","v":""},{"$f":"IF($B366=\"\",\"\",Eingabe!E355)","v":""},{"$f":"IF($B366=\"\",\"\",Eingabe!F355)","v":""},{"$f":"IF($B366=\"\",\"\",Eingabe!G355)","v":""},{"$f":"IF($B366=\"\",\"\",Eingabe!H355)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B366=A366,VLOOKUP(B366,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I366=0,\"\",VLOOKUP(I366,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[344,{"$f":"Eingabe!C356","v":""},{"$f":"IF($B367=\"\",\"\",Eingabe!D356)","v":""},{"$f":"IF($B367=\"\",\"\",Eingabe!E356)","v":""},{"$f":"IF($B367=\"\",\"\",Eingabe!F356)","v":""},{"$f":"IF($B367=\"\",\"\",Eingabe!G356)","v":""},{"$f":"IF($B367=\"\",\"\",Eingabe!H356)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B367=A367,VLOOKUP(B367,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I367=0,\"\",VLOOKUP(I367,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[345,{"$f":"Eingabe!C357","v":""},{"$f":"IF($B368=\"\",\"\",Eingabe!D357)","v":""},{"$f":"IF($B368=\"\",\"\",Eingabe!E357)","v":""},{"$f":"IF($B368=\"\",\"\",Eingabe!F357)","v":""},{"$f":"IF($B368=\"\",\"\",Eingabe!G357)","v":""},{"$f":"IF($B368=\"\",\"\",Eingabe!H357)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B368=A368,VLOOKUP(B368,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I368=0,\"\",VLOOKUP(I368,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[346,{"$f":"Eingabe!C358","v":""},{"$f":"IF($B369=\"\",\"\",Eingabe!D358)","v":""},{"$f":"IF($B369=\"\",\"\",Eingabe!E358)","v":""},{"$f":"IF($B369=\"\",\"\",Eingabe!F358)","v":""},{"$f":"IF($B369=\"\",\"\",Eingabe!G358)","v":""},{"$f":"IF($B369=\"\",\"\",Eingabe!H358)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B369=A369,VLOOKUP(B369,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I369=0,\"\",VLOOKUP(I369,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[347,{"$f":"Eingabe!C359","v":""},{"$f":"IF($B370=\"\",\"\",Eingabe!D359)","v":""},{"$f":"IF($B370=\"\",\"\",Eingabe!E359)","v":""},{"$f":"IF($B370=\"\",\"\",Eingabe!F359)","v":""},{"$f":"IF($B370=\"\",\"\",Eingabe!G359)","v":""},{"$f":"IF($B370=\"\",\"\",Eingabe!H359)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B370=A370,VLOOKUP(B370,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I370=0,\"\",VLOOKUP(I370,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[348,{"$f":"Eingabe!C360","v":""},{"$f":"IF($B371=\"\",\"\",Eingabe!D360)","v":""},{"$f":"IF($B371=\"\",\"\",Eingabe!E360)","v":""},{"$f":"IF($B371=\"\",\"\",Eingabe!F360)","v":""},{"$f":"IF($B371=\"\",\"\",Eingabe!G360)","v":""},{"$f":"IF($B371=\"\",\"\",Eingabe!H360)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B371=A371,VLOOKUP(B371,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I371=0,\"\",VLOOKUP(I371,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[367,{"$f":"Eingabe!C379","v":""},{"$f":"IF($B390=\"\",\"\",Eingabe!D379)","v":""},{"$f":"IF($B390=\"\",\"\",Eingabe!E379)","v":""},{"$f":"IF($B390=\"\",\"\",Eingabe!F379)","v":""},{"$f":"IF($B390=\"\",\"\",Eingabe!G379)","v":""},{"$f":"IF($B390=\"\",\"\",Eingabe!H379)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B390=A390,VLOOKUP(B390,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I390=0,\"\",VLOOKUP(I390,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[368,{"$f":"Eingabe!C380","v":""},{"$f":"IF($B391=\"\",\"\",Eingabe!D380)","v":""},{"$f":"IF($B391=\"\",\"\",Eingabe!E380)","v":""},{"$f":"IF($B391=\"\",\"\",Eingabe!F380)","v":""},{"$f":"IF($B391=\"\",\"\",Eingabe!G380)","v":""},{"$f":"IF($B391=\"\",\"\",Eingabe!H380)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B391=A391,VLOOKUP(B391,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I391=0,\"\",VLOOKUP(I391,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[369,{"$f":"Eingabe!C381","v":""},{"$f":"IF($B392=\"\",\"\",Eingabe!D381)","v":""},{"$f":"IF($B392=\"\",\"\",Eingabe!E381)","v":""},{"$f":"IF($B392=\"\",\"\",Eingabe!F381)","v":""},{"$f":"IF($B392=\"\",\"\",Eingabe!G381)","v":""},{"$f":"IF($B392=\"\",\"\",Eingabe!H381)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B392=A392,VLOOKUP(B392,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I392=0,\"\",VLOOKUP(I392,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[370,{"$f":"Eingabe!C382","v":""},{"$f":"IF($B393=\"\",\"\",Eingabe!D382)","v":""},{"$f":"IF($B393=\"\",\"\",Eingabe!E382)","v":""},{"$f":"IF($B393=\"\",\"\",Eingabe!F382)","v":""},{"$f":"IF($B393=\"\",\"\",Eingabe!G382)","v":""},{"$f":"IF($B393=\"\",\"\",Eingabe!H382)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B393=A393,VLOOKUP(B393,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I393=0,\"\",VLOOKUP(I393,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[371,{"$f":"Eingabe!C383","v":""},{"$f":"IF($B394=\"\",\"\",Eingabe!D383)","v":""},{"$f":"IF($B394=\"\",\"\",Eingabe!E383)","v":""},{"$f":"IF($B394=\"\",\"\",Eingabe!F383)","v":""},{"$f":"IF($B394=\"\",\"\",Eingabe!G383)","v":""},{"$f":"IF($B394=\"\",\"\",Eingabe!H383)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B394=A394,VLOOKUP(B394,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I394=0,\"\",VLOOKUP(I394,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[372,{"$f":"Eingabe!C384","v":""},{"$f":"IF($B395=\"\",\"\",Eingabe!D384)","v":""},{"$f":"IF($B395=\"\",\"\",Eingabe!E384)","v":""},{"$f":"IF($B395=\"\",\"\",Eingabe!F384)","v":""},{"$f":"IF($B395=\"\",\"\",Eingabe!G384)","v":""},{"$f":"IF($B395=\"\",\"\",Eingabe!H384)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B395=A395,VLOOKUP(B395,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I395=0,\"\",VLOOKUP(I395,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[373,{"$f":"Eingabe!C385","v":""},{"$f":"IF($B396=\"\",\"\",Eingabe!D385)","v":""},{"$f":"IF($B396=\"\",\"\",Eingabe!E385)","v":""},{"$f":"IF($B396=\"\",\"\",Eingabe!F385)","v":""},{"$f":"IF($B396=\"\",\"\",Eingabe!G385)","v":""},{"$f":"IF($B396=\"\",\"\",Eingabe!H385)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B396=A396,VLOOKUP(B396,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I396=0,\"\",VLOOKUP(I396,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[374,{"$f":"Eingabe!C386","v":""},{"$f":"IF($B397=\"\",\"\",Eingabe!D386)","v":""},{"$f":"IF($B397=\"\",\"\",Eingabe!E386)","v":""},{"$f":"IF($B397=\"\",\"\",Eingabe!F386)","v":""},{"$f":"IF($B397=\"\",\"\",Eingabe!G386)","v":""},{"$f":"IF($B397=\"\",\"\",Eingabe!H386)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B397=A397,VLOOKUP(B397,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I397=0,\"\",VLOOKUP(I397,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[375,{"$f":"Eingabe!C387","v":""},{"$f":"IF($B398=\"\",\"\",Eingabe!D387)","v":""},{"$f":"IF($B398=\"\",\"\",Eingabe!E387)","v":""},{"$f":"IF($B398=\"\",\"\",Eingabe!F387)","v":""},{"$f":"IF($B398=\"\",\"\",Eingabe!G387)","v":""},{"$f":"IF($B398=\"\",\"\",Eingabe!H387)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B398=A398,VLOOKUP(B398,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I398=0,\"\",VLOOKUP(I398,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[376,{"$f":"Eingabe!C388","v":""},{"$f":"IF($B399=\"\",\"\",Eingabe!D388)","v":""},{"$f":"IF($B399=\"\",\"\",Eingabe!E388)","v":""},{"$f":"IF($B399=\"\",\"\",Eingabe!F388)","v":""},{"$f":"IF($B399=\"\",\"\",Eingabe!G388)","v":""},{"$f":"IF($B399=\"\",\"\",Eingabe!H388)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B399=A399,VLOOKUP(B399,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I399=0,\"\",VLOOKUP(I399,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[377,{"$f":"Eingabe!C389","v":""},{"$f":"IF($B400=\"\",\"\",Eingabe!D389)","v":""},{"$f":"IF($B400=\"\",\"\",Eingabe!E389)","v":""},{"$f":"IF($B400=\"\",\"\",Eingabe!F389)","v":""},{"$f":"IF($B400=\"\",\"\",Eingabe!G389)","v":""},{"$f":"IF($B400=\"\",\"\",Eingabe!H389)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B400=A400,VLOOKUP(B400,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I400=0,\"\",VLOOKUP(I400,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[378,{"$f":"Eingabe!C390","v":""},{"$f":"IF($B401=\"\",\"\",Eingabe!D390)","v":""},{"$f":"IF($B401=\"\",\"\",Eingabe!E390)","v":""},{"$f":"IF($B401=\"\",\"\",Eingabe!F390)","v":""},{"$f":"IF($B401=\"\",\"\",Eingabe!G390)","v":""},{"$f":"IF($B401=\"\",\"\",Eingabe!H390)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B401=A401,VLOOKUP(B401,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I401=0,\"\",VLOOKUP(I401,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[379,{"$f":"Eingabe!C391","v":""},{"$f":"IF($B402=\"\",\"\",Eingabe!D391)","v":""},{"$f":"IF($B402=\"\",\"\",Eingabe!E391)","v":""},{"$f":"IF($B402=\"\",\"\",Eingabe!F391)","v":""},{"$f":"IF($B402=\"\",\"\",Eingabe!G391)","v":""},{"$f":"IF($B402=\"\",\"\",Eingabe!H391)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B402=A402,VLOOKUP(B402,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I402=0,\"\",VLOOKUP(I402,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[380,{"$f":"Eingabe!C392","v":""},{"$f":"IF($B403=\"\",\"\",Eingabe!D392)","v":""},{"$f":"IF($B403=\"\",\"\",Eingabe!E392)","v":""},{"$f":"IF($B403=\"\",\"\",Eingabe!F392)","v":""},{"$f":"IF($B403=\"\",\"\",Eingabe!G392)","v":""},{"$f":"IF($B403=\"\",\"\",Eingabe!H392)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B403=A403,VLOOKUP(B403,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I403=0,\"\",VLOOKUP(I403,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[381,{"$f":"Eingabe!C393","v":""},{"$f":"IF($B404=\"\",\"\",Eingabe!D393)","v":""},{"$f":"IF($B404=\"\",\"\",Eingabe!E393)","v":""},{"$f":"IF($B404=\"\",\"\",Eingabe!F393)","v":""},{"$f":"IF($B404=\"\",\"\",Eingabe!G393)","v":""},{"$f":"IF($B404=\"\",\"\",Eingabe!H393)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B404=A404,VLOOKUP(B404,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I404=0,\"\",VLOOKUP(I404,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[382,{"$f":"Eingabe!C394","v":""},{"$f":"IF($B405=\"\",\"\",Eingabe!D394)","v":""},{"$f":"IF($B405=\"\",\"\",Eingabe!E394)","v":""},{"$f":"IF($B405=\"\",\"\",Eingabe!F394)","v":""},{"$f":"IF($B405=\"\",\"\",Eingabe!G394)","v":""},{"$f":"IF($B405=\"\",\"\",Eingabe!H394)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B405=A405,VLOOKUP(B405,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I405=0,\"\",VLOOKUP(I405,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[383,{"$f":"Eingabe!C395","v":""},{"$f":"IF($B406=\"\",\"\",Eingabe!D395)","v":""},{"$f":"IF($B406=\"\",\"\",Eingabe!E395)","v":""},{"$f":"IF($B406=\"\",\"\",Eingabe!F395)","v":""},{"$f":"IF($B406=\"\",\"\",Eingabe!G395)","v":""},{"$f":"IF($B406=\"\",\"\",Eingabe!H395)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B406=A406,VLOOKUP(B406,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I406=0,\"\",VLOOKUP(I406,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[384,{"$f":"Eingabe!C396","v":""},{"$f":"IF($B407=\"\",\"\",Eingabe!D396)","v":""},{"$f":"IF($B407=\"\",\"\",Eingabe!E396)","v":""},{"$f":"IF($B407=\"\",\"\",Eingabe!F396)","v":""},{"$f":"IF($B407=\"\",\"\",Eingabe!G396)","v":""},{"$f":"IF($B407=\"\",\"\",Eingabe!H396)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B407=A407,VLOOKUP(B407,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I407=0,\"\",VLOOKUP(I407,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[385,{"$f":"Eingabe!C397","v":""},{"$f":"IF($B408=\"\",\"\",Eingabe!D397)","v":""},{"$f":"IF($B408=\"\",\"\",Eingabe!E397)","v":""},{"$f":"IF($B408=\"\",\"\",Eingabe!F397)","v":""},{"$f":"IF($B408=\"\",\"\",Eingabe!G397)","v":""},{"$f":"IF($B408=\"\",\"\",Eingabe!H397)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B408=A408,VLOOKUP(B408,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I408=0,\"\",VLOOKUP(I408,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[387,{"$f":"Eingabe!C399","v":""},{"$f":"IF($B410=\"\",\"\",Eingabe!D399)","v":""},{"$f":"IF($B410=\"\",\"\",Eingabe!E399)","v":""},{"$f":"IF($B410=\"\",\"\",Eingabe!F399)","v":""},{"$f":"IF($B410=\"\",\"\",Eingabe!G399)","v":""},{"$f":"IF($B410=\"\",\"\",Eingabe!H399)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B410=A410,VLOOKUP(B410,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I410=0,\"\",VLOOKUP(I410,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,{"$f":"IF(K410=\"\",\"\",IF(OR(R410=\"\",R410=0),\"\",VLOOKUP(R410,$V$4:$W$15,2,0)))","v":""},null,null,""]
[388,{"$f":"Eingabe!C400","v":""},{"$f":"IF($B411=\"\",\"\",Eingabe!D400)","v":""},{"$f":"IF($B411=\"\",\"\",Eingabe!E400)","v":""},{"$f":"IF($B411=\"\",\"\",Eingabe!F400)","v":""},{"$f":"IF($B411=\"\",\"\",Eingabe!G400)","v":""},{"$f":"IF($B411=\"\",\"\",Eingabe!H400)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B411=A411,VLOOKUP(B411,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I411=0,\"\",VLOOKUP(I411,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[389,{"$f":"Eingabe!C401","v":""},{"$f":"IF($B412=\"\",\"\",Eingabe!D401)","v":""},{"$f":"IF($B412=\"\",\"\",Eingabe!E401)","v":""},{"$f":"IF($B412=\"\",\"\",Eingabe!F401)","v":""},{"$f":"IF($B412=\"\",\"\",Eingabe!G401)","v":""},{"$f":"IF($B412=\"\",\"\",Eingabe!H401)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B412=A412,VLOOKUP(B412,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I412=0,\"\",VLOOKUP(I412,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[390,{"$f":"Eingabe!C402","v":""},{"$f":"IF($B413=\"\",\"\",Eingabe!D402)","v":""},{"$f":"IF($B413=\"\",\"\",Eingabe!E402)","v":""},{"$f":"IF($B413=\"\",\"\",Eingabe!F402)","v":""},{"$f":"IF($B413=\"\",\"\",Eingabe!G402)","v":""},{"$f":"IF($B413=\"\",\"\",Eingabe!H402)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B413=A413,VLOOKUP(B413,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I413=0,\"\",VLOOKUP(I413,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[391,{"$f":"Eingabe!C403","v":""},{"$f":"IF($B414=\"\",\"\",Eingabe!D403)","v":""},{"$f":"IF($B414=\"\",\"\",Eingabe!E403)","v":""},{"$f":"IF($B414=\"\",\"\",Eingabe!F403)","v":""},{"$f":"IF($B414=\"\",\"\",Eingabe!G403)","v":""},{"$f":"IF($B414=\"\",\"\",Eingabe!H403)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B414=A414,VLOOKUP(B414,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I414=0,\"\",VLOOKUP(I414,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[392,{"$f":"Eingabe!C404","v":""},{"$f":"IF($B415=\"\",\"\",Eingabe!D404)","v":""},{"$f":"IF($B415=\"\",\"\",Eingabe!E404)","v":""},{"$f":"IF($B415=\"\",\"\",Eingabe!F404)","v":""},{"$f":"IF($B415=\"\",\"\",Eingabe!G404)","v":""},{"$f":"IF($B415=\"\",\"\",Eingabe!H404)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B415=A415,VLOOKUP(B415,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I415=0,\"\",VLOOKUP(I415,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[394,{"$f":"Eingabe!C406","v":""},{"$f":"IF($B417=\"\",\"\",Eingabe!D406)","v":""},{"$f":"IF($B417=\"\",\"\",Eingabe!E406)","v":""},{"$f":"IF($B417=\"\",\"\",Eingabe!F406)","v":""},{"$f":"IF($B417=\"\",\"\",Eingabe!G406)","v":""},{"$f":"IF($B417=\"\",\"\",Eingabe!H406)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B417=A417,VLOOKUP(B417,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I417=0,\"\",VLOOKUP(I417,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[395,{"$f":"Eingabe!C407","v":""},{"$f":"IF($B418=\"\",\"\",Eingabe!D407)","v":""},{"$f":"IF($B418=\"\",\"\",Eingabe!E407)","v":""},{"$f":"IF($B418=\"\",\"\",Eingabe!F407)","v":""},{"$f":"IF($B418=\"\",\"\",Eingabe!G407)","v":""},{"$f":"IF($B418=\"\",\"\",Eingabe!H407)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B418=A418,VLOOKUP(B418,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I418=0,\"\",VLOOKUP(I418,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[396,{"$f":"Eingabe!C408","v":""},{"$f":"IF($B419=\"\",\"\",Eingabe!D408)","v":""},{"$f":"IF($B419=\"\",\"\",Eingabe!E408)","v":""},{"$f":"IF($B419=\"\",\"\",Eingabe!F408)","v":""},{"$f":"IF($B419=\"\",\"\",Eingabe!G408)","v":""},{"$f":"IF($B419=\"\",\"\",Eingabe!H408)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B419=A419,VLOOKUP(B419,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I419=0,\"\",VLOOKUP(I419,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[397,{"$f":"Eingabe!C409","v":""},{"$f":"IF($B420=\"\",\"\",Eingabe!D409)","v":""},{"$f":"IF($B420=\"\",\"\",Eingabe!E409)","v":""},{"$f":"IF($B420=\"\",\"\",Eingabe!F409)","v":""},{"$f":"IF($B420=\"\",\"\",Eingabe!G409)","v":""},{"$f":"IF($B420=\"\",\"\",Eingabe!H409)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B420=A420,VLOOKUP(B420,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I420=0,\"\",VLOOKUP(I420,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[398,{"$f":"Eingabe!C410","v":""},{"$f":"IF($B421=\"\",\"\",Eingabe!D410)","v":""},{"$f":"IF($B421=\"\",\"\",Eingabe!E410)","v":""},{"$f":"IF($B421=\"\",\"\",Eingabe!F410)","v":""},{"$f":"IF($B421=\"\",\"\",Eingabe!G410)","v":""},{"$f":"IF($B421=\"\",\"\",Eingabe!H410)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B421=A421,VLOOKUP(B421,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I421=0,\"\",VLOOKUP(I421,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[399,{"$f":"Eingabe!C411","v":""},{"$f":"IF($B422=\"\",\"\",Eingabe!D411)","v":""},{"$f":"IF($B422=\"\",\"\",Eingabe!E411)","v":""},{"$f":"IF($B422=\"\",\"\",Eingabe!F411)","v":""},{"$f":"IF($B422=\"\",\"\",Eingabe!G411)","v":""},{"$f":"IF($B422=\"\",\"\",Eingabe!H411)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B422=A422,VLOOKUP(B422,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I422=0,\"\",VLOOKUP(I422,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[400,{"$f":"Eingabe!C412","v":""},{"$f":"IF($B423=\"\",\"\",Eingabe!D412)","v":""},{"$f":"IF($B423=\"\",\"\",Eingabe!E412)","v":""},{"$f":"IF($B423=\"\",\"\",Eingabe!F412)","v":""},{"$f":"IF($B423=\"\",\"\",Eingabe!G412)","v":""},{"$f":"IF($B423=\"\",\"\",Eingabe!H412)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B423=A423,VLOOKUP(B423,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I423=0,\"\",VLOOKUP(I423,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[401,{"$f":"Eingabe!C413","v":""},{"$f":"IF($B424=\"\",\"\",Eingabe!D413)","v":""},{"$f":"IF($B424=\"\",\"\",Eingabe!E413)","v":""},{"$f":"IF($B424=\"\",\"\",Eingabe!F413)","v":""},{"$f":"IF($B424=\"\",\"\",Eingabe!G413)","v":""},{"$f":"IF($B424=\"\",\"\",Eingabe!H413)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B424=A424,VLOOKUP(B424,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I424=0,\"\",VLOOKUP(I424,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[402,{"$f":"Eingabe!C414","v":""},{"$f":"IF($B425=\"\",\"\",Eingabe!D414)","v":""},{"$f":"IF($B425=\"\",\"\",Eingabe!E414)","v":""},{"$f":"IF($B425=\"\",\"\",Eingabe!F414)","v":""},{"$f":"IF($B425=\"\",\"\",Eingabe!G414)","v":""},{"$f":"IF($B425=\"\",\"\",Eingabe!H414)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B425=A425,VLOOKUP(B425,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I425=0,\"\",VLOOKUP(I425,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[403,{"$f":"Eingabe!C415","v":""},{"$f":"IF($B426=\"\",\"\",Eingabe!D415)","v":""},{"$f":"IF($B426=\"\",\"\",Eingabe!E415)","v":""},{"$f":"IF($B426=\"\",\"\",Eingabe!F415)","v":""},{"$f":"IF($B426=\"\",\"\",Eingabe!G415)","v":""},{"$f":"IF($B426=\"\",\"\",Eingabe!H415)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B426=A426,VLOOKUP(B426,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I426=0,\"\",VLOOKUP(I426,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[404,{"$f":"Eingabe!C416","v":""},{"$f":"IF($B427=\"\",\"\",Eingabe!D416)","v":""},{"$f":"IF($B427=\"\",\"\",Eingabe!E416)","v":""},{"$f":"IF($B427=\"\",\"\",Eingabe!F416)","v":""},{"$f":"IF($B427=\"\",\"\",Eingabe!G416)","v":""},{"$f":"IF($B427=\"\",\"\",Eingabe!H416)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B427=A427,VLOOKUP(B427,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I427=0,\"\",VLOOKUP(I427,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[405,{"$f":"Eingabe!C417","v":""},{"$f":"IF($B428=\"\",\"\",Eingabe!D417)","v":""},{"$f":"IF($B428=\"\",\"\",Eingabe!E417)","v":""},{"$f":"IF($B428=\"\",\"\",Eingabe!F417)","v":""},{"$f":"IF($B428=\"\",\"\",Eingabe!G417)","v":""},{"$f":"IF($B428=\"\",\"\",Eingabe!H417)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B428=A428,VLOOKUP(B428,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I428=0,\"\",VLOOKUP(I428,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[406,{"$f":"Eingabe!C418","v":""},{"$f":"IF($B429=\"\",\"\",Eingabe!D418)","v":""},{"$f":"IF($B429=\"\",\"\",Eingabe!E418)","v":""},{"$f":"IF($B429=\"\",\"\",Eingabe!F418)","v":""},{"$f":"IF($B429=\"\",\"\",Eingabe!G418)","v":""},{"$f":"IF($B429=\"\",\"\",Eingabe!H418)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B429=A429,VLOOKUP(B429,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I429=0,\"\",VLOOKUP(I429,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[407,{"$f":"Eingabe!C419","v":""},{"$f":"IF($B430=\"\",\"\",Eingabe!D419)","v":""},{"$f":"IF($B430=\"\",\"\",Eingabe!E419)","v":""},{"$f":"IF($B430=\"\",\"\",Eingabe!F419)","v":""},{"$f":"IF($B430=\"\",\"\",Eingabe!G419)","v":""},{"$f":"IF($B430=\"\",\"\",Eingabe!H419)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B430=A430,VLOOKUP(B430,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I430=0,\"\",VLOOKUP(I430,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[408,{"$f":"Eingabe!C420","v":""},{"$f":"IF($B431=\"\",\"\",Eingabe!D420)","v":""},{"$f":"IF($B431=\"\",\"\",Eingabe!E420)","v":""},{"$f":"IF($B431=\"\",\"\",Eingabe!F420)","v":""},{"$f":"IF($B431=\"\",\"\",Eingabe!G420)","v":""},{"$f":"IF($B431=\"\",\"\",Eingabe!H420)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B431=A431,VLOOKUP(B431,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I431=0,\"\",VLOOKUP(I431,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[409,{"$f":"Eingabe!C421","v":""},{"$f":"IF($B432=\"\",\"\",Eingabe!D421)","v":""},{"$f":"IF($B432=\"\",\"\",Eingabe!E421)","v":""},{"$f":"IF($B432=\"\",\"\",Eingabe!F421)","v":""},{"$f":"IF($B432=\"\",\"\",Eingabe!G421)","v":""},{"$f":"IF($B432=\"\",\"\",Eingabe!H421)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B432=A432,VLOOKUP(B432,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I432=0,\"\",VLOOKUP(I432,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[410,{"$f":"Eingabe!C422","v":""},{"$f":"IF($B433=\"\",\"\",Eingabe!D422)","v":""},{"$f":"IF($B433=\"\",\"\",Eingabe!E422)","v":""},{"$f":"IF($B433=\"\",\"\",Eingabe!F422)","v":""},{"$f":"IF($B433=\"\",\"\",Eingabe!G422)","v":""},{"$f":"IF($B433=\"\",\"\",Eingabe!H422)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B433=A433,VLOOKUP(B433,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I433=0,\"\",VLOOKUP(I433,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[411,{"$f":"Eingabe!C423","v":""},{"$f":"IF($B434=\"\",\"\",Eingabe!D423)","v":""},{"$f":"IF($B434=\"\",\"\",Eingabe!E423)","v":""},{"$f":"IF($B434=\"\",\"\",Eingabe!F423)","v":""},{"$f":"IF($B434=\"\",\"\",Eingabe!G423)","v":""},{"$f":"IF($B434=\"\",\"\",Eingabe!H423)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B434=A434,VLOOKUP(B434,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I434=0,\"\",VLOOKUP(I434,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[412,{"$f":"Eingabe!C424","v":""},{"$f":"IF($B435=\"\",\"\",Eingabe!D424)","v":""},{"$f":"IF($B435=\"\",\"\",Eingabe!E424)","v":""},{"$f":"IF($B435=\"\",\"\",Eingabe!F424)","v":""},{"$f":"IF($B435=\"\",\"\",Eingabe!G424)","v":""},{"$f":"IF($B435=\"\",\"\",Eingabe!H424)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B435=A435,VLOOKUP(B435,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I435=0,\"\",VLOOKUP(I435,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[413,{"$f":"Eingabe!C425","v":""},{"$f":"IF($B436=\"\",\"\",Eingabe!D425)","v":""},{"$f":"IF($B436=\"\",\"\",Eingabe!E425)","v":""},{"$f":"IF($B436=\"\",\"\",Eingabe!F425)","v":""},{"$f":"IF($B436=\"\",\"\",Eingabe!G425)","v":""},{"$f":"IF($B436=\"\",\"\",Eingabe!H425)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B436=A436,VLOOKUP(B436,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I436=0,\"\",VLOOKUP(I436,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[414,{"$f":"Eingabe!C426","v":""},{"$f":"IF($B437=\"\",\"\",Eingabe!D426)","v":""},{"$f":"IF($B437=\"\",\"\",Eingabe!E426)","v":""},{"$f":"IF($B437=\"\",\"\",Eingabe!F426)","v":""},{"$f":"IF($B437=\"\",\"\",Eingabe!G426)","v":""},{"$f":"IF($B437=\"\",\"\",Eingabe!H426)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B437=A437,VLOOKUP(B437,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I437=0,\"\",VLOOKUP(I437,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[415,{"$f":"Eingabe!C427","v":""},{"$f":"IF($B438=\"\",\"\",Eingabe!D427)","v":""},{"$f":"IF($B438=\"\",\"\",Eingabe!E427)","v":""},{"$f":"IF($B438=\"\",\"\",Eingabe!F427)","v":""},{"$f":"IF($B438=\"\",\"\",Eingabe!G427)","v":""},{"$f":"IF($B438=\"\",\"\",Eingabe!H427)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B438=A438,VLOOKUP(B438,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I438=0,\"\",VLOOKUP(I438,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[416,{"$f":"Eingabe!C428","v":""},{"$f":"IF($B439=\"\",\"\",Eingabe!D428)","v":""},{"$f":"IF($B439=\"\",\"\",Eingabe!E428)","v":""},{"$f":"IF($B439=\"\",\"\",Eingabe!F428)","v":""},{"$f":"IF($B439=\"\",\"\",Eingabe!G428)","v":""},{"$f":"IF($B439=\"\",\"\",Eingabe!H428)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B439=A439,VLOOKUP(B439,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I439=0,\"\",VLOOKUP(I439,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[417,{"$f":"Eingabe!C429","v":""},{"$f":"IF($B440=\"\",\"\",Eingabe!D429)","v":""},{"$f":"IF($B440=\"\",\"\",Eingabe!E429)","v":""},{"$f":"IF($B440=\"\",\"\",Eingabe!F429)","v":""},{"$f":"IF($B440=\"\",\"\",Eingabe!G429)","v":""},{"$f":"IF($B440=\"\",\"\",Eingabe!H429)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B440=A440,VLOOKUP(B440,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I440=0,\"\",VLOOKUP(I440,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[418,{"$f":"Eingabe!C430","v":""},{"$f":"IF($B441=\"\",\"\",Eingabe!D430)","v":""},{"$f":"IF($B441=\"\",\"\",Eingabe!E430)","v":""},{"$f":"IF($B441=\"\",\"\",Eingabe!F430)","v":""},{"$f":"IF($B441=\"\",\"\",Eingabe!G430)","v":""},{"$f":"IF($B441=\"\",\"\",Eingabe!H430)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B441=A441,VLOOKUP(B441,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I441=0,\"\",VLOOKUP(I441,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[419,{"$f":"Eingabe!C431","v":""},{"$f":"IF($B442=\"\",\"\",Eingabe!D431)","v":""},{"$f":"IF($B442=\"\",\"\",Eingabe!E431)","v":""},{"$f":"IF($B442=\"\",\"\",Eingabe!F431)","v":""},{"$f":"IF($B442=\"\",\"\",Eingabe!G431)","v":""},{"$f":"IF($B442=\"\",\"\",Eingabe!H431)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B442=A442,VLOOKUP(B442,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I442=0,\"\",VLOOKUP(I442,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[420,{"$f":"Eingabe!C432","v":""},{"$f":"IF($B443=\"\",\"\",Eingabe!D432)","v":""},{"$f":"IF($B443=\"\",\"\",Eingabe!E432)","v":""},{"$f":"IF($B443=\"\",\"\",Eingabe!F432)","v":""},{"$f":"IF($B443=\"\",\"\",Eingabe!G432)","v":""},{"$f":"IF($B443=\"\",\"\",Eingabe!H432)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B443=A443,VLOOKUP(B443,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I443=0,\"\",VLOOKUP(I443,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[421,{"$f":"Eingabe!C433","v":""},{"$f":"IF($B444=\"\",\"\",Eingabe!D433)","v":""},{"$f":"IF($B444=\"\",\"\",Eingabe!E433)","v":""},{"$f":"IF($B444=\"\",\"\",Eingabe!F433)","v":""},{"$f":"IF($B444=\"\",\"\",Eingabe!G433)","v":""},{"$f":"IF($B444=\"\",\"\",Eingabe!H433)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B444=A444,VLOOKUP(B444,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I444=0,\"\",VLOOKUP(I444,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[423,{"$f":"Eingabe!C435","v":""},{"$f":"IF($B446=\"\",\"\",Eingabe!D435)","v":""},{"$f":"IF($B446=\"\",\"\",Eingabe!E435)","v":""},{"$f":"IF($B446=\"\",\"\",Eingabe!F435)","v":""},{"$f":"IF($B446=\"\",\"\",Eingabe!G435)","v":""},{"$f":"IF($B446=\"\",\"\",Eingabe!H435)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B446=A446,VLOOKUP(B446,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I446=0,\"\",VLOOKUP(I446,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[479,{"$f":"Eingabe!C491","v":""},{"$f":"IF($B502=\"\",\"\",Eingabe!D491)","v":""},{"$f":"IF($B502=\"\",\"\",Eingabe!E491)","v":""},{"$f":"IF($B502=\"\",\"\",Eingabe!F491)","v":""},{"$f":"IF($B502=\"\",\"\",Eingabe!G491)","v":""},{"$f":"IF($B502=\"\",\"\",Eingabe!H491)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B502=A502,VLOOKUP(B502,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I502=0,\"\",VLOOKUP(I502,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[480,{"$f":"Eingabe!C492","v":""},{"$f":"IF($B503=\"\",\"\",Eingabe!D492)","v":""},{"$f":"IF($B503=\"\",\"\",Eingabe!E492)","v":""},{"$f":"IF($B503=\"\",\"\",Eingabe!F492)","v":""},{"$f":"IF($B503=\"\",\"\",Eingabe!G492)","v":""},{"$f":"IF($B503=\"\",\"\",Eingabe!H492)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B503=A503,VLOOKUP(B503,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I503=0,\"\",VLOOKUP(I503,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[481,{"$f":"Eingabe!C493","v":""},{"$f":"IF($B504=\"\",\"\",Eingabe!D493)","v":""},{"$f":"IF($B504=\"\",\"\",Eingabe!E493)","v":""},{"$f":"IF($B504=\"\",\"\",Eingabe!F493)","v":""},{"$f":"IF($B504=\"\",\"\",Eingabe!G493)","v":""},{"$f":"IF($B504=\"\",\"\",Eingabe!H493)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B504=A504,VLOOKUP(B504,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I504=0,\"\",VLOOKUP(I504,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[482,{"$f":"Eingabe!C494","v":""},{"$f":"IF($B505=\"\",\"\",Eingabe!D494)","v":""},{"$f":"IF($B505=\"\",\"\",Eingabe!E494)","v":""},{"$f":"IF($B505=\"\",\"\",Eingabe!F494)","v":""},{"$f":"IF($B505=\"\",\"\",Eingabe!G494)","v":""},{"$f":"IF($B505=\"\",\"\",Eingabe!H494)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B505=A505,VLOOKUP(B505,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I505=0,\"\",VLOOKUP(I505,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[483,{"$f":"Eingabe!C495","v":""},{"$f":"IF($B506=\"\",\"\",Eingabe!D495)","v":""},{"$f":"IF($B506=\"\",\"\",Eingabe!E495)","v":""},{"$f":"IF($B506=\"\",\"\",Eingabe!F495)","v":""},{"$f":"IF($B506=\"\",\"\",Eingabe!G495)","v":""},{"$f":"IF($B506=\"\",\"\",Eingabe!H495)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B506=A506,VLOOKUP(B506,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I506=0,\"\",VLOOKUP(I506,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[484,{"$f":"Eingabe!C496","v":""},{"$f":"IF($B507=\"\",\"\",Eingabe!D496)","v":""},{"$f":"IF($B507=\"\",\"\",Eingabe!E496)","v":""},{"$f":"IF($B507=\"\",\"\",Eingabe!F496)","v":""},{"$f":"IF($B507=\"\",\"\",Eingabe!G496)","v":""},{"$f":"IF($B507=\"\",\"\",Eingabe!H496)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B507=A507,VLOOKUP(B507,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I507=0,\"\",VLOOKUP(I507,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[485,{"$f":"Eingabe!C497","v":""},{"$f":"IF($B508=\"\",\"\",Eingabe!D497)","v":""},{"$f":"IF($B508=\"\",\"\",Eingabe!E497)","v":""},{"$f":"IF($B508=\"\",\"\",Eingabe!F497)","v":""},{"$f":"IF($B508=\"\",\"\",Eingabe!G497)","v":""},{"$f":"IF($B508=\"\",\"\",Eingabe!H497)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B508=A508,VLOOKUP(B508,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I508=0,\"\",VLOOKUP(I508,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
[486,{"$f":"Eingabe!C498","v":""},{"$f":"IF($B509=\"\",\"\",Eingabe!D498)","v":""},{"$f":"IF($B509=\"\",\"\",Eingabe!E498)","v":""},{"$f":"IF($B509=\"\",\"\",Eingabe!F498)","v":""},{"$f":"IF($B509=\"\",\"\",Eingabe!G498)","v":""},{"$f":"IF($B509=\"\",\"\",Eingabe!H498)","v":""},null,{"$f":"IF(Automat!$A$13=\"\",\"\",IF(B509=A509,VLOOKUP(B509,Automat!$C$13:$AC$512,27,0),0))","v":""},{"$f":"IF(Automat!$A$13=\"\",\"\",IF(I509=0,\"\",VLOOKUP(I509,Eingabe!$AD$13:$AE$24,2,0)))","v":""},null,null,null,null,null,null,null,0,"",null,null,""]
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[null,null,null,"Anzahl Angebote:",{"$f":"SUM(J4:AA4)","v":{"$error":"#DIV/0!"}},null,null,null,"noch frei"]
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[null,null,null,"Anzahl Angebote:",{"$f":"SUM(J4:AA4)","v":{"$error":"#DIV/0!"}},null,null,null,"noch frei"]

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[4," * ",70," :",5,null," =",null,"",56,"","",null,0]
[9," * ",40," :",3,null," =",null,"",120,"","",null,0]
[7," * ",40," :",8,null," =",null,"",35,"","",null,0,null,"Schülerin/Schüler"]
[3," * ",60," :",7,null," =",null,"R",25,"R",5,null,5,null,"Jana"]
[5," * ",50," :",3,null," =",null,"R",83,"R",1,null,1]
[6," * ",40," :",8,null," =",null,"",30,"","",null,0]
[6," * ",80," :",6,null," =",null,"",80,"","",null,0]
[6," * ",40," :",4,null," =",null,"",60,"","",null,0]
[6," * ",70," :",3,null," =",null,"",140,"","",null,0]
[9," * ",60," :",3,null," =",null,"",180,"","",null,0]
[8," * ",30," :",4,null," =",null,"",60,"","",null,0]
[6," * ",70," :",4,null," =",null,"",105,"","",null,0]
[4," * ",40," :",5,null," =",null,"",32,"","",null,0]
[4," * ",70," :",5,null," =",null,"",56,"","",null,0]
[7," * ",30," :",7,null," =",null,"",30,"","",null,0]
[8," * ",60," :",6,null," =",null,"",80,"","",null,0]
[3," * ",50," :",3,null," =",null,"",50,"","",null,0]
[7," * ",40," :",7,null," =",null,"",40,"","",null,0]
[9," * ",70," :",7,null," =",null,"",90,"","",null,0]
[9," * ",40," :",5,null," =",null,"",72,"","",null,0]

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[null,null,null,null,null,null,null,null,"Schreib-Atelier (S)","Sprachparcour (S)","Gesprächskreis  (S)","Differenzierte Beratung (S)","Individuelle Karteiarbeit (S)","Geometrie-Atelier (M)","Sachnrechnen-Atelier (M)","Diff. Beratung (M)"]
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["Personale Kompetenzen","Selbstreflexion: \nEigene Ressourcen kennen und nutzen",null,"…können eigene Gefühle wahrnehmen und situationsangemessen ausdrücken.",null,null,null,null,null,null,"x","x"]
[null,null,null,"…können ihre Interessen und Bedürfnisse wahrnehmen und formulieren.",null,null,null,null,null,null,"x","x"]
[null,null,null,"…können Stärken und Schwächen ihres Lern- und Sozialverhaltens einschätzen.",null,null,null,null,null,null,null,"x","x"]
[null,null,null,"…können auf ihre Stärken zurückgreifen und diese gezielt einsetzen.",null,null,null,null,null,"x",null,"x"]
[null,null,null,"…können Fehler analysieren und über alternative Lösungen nachdenken.",null,null,null,null,"x","x","x","x","x"]
[null,null,null,"…können auf Lernwege zurückschauen, diese beschreiben und beurteilen.",null,null,null,null,null,null,"x","x"]
[null,null,null,"…können eigene Einschätzungen und Beurteilungen mit solchen von aussen vergleichen und Schlüsse ziehen (Selbst- und Fremdeinschätzung).",null,null,null,null,null,"x",null,"x"]
[null,null,null,"…können aus Selbst- und Fremdeinschätzungen gewonnene Schlüsse umsetzen.",null,null,null,null,"x","x",null,"x"]
["Personale Kompetenzen","Selbstständigkeit: \nSchulalltag und Lernprozesse zunehmend selbstständig bewältigen, Ausdauer entwickeln",null,"…können sich in neuen, ungewohnten Situationen zurechtfinden.",null,null,null,null,"x"]
[null,null,null,"…können Herausforderungen annehmen und konstruktiv damit umgehen.",null,null,null,null,"x","x"]
[null,null,null,"…können sich Unterstützung und Hilfe holen, wenn sie diese benötigen.",null,null,null,null,"x","x"]
[null,null,null,"…können einen geeigneten Arbeitsplatz einrichten, das eigene Lernen organisieren, die Zeit einteilen und bei Bedarf Pausen einschalten.",null,null,null,null,"x"]
[null,null,null,"…können sich auf eine Aufgabe konzentrieren und ausdauernd und diszipliniert daran arbeiten.",null,null,null,null,"x"]
[null,null,null,"…können eigenverantwortlich Hausaufgaben erledigen und sich auf Lernkontrollen vorbereiten.",null,null,null,null,"x"]
[null,null,null,"…können übertragene Arbeiten sorgfältig, zuverlässig und pünktlich erledigen.",null,null,null,null,"x"]
[null,null,null,"…können Strategien einsetzen, um eine Aufgabe auch bei Widerständen und Hindernissen zu Ende zu führen.",null,null,null,null,"x","x"]
["Personale Kompetenzen","Eigenständigkeit: \nEigene Ziele und Werte reflektieren und verfolgen",null,"…können sich eigener Meinungen und Überzeugungen (z.B. zu Geschlechterrollen) bewusst werden und diese mitteilen.",null,null,null,null,null,null,"x"]
[null,null,null,"…können eigene und andere Meinungen und Überzeugungen auf zugrunde liegende Argumente (Fakten, Interessen, Werte) hin befragen.",null,null,null,null,"x",null,"x"]
[null,null,null,"…können Argumente abwägen und einen eigenen Standpunkt einnehmen.",null,null,null,null,"x",null,"x","x"]
[null,null,null,"…können die Argumente zum eigenen Standpunkt verständlich und glaubwürdig vortragen.",null,null,null,null,"x",null,"x","x"]
[null,null,null,"…können aufgrund neuer Einsichten einen bisherigen Standpunkt ändern; sie können in Auseinandersetzungen nach Alternativen oder neuen Wegen suchen.",null,null,null,null,null,null,"x"]
[null,null,null,"…können einen eigenen Standpunkt einnehmen und vertreten, auch wenn dieser im Gegensatz zu vorherrschenden Meinungen/Erwartungen steht.",null,null,null,null,null,null,"x"]
["Soziale Kompetenzen","Dialog- und Kooperationsfähigkeit: \nSich mit Menschen austauschen, zusammenarbeiten",null,"…können sich aktiv und im Dialog an der Zusammenarbeit mit anderen beteiligen.",null,null,null,null,null,"x","x"]
[null,null,null,"…können aufmerksam zuhören und Meinungen und Standpunkte von andern wahrnehmen und einbeziehen.",null,null,null,null,null,null,"x"]
[null,null,null,"…können in der Gruppe und in der Klasse oder in einem Schülerrat Abmachungen aushandeln und Regeln einhalten.",null,null,null,null,null,null,"x"]
[null,null,null,"…können auf Meinungen und Standpunkte anderer achten und im Dialog darauf eingehen.",null,null,null,null,null,null,"x"]
[null,null,null,"…können je nach Situation eigene Interessen zu Gunsten der Zielerreichung in der Gruppe zurückstellen oder durchsetzen.",null,null,null,null,null,null,"x"]
[null,null,null,"…können Gruppenarbeiten planen.",null,null,null,null,"x"]
[null,null,null,"…können verschiedene Formen der Gruppenarbeit anwenden."]
["Soziale Kompetenzen","Konfliktfähigkeit: \nKonflikte benennen, Lösungsvorschläge suchen, Konflikte lösen",null,"…können sachlich und zielorientiert kommunizieren, Gesprächsregeln anwenden und Konflikte direkt ansprechen.",null,null,null,null,null,null,"x","x"]
[null,null,null,"…können sich in die Lage einer anderen Person versetzen und sich darüber klar werden, was diese Person denkt und fühlt.",null,null,null,null,"x",null,"x"]
[null,null,null,"…können Kritik angemessen, klar und anständig mitteilen und mit konstruktiven Vorschlägen verbinden.",null,null,null,null,"x","x"]
[null,null,null,"…können Kritik annehmen und die eigene Position hinterfragen.",null,null,null,null,"x","x",null,"x"]
[null,null,null,"…können Formen und Verfahren konstruktiver Konfliktbearbeitung anwenden."]
[null,null,null,"…können in einer Konfliktsituation einen Konsens suchen und diesen Konsens anerkennen.",null,null,null,null,null,null,"x"]
[null,null,null,"…können Konfliktsituationen, die sich nicht lösen lassen, aushalten und nach neuen Konfliktlösungsmöglichkeiten suchen; wenn nötig holen sie bei Drittpersonen Unterstützung."]
[null,null,null,"…können die von der Schule bereitgestellten Hilfen nutzen und Instrumente zur gewaltfreien Konfliktlösung akzeptieren.",null,null,null,null,null,null,"x"]
["Soziale Kompetenzen","Umgang mit Vielfalt: \nVielfalt als Bereicherung erfahren, Gleichberechtigung mittragen",null,"…können Menschen in ihren Gemeinsamkeiten und Differenzen wahrnehmen und verstehen.",null,null,null,null,"x",null,"x"]
[null,null,null,"…können respektvoll mit Menschen umgehen, die unterschiedliche Lernvoraussetzungen mitbringen oder sich in Geschlecht, Hautfarbe, Sprache, sozialer Herkunft, Religion oder Lebensform unterscheiden.",null,null,null,null,null,null,"x"]
[null,null,null,"…können die Wirkung von Sprache reflektieren und achten in Bezug auf Vielfalt auf einen wertschätzenden Sprachgebrauch.",null,null,null,null,"x",null,"x"]
[null,null,null,"…können einen herabwürdigenden Sprachgebrauch erkennen und nehmen einen solchen nicht passiv hin.",null,null,null,null,"x",null,"x"]
["Methodische Kompetenzen","Sprachfähigkeit: \nEin breites Repertoire sprachlicher Ausdrucksformen entwickeln",null,"…können sprachliche Ausdrucksformen erkennen und ihre Bedeutung verstehen.",null,null,null,null,"x","x","x","x"]
[null,null,null,"…können unterschiedliche Sachverhalte sprachlich ausdrücken und sich dabei anderen verständlich machen.",null,null,null,null,"x",null,"x","x"]
[null,null,null,"…können Fachausdrücke und Textsorten aus den verschiedenen Fachbereichen verstehen und anwenden.",null,null,null,null,null,null,"x","x"]
["Methodische Kompetenzen","Informationen nutzen: \nInformationen suchen, bewerten, aufbereiten und präsentieren",null,"…können Informationen aus Beobachtungen und Experimenten, aus dem Internet, aus Büchern und Zeitungen, aus Texten, Tabellen und Statistiken, aus Grafiken und Bildern, aus Befragungen und Interviews suchen, sammeln und zusammenstellen.",null,null,null,null,"x"]
[null,null,null,"…können die gesammelten Informationen strukturieren und zusammenfassen und dabei Wesentliches von Nebensächlichem unterscheiden.",null,null,null,null,"x"]
[null,null,null,"…können Informationen vergleichen und Zusammenhänge herstellen (vernetztes Denken).",null,null,null,null,"x"]
[null,null,null,"…können die Qualität und Bedeutung der gesammelten und strukturierten Informationen abschätzen und beurteilen.",null,null,null,null,"x"]
[null,null,null,"…können die Ergebnisse in unterschiedlichen Darstellungsformen wie Mindmap, Bericht, Plakat oder Referat aufbereiten und anderen näherbringen."]
["Methodische Kompetenzen","Aufgaben/Probleme lösen: \nLernstrategien erwerben, Lern- und Arbeitsprozesse planen, durchführen und reflektieren",null,"…kennen allgemeine und fachspezifische Lernstrategien und können sie nutzen.",null,null,null,null,"x",null,null,null,"x"]
[null,null,null,"…können die Aufgaben- und Problemstellung sichten und verstehen und fragen bei Bedarf nach.",null,null,null,null,null,"x"]
[null,null,null,"…können einschätzen, wie schwer oder leicht ihnen die Aufgaben/Problemlösungen fallen werden.",null,null,null,null,null,"x",null,null,"x"]
[null,null,null,"…können bekannte Muster hinter der Aufgabe/dem Problem erkennen und daraus einen Lösungsweg ableiten.",null,null,null,null,null,"x",null,null,"x"]
[null,null,null,"…können neue Herausforderungen erkennen und kreative Lösungen entwerfen.",null,null,null,null,null,"x"]
[null,null,null,"…können Ziele für die Aufgaben und Problemlösungen setzen und Umsetzungsschritte planen.",null,null,null,null,"x",null,null,null,"x"]
[null,null,null,"…können Lern- und Arbeitsprozesse durchführen, dokumentieren und reflektieren.",null,null,null,null,"x",null,null,null,"x"]

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["nmg.1.1","Die Schülerinnen und Schüler können sich und andere wahrnehmen und beschreiben.","a","...können sich als Person mit vielfältigen Merkmalen beschreiben (z.B. äussere Merkmale, Familie, Freunde, Hobby) und sich von anderen unterscheiden.",null,null,null,"ng"]
[null,null,"b","...können sich als Person mit vielfältigen Merkmalen beschreiben (z.B. äussere Merkmale, Familie, Freunde, Hobby) und sich von anderen unterscheiden.",null,null,null,"ng"]
["nmg.1.2","Die Schülerinnen und Schüler können Mitverantwortung für Gesundheit und Wohlbefinden übernehmen und können sich vor Gefahren schützen.","a","...können subjektives Wohlbefinden beschreiben und mit Erfahrungen verbinden (z.B. Situationen der Freude, Aktivität, Ruhe, Zufriedenheit).",null,null,null,"g1"]
[null,null,"b","...können sich vor Gefahren schützen und kennen entsprechende Schutzmassnahmen (z.B. im Strassenverkehr, bei Gewalt in der Schule, bei handwerklichen Arbeiten).\nkönnen unangenehme und ungewollte Handlungen an ihrem Körper benennen und sich dagegen abgrenzen (z.B. Nein-Sagen, Hilfe holen).","g",null,null,"g"]
["nmg.1.3","Die Schülerinnen und Schüler können Zusammenhänge von Ernährung und Wohlbefinden erkennen und erläutern.","a","...können Lebensmittel untersuchen und nach Kriterien ordnen (z.B. nach Geruch, nach Geschmack, nach Aussehen, nach Erntezeitpunkt, nach Herkunft).",null,null,null,"g2"]
[null,null,"b","...können Ernährungsgewohnheiten beschreiben und kulturelle Eigenheiten entdecken und die von anderen Menschen respektieren.",null,null,null,"g1"]
[null,null,"c","...können angeleitet eine Mahlzeit zubereiten (z.B. Znüni, Zvieri, einfaches Essen).","g",null,null,"g"]
["nmg.1.4","Die Schülerinnen und Schüler können den Aufbau des eigenen Körpers beschreiben und Funktionen von ausgewählten Organen erklären.","a","...können Körperteile, deren Lage und Funktion beschreiben.",null,null,null,"g1"]
[null,null,"b","...können spezifische Eigenschaften ausgewählten Körperteilen zuordnen und die Bedeutung erfassen (z.B. Gelenke sind beweglich, Augen sind empfindlich, Schädelknochen wirken als Schutz).","g",null,null,"g"]
[null,null,"c","...können Vorgänge und Funktionen im eigenen Körper beobachten und im Zusammenhang von Organsystemen beschreiben (z.B. Bewegung-Muskulatur und Skelett; Verdauung-Kauapparat und Verdauungsorgane).",null,null,"m","ng"]
["nmg.1.5","Die Schülerinnen und Schüler können Wachstum und Entwicklung des menschlichen Körpers wahrnehmen und verstehen.","a","...können Körperveränderungen messen, beschreiben und zu Wachstum und Entwicklung des Menschen einordnen (z.B. grösser werden-stärker werden).","g","Körpergrösse",null,"g"]
[null,null,"b","...können Unterschiede im Körperbau von Mädchen und Knaben mit angemessenen Wörtern benennen.",null,null,"m","ng"]
["nmg.1.6","Die Schülerinnen und Schüler können Geschlecht und Rollen reflektieren.","a","...können anhand von Beispielen Rollenverhalten beschreiben und vergleichen (z.B. Wer hat welche Aufgaben und Befugnisse? Wer trägt welche Kleidung? Wer pflegt welche Hobbys?).","g",null,null,"g"]
[null,null,"b","...können vielfältige Geschlechterrollen beschreiben (z.B. in Beruf, Familie, Sport) und wissen, dass Mädchen/Frauen und Jungen/Männer dieselben Rechte haben.",null,null,"m","ng"]
["nmg.2.1","Die Schülerinnen und Schüler können Tiere und Pflanzen in ihren Lebensräumen erkunden und dokumentieren sowie das Zusammenwirken beschreiben.","a","...können bildhaft darstellen und erläutern, welche Pflanzen und Tiere in selber erkundeten Lebensräumen vorkommen.",null,null,null,"g1"]
[null,null,"b","...können Lebewesen ihren typischen Lebensräumen zuordnen (z.B. Wiese: Wildkräuter, Gräser, Insekten, Regenwurm, Käfer).","g",null,null,"g"]
["nmg.2.2","Die Schülerinnen und Schüler können die Bedeutung von Sonne, Luft, Wasser, Boden und Steinen für Lebewesen erkennen, darüber nachdenken und Zusammenhänge erklären.","a","...können Einflüsse von Licht, Wärme, Luft, Wasser, Boden und Steinen auf das Wachstum und die Lebensweise von Pflanzen und Tieren an alltagsnahen Beispielen explorieren und Ergebnisse dazu darstellen und beschreiben.",null,null,null,"g1"]
[null,null,"b","...können Vermutungen anstellen und erkennen, welche Bedeutung Sonne/Licht, Luft, Wasser, Boden, Steine für Pflanzen, Tiere und Menschen haben und was sie zum Leben brauchen.","g",null,null,"g"]
["nmg.2.3","Die Schülerinnen und Schüler können Wachstum, Entwicklung und Fortpflanzung bei Tieren und Pflanzen beobachten und vergleichen.","a","...können das Wachstum von Pflanzen und Tieren aus der eigenen Umgebung beobachten und von ihren Beobachtungen berichten.",null,null,null,"g1"]
[null,null,"b","...können Wachstum und Entwicklung bei Pflanzen und Tieren beobachten, zeichnen und beschreiben.","g","Entwicklung der Raupe über die Puppe zum Schmetterling; Blüten und Früchte von Pflanzen",null,"g"]
[null,null,"c","...können bei Tieren Besonderheiten zur Sicherung des Fortbestands erkennen, vergleichen und Unterschiede beschreiben (z.B. Entwicklung im Ei-schlüpfen, Entwicklung im Beutel, Entwicklung im Tierleib-lebendgebärend).",null,null,"m","ng"]
["nmg.2.4","Die Schülerinnen und Schüler können die Artenvielfalt von Pflanzen und Tieren erkennen und sie kategorisieren.","a","...können ausgewählte Pflanzen- oder Tiergruppen auf ihre Eigenschaften untersuchen sowie Gemeinsamkeiten und Unterschiede beschreiben (z.B. Vögel haben ein Gefieder, Reptilien eine Haut aus Hornschuppen).",null,null,null,"g1"]
[null,null,"b","...können ausgewählte Zuordnungen von Pflanzen und Tieren mithilfe ihrer Merkmale vornehmen.","g","Nadelbäume/Laubbäume; Wildtiere/Nutztiere/ Heimtiere",null,"g"]
[null,null,"c","...können Gemeinsamkeiten und Unterschiede von Pflanzen und Tieren (z.B. Singvögel, Wasservögel, Greifvögel, Eulen; Zugvögel/Standvögel) mit geeigneten Instrumenten untersuchen (z.B. Lupe, Feldstecher, Bestimmungsbuch), Vergleiche anstellen sowie Informationen dazu suchen und wiedergeben.",null,null,"m","ng"]
["nmg.2.5","Die Schülerinnen und Schüler können Vorstellungen zur Geschichte der Erde und der Entwicklung von Pflanzen, Tieren und Menschen entwickeln.","a","...können ihre Vorstellungen zur Geschichte der Erde und von Lebewesen nacherzählen (z.B. aus Geschichten, Berichten, Bilderbüchern) und in eigene zeitliche Vorstellungen einordnen.","g",null,null,"g","x"]
["nmg.2.6.","Die Schülerinnen und Schüler können Einflüsse des Menschen auf die Natur einschätzen und über eine nachhaltige Entwicklung nachdenken.","a","...können eigene Beziehungen zu Lebensräumen, Pflanzen und Tieren wahrnehmen und beschreiben (z.B. Pflege, Umgang, Wertschätzung, Respekt).",null,null,null,"g2"]
[null,null,"b","...können künstliche Lebensräume betrachten, beobachten, beschreiben und über eigene Erfahrungen und Erlebnisse berichten (z.B. Tiere im Haus, im Zoo).",null,null,null,"g1"]
[null,null,"c","...können natürliche Lebensräume mit künstlichen Lebensräumen vergleichen, Unterschiede beschreiben und dabei über die Lebenssituation von Pflanzen und Tieren nachdenken.","g",null,null,"g"]
[null,null,"d","...können beim Anbau von Pflanzen und bei der Haltung von Heimtieren Aufgaben und Mitverantwortung übernehmen (z.B. Tierhaltung und Pflanzenanbau in der Schule).",null,null,"m","ng"]
["nmg.3.1","Die Schülerinnen und Schüler können Erfahrungen mit Bewegungen und Kräften beschreiben und einordnen.","a","...können Objekte auf verschiedene Arten in Bewegung bringen und über die Unterschiede sprechen (z.B. Spielzeugauto, Schaukel, Ball: rollen, prellen, werfen; Feder aufziehen).",null,null,null,"g2"]
[null,null,"b","...können das Phänomen Gleichgewicht ausprobieren, Vermutungen anstellen und diese überprüfen (z.B. Wippe im Gleichgewicht halten, sicher stehen beim Balancieren, Gleichgewicht und Ungleichgewicht beim Spielen mit Bauklötzen).",null,null,null,"g1"]
[null,null,"c","...können Wirkungen von Kräften in Alltagssprache beschreiben (z.B. Objekte bewegen: ziehen, anstossen, heben, fallen lassen).","g",null,null,"g"]
[null,null,"d","...können verschiedene Hebelwirkungen ausprobieren und Erfahrungen austauschen (z.B. am eigenen Körper, bei einer Wippe, Baumschere, Nussknacker, Zange).",null,null,"m","ng"]
["nmg.3.2","Die Schülerinnen und Schüler können die Bedeutung von Energie und Energieumwandlungen im Alltag erkennen, beschreiben und reflektiert handeln.","a","...können Prozesse der Energieumwandlung wahrnehmen und darüber sprechen (z.B. die aufgezogene Feder treibt das Spielzeugauto an, die Kugel in der Kügelibahn wird beim Hinunterrollen immer schneller, Wasser wird warm/kühlt ab).",null,null,null,"g1"]
[null,null,"b","...können Vorkommen und Bedeutung von Energie im Alltag beschreiben (z.B. Nahrung liefert uns die Energie, die wir benötigen; ohne elektrische Energie könnten elektrische Geräte nicht betrieben werden).","g",null,null,"g"]
["nmg.3.3","Die Schülerinnen und Schüler können Stoffe im Alltag und in natürlicher Umgebung wahrnehmen, untersuchen und ordnen.","a","...können Objekte und Stoffe aus der Alltagswelt wahrnehmen und deren Eigenschaften beschreiben (z.B. fein, weich, elastisch, kalt, schwer, flüssig, schwimmt, brennt, tönt, rollt; gefährlich/ungefährlich).",null,null,null,"g1"]
[null,null,"b","...können Beschaffenheit von Stoffen und Objekten erforschen und beschreiben (z.B. Holz, Steine, Kunststoffe) sowie Gefahren hinsichtlich möglicher Verletzungen oder Sachbeschädigungen erkennen (z.B. Reinigungsmittel, spitziges Werkzeug).","g",null,null,"g"]
[null,null,"c","...können Objekte und Stoffe aus der Alltagswelt sammeln und nach Material, Gestalt, Beschaffenheit, Farbe und Verwendungszweck ordnen (z.B. Spielzeug, Werkzeug, Haushaltgegenstände, Baumaterialien).",null,null,"m","ng"]
["nmg.3.4","Die Schülerinnen und Schüler können Stoffe bearbeiten, verändern und nutzen.","a","...können Objekte und Stoffe angeleitet bearbeiten (z.B. Nüsse knacken, mahlen; Farb- und Aromastoffe aus Teeblättern lösen).",null,null,null,"g1"]
[null,null,"b","...können Objekte und Stoffe bearbeiten oder verändern und über das Verfahren berichten (z.B. Fruchtsaft pressen, aus Rahm Butter schlagen, Wachs schmelzen und Kerzen ziehen).","g",null,null,"g"]
["nmg.4.1"," Die Schülerinnen und Schüler können Signale, Sinne und Sinnesleistungen erkennen, vergleichen und erläutern.","a","...können im Alltag gebräuchliche Signale erkennen und deren Bedeutung beschreiben (z.B. Sirene der Feuerwehr, Verkehrsampel, Handzeichen).",null,null,null,"g1"]
[null,null,"b","...können Sinne, Sinnesorgane und Sinnesleistungen erforschen und Alltagserfahrungen beschreiben.","g","Ohr, Hören; Auge, Sehen; Zunge, Schmecken; Nase, Riechen; Haut, Fühlen und Tasten",null,"g"]
[null,null,"c","...können ausgewählte Signale des Körpers und Reaktionen darauf wahrnehmen, einschätzen und entsprechend handeln (z.B. Gänsehaut, frieren, warm anziehen; Gefahr erkennen, bremsen, Bremsweg; starke Sonneneinstrahlung, blinzeln, Sonnenbrille tragen).",null,null,"m","ng"]
["nmg.4.2","Die Schülerinnen und Schüler können akustische Phänomene vergleichen und untersuchen.","a","...können Schallquellen und akustische Phänomene erkunden und beschreiben (z.B. Rauschen des Waldes oder Bachs, Singen der Vögel und Menschen, Küchengeräusche, Bau- oder Verkehrslärm, Stille).","g",null,null,"g"]
[null,null,"b","...können Ideen für Schutzmassnahmen gegen laute und anhaltende Geräusche entwickeln und deren Wirkung einschätzen (z.B. Kopfhörer, Ohrstöpsel, Lärmschutzwände).",null,null,null,"ng"]
["nmg.4.3","Die Schülerinnen und Schüler können optische Phänomene erkennen und untersuchen.","a","...können verschiedene Lichtquellen unterscheiden und benennen (z.B. Sonne, Lampe, Scheinwerfer, Kerze, Feuer).",null,null,null,"g1"]
[null,null,"b","...können Phänomene zu Licht und Schatten angeleitet untersuchen, vergleichen und beschreiben.","g",null,null,"g"]
[null,null,"c","...können die äusseren Merkmale des Auges benennen und die jeweiligen Vorgänge und Funktionen beschreiben.",null,"Auge: Augenbraue, Augenlid mit Wimpern, Tränenflüssigkeit, Hornhaut, Bindehaut","m","ng"]
["nmg.4.4.1"," Die Schülerinnen und Schüler können Wetterphänomene beobachten, sich über Naturereignisse informieren sowie entsprechende Phänomene und Sachverhalte erklären.","a","...können über eigene Erlebnisse und Erfahrungen mit unterschiedlichem Wetter berichten.",null,null,null,"g1"]
[null,null,"b","...können wahrnehmen und erkennen, welche Bedeutung unterschiedliches Wetter für uns und für andere Menschen hat (z.B. für die Arbeit, für Freizeit und Ferien, für die Landwirtschaft).","g",null,null,"g"]
[null,null,"c","...können einfache Wetterphänomene beobachten und unterscheiden und dabei eigene Erkenntnisse festhalten und darstellen (z.B. Bewölkung, Wind, Niederschlag).",null,null,"m","ng"]
["nmg.4.4.2"," Die Schülerinnen und Schüler können Wetterphänomene beobachten, sich über Naturereignisse informieren sowie entsprechende Phänomene und Sachverhalte erklären.","a","...können ausgehend von Erzählungen, Berichten und Bildern zu Naturereignissen eigene Vorstellungen entwickeln und über eigene Erfahrungen berichten.",null,null,null,"g1"]
[null,null,"b","...können Schutz- und Verhaltensregeln für Kinder bei Naturereignissen erkennen und für sich anwenden (z.B. an Gewässern, im Schnee, bei Wetterereignissen wie Gewitter und Starkregen).","g",null,null,"g"]
["nmg.4.5","Die Schülerinnen und Schüler können Erscheinungen auf der Erde und Bewegungen von Himmelskörpern wahrnehmen, beschreiben und erklären.","a","...können eigene Vorstellungen zu Himmel, Himmelskörpern und Weltall beschreiben und vergleichen.",null,null,null,"g1"]
[null,null,"b","...können Erscheinungen am Tag- und Nachthimmel beobachten, beschreiben, darstellen und erklären.","g","Sonnenlauf, Mond, Sterne",null,"g","x"]
["nmg.5.1","Die Schülerinnen und Schüler können Alltagsgeräte und technische Anlagen untersuchen und nachkonstruieren.","a","...können durch Spielen und Ausprobieren entdecken und beschreiben, wie Alltagsgeräte technisch aufgebaut sind und funktionieren (z.B. Spielgeräte, einfache Haushaltgeräte und Werkzeuge, Schloss und Schlüssel, Regenschirm).",null,null,null,"g1"]
[null,null,"b","...können spielerisch und modellartig technische Geräte und Anlagen nachkonstruieren (z.B. Türme, Brücken, Wippe, Balkenwaage) und dabei Vermutungen zu Konstruktion und Funktion anstellen sowie reale Beispiele suchen und beschreiben (z.B. auf dem Spielplatz, im Schulzimmer, auf dem Schulweg, bei Baustellen).","g",null,null,"g"]
[null,null,"c","...können Alltagsgeräte untersuchen und dabei einfache naturwissenschaftliche und technische Prinzipien erkennen und erläutern (z.B. Gleichgewicht bei Wippe, Balkenwaage, Stabilität bei Brücken, Türmen, Mauern, Hebel bei Schere, Zange, Hammer).",null,null,"m","ng"]
["nmg.5.2.1","Die Schülerinnen und Schüler können elektrische und magnetische Phänomene sowie deren technische Anwendungen untersuchen.","a","...können die beiden Pole einer Batterie unterscheiden und entsprechend richtig einsetzen (z.B. Taschenlampe, batteriebetriebenes Spielzeug).","g",null,null,"g"]
[null,null,"b","...können einfache Stromkreise aufbauen und die einzelnen Bestandteile benennen.",null,null,"m","ng"]
["nmg.5.2.2","Die Schülerinnen und Schüler können elektrische und magnetische Phänomene sowie deren technische Anwendungen untersuchen.","a","...können verschiedene Magnete und Magnetspielzeuge untersuchen und das Verhalten beschreiben: stossen sich ab, ziehen sich an, nichts passiert.",null,null,null,"g1"]
[null,null,"b","...können beschreiben, dass Magnete immer zwei Pole haben, dass sich gleiche Pole abstossen und dass sich ungleiche Pole anziehen. ​","g","Magnet, Magnetpole",null,"g"]
["nmg.5.3","Die Schülerinnen und Schüler können Bedeutung und Folgen technischer Entwicklungen für Mensch und Umwelt einschätzen.","a","...können am Beispiel von Geräten aus ihrer Alltagswelt erzählen, wozu sie uns dienen und was sie uns im Alltag erleichtern (z.B. zu Hause, auf Spielplätzen, auf Baustellen).",null,null,null,"ng","x"]
[null,null,"b","...können vermuten, wie es zu Erfindungen und Entwicklungen von Geräten gekommen ist (z.B. Backofen, Mixer, Bügeleisen, Regenschirm, Kugelschreiber, mechanische und elektrische Geräte).",null,null,"m","ng","x"]
["nmg.6.1","Die Schülerinnen und Schüler können unterschiedliche Arbeitsformen und Arbeitsplätze erkunden.","a","...können verschiedene Arbeitsorte in der Umgebung erkunden und über Tätigkeiten, typische Arbeitsgeräte, Arbeitskleidung berichten.",null,null,null,"g1"]
[null,null,"b","...können Arbeitsteilung angeleitet organisieren sowie über das Resultat und die Verteilung der Arbeit nachdenken (z.B. Schulfest, Verkaufsstand).","g",null,null,"g"]
[null,null,"c","...können Arbeiten von Frauen und Männern vergleichen, Unterschiede benennen und Überlegungen zur Beseitigung von Ungerechtigkeiten diskutieren (z.B. ungleiche Wahlmöglichkeiten und Chancen).",null,null,"m","ng"]
["nmg.6.2"," Die Schülerinnen und Schüler können Berufswelten erkunden und Berufe nach ausgewählten Kriterien beschreiben.","a","...können eigene Vorstellungen zu Berufen aus dem familiären und weiteren Umfeld beschreiben (z.B. Tätigkeiten) und Berufe benennen.",null,null,null,"g1"]
[null,null,"b","...können Informationen zu unterschiedlichen Berufen sammeln und nach Merkmalen ordnen (z.B. Arbeitsort, Tätigkeiten, Hilfsmittel, Kleidung, Arbeitsresultate).","g",null,null,"g"]
[null,null,"c","...können eigene Interessen für Berufe beschreiben und sich über Traumberufe sowie Rollenbilder austauschen (z.B. Männer- und Frauenberufe).",null,null,"m","ng"]
["ngm.6.3","Die Schülerinnen und Schüler können die Produktion und den Weg von Gütern beschreiben.","a","...kennen unterschiedliche Rohstoffe und können über deren Bedeutung im Alltag nachdenken (z.B. Holz, Wasser, Lehm).",null,null,null,"g1"]
[null,null,"b","...können an Beispielen der täglichen Versorgung die Verarbeitung von Rohstoffen zu Produkten verfolgen und beschreiben (z.B. Apfel - Apfelsaft, Getreide - Brot, Milch - Käse).","g",null,null,"g"]
["nmg.6.4","Die Schülerinnen und Schüler können Tauschbeziehungen untersuchen und einfache wirtschaftliche Regeln erkennen.","a","...können Sachen tauschen (z.B. im Spiel, Tauschbörsen), unterschiedliche Interessen von Käufern und Verkäufern entdecken sowie Ablauf und Handlungen beim Tausch von Waren bzw. Dienstleistungen gegen Geld beschreiben.",null,null,null,"g1"]
[null,null,"b","...erkunden Tauschbeziehungen (z.B. auf dem Wochenmarkt, im Supermarkt, im Hofladen) und können Regeln und deren Bedeutung erkennen (z.B. Angebot, Nachfrage, Ware gegen Geld, Interessenskonflikte, Kooperation der Tauschpartner).","g","Gütermarkt, Geld",null,"g"]
[null,null,"c","...können Eigenschaften von Tauschmitteln erklären (z.B. begehrt, knapp, portionierbar, haltbar, echt) und die Funktion von Geld in Tauschgeschäften erkennen.",null,null,"m","ng"]
["nmg.6.5","Die Schülerinnen und Schüler können Rahmenbedingungen von Konsum wahrnehmen sowie über die Verwendung von Gütern nachdenken.","a","...können individuelle Wünsche und Bedürfnisse des eigenen Konsums benennen, ordnen, mit andern vergleichen sowie unterschiedliche Ideen entwickeln, wie sie sich Wünsche und Bedürfnisse erfüllen können (z.B. Geburtstagswünsche formulieren, Taschengeld sparen, Bibliothek und Ludothek nutzen, Vorhandenes anpassen und verwenden, mit anderen tauschen).",null,null,null,"ng"]
[null,null,"b","...können Preise von Gütern (z.B. Spielsachen) und Dienstleistungen (z.B. Post, Coiffeur, Hallenbad) vergleichen.",null,null,null,"ng"]
[null,null,"c","...können einen einfachen Einkauf planen sowie Nutzen, Kosten und Sparmöglichkeiten abwägen.",null,"Konflikte zwischen Wünschen, Bedürfnissen und knappen Mitteln",null,"ng"]
[null,null,"d","...können an Beispielen den Wandel von Konsumgewohnheiten untersuchen sowie Auswirkungen auf den Alltag aufzeigen (z.B. Schulutensilien).",null,null,"m","ng"]
["nmg.7.1","Die Schülerinnen und Schüler können unterschiedliche Lebensweisen beschreiben und erkennen, was Menschen ihre Herkunft und Zugehörigkeiten bedeuten.","a","...können Alltagswelten (z.B. soziales Umfeld, familiäre Organisation, Leben in der Stadt, auf dem Land) von Kindern beschreiben (z.B. in Geschichten, Filmen) und darin Vertrautes und Unvertrautes entdecken.",null,null,null,"ng"]
[null,null,"b","...können unterschiedliche Merkmale und Lebensweisen von Mädchen/Frauen und Jungen/Männern beschreiben (z.B. Sprache, Kultur, Behinderung) und verwenden eine wertschätzende Sprache.",null,null,null,"ng"]
["nmg.7.2","Die Schülerinnen und Schüler können Vorstellungen zu Lebensweisen von Menschen in fernen Gebieten der Erde beschreiben, vergleichen und entwickeln.","a","...können über eigene Vorstellungen zu Lebensweisen von Menschen in fernen Gebieten der Erde erzählen, austauschen und Unterschiede benennen.",null,null,null,"g1"]
[null,null,"b","...können ausgehend von Berichten und Darstellungen über den Alltag von Kindern in fernen Gebieten der Erde Merkmale von Lebensweisen (z.B. Wohnen, Arbeiten, Zusammenleben) und deren Vielfalt wahrnehmen, beschreiben und einordnen.","g",null,null,"g"]
[null,null,"c","...können zu ausgewählten Themen der Alltagsgestaltung und Lebensweise von Menschen in fernen Gebieten der Erde Fragen stellen, angeleitet Informationen erschliessen, ordnen und darüber berichten (Wohnen, Sich-Ernähren, Zusammenleben, Arbeiten, Unterwegs-Sein).",null,null,"m","ng"]
["nmg.7.3","Die Schülerinnen und Schüler können Formen des Unterwegs-Seins von Menschen, Gütern und Nachrichten erkunden sowie Nutzen und Folgen des Unterwegs-Sein für Mensch und Umwelt abschätzen.","a","...können über Erfahrungen zum Unterwegs-Sein auf Ausflügen und Reisen und beim Wechsel von Wohnorten erzählen.",null,null,null,"g2"]
[null,null,"b","...können Vermutungen anstellen, wie und warum Güter unseres Alltags zu uns gelangen, angeleitet das Unterwegs-Sein von ausgewählten Waren und Nachrichten erkunden und Ergebnisse dazu ordnen (z.B. Transportmittel, -wege und -anlagen).",null,null,null,"g1"]
[null,null,"c","...können Elemente und Merkmale zum Unterwegs-Sein von Menschen, Gütern und Nachrichten benennen, beschreiben und ordnen.","g","Reise- und Transportgründe; Reise- und Transportmittel, Transportwege und -anlagen",null,"g"]
["nmg.7.4","Die Schülerinnen und Schüler können Zusammenhänge und Abhängigkeiten zwischen Lebensweisen und Lebensräumen von Menschen wahrnehmen, einschätzen und sich als Teil der einen Welt einordnen.","a","...können ausgehend von Geschichten und Darstellungen in Kinderbüchern und Filmen Verbindungen zwischen Menschen in verschiedenen Gebieten der Erde wahrnehmen und benennen.",null,null,null,"g1"]
[null,null,"b","...können ausgehend von Alltagssituationen beschreiben, wie und in welcher Form sie mit Menschen und Produkten aus fernen Gebieten der Erde in Verbindung stehen (z.B. Nahrungsmittel, Spielzeuge, Musik).","g",null,null,"g"]
["nmg.8.1","Die Schülerinnen und Schüler können räumliche Merkmale, Strukturen und Situationen der natürlichen und gebauten Umwelt wahrnehmen, beschreiben und einordnen.","a","...können erkennen und beschreiben, was sie in der Wohn- und Schulumgebung vorfinden und was ihnen in Räumen bekannt und vertraut ist (z.B. bestimmte Häuser, Einkaufsorte, Verkehrsanlagen, für sie wichtige Orte).",null,null,null,"g1"]
[null,null,"b","...können Räume in der vertrauten Umgebung erkunden, Objekte in der Natur und in der gebauten Umwelt benennen, verorten (z.B. Wälder, Gewässer, Felsgebiete, unterschiedliche und typische Bauten und Anlagen in Siedlungen und Naturräumen) und Unterschiede in der Gestaltung von Räumen beschreiben.","g",null,null,"g"]
["nmg.8.2","Die Schülerinnen und Schüler können die unterschiedliche Nutzung von Räumen durch Menschen erschliessen, vergleichen und einschätzen und über Beziehungen von Menschen zu Räumen nachdenken.","a","...können über Erfahrungen erzählen, wie sie selber unterschiedliche Räume brauchen und nutzen (zum Wohnen, in der Freizeit, zum Einkaufen, zum Unterwegs-Sein).",null,null,null,"g1"]
[null,null,"b","...können wahrnehmen, benennen und begründen, in welchen Räumen sie sich gerne bzw. nicht gerne aufhalten und was ihnen in ihrem Lebensraum wichtig ist.","g",null,null,"g"]
["nmg.8.3","Die Schülerinnen und Schüler können Veränderungen in Räumen erkennen, über Folgen von Veränderungen und die künftige Gestaltung und Entwicklung nachdenken.","a","...können Veränderungen in der eigenen Umgebung über einen längeren Zeitraum beobachten und dokumentieren (z.B. durch Bauen und Umgestalten im eigenen Quartier, an einem vertrauten Ort in der Natur über mehr als eine Jahreszeit hinweg).","g",null,null,"g","x"]
["nmg.8.4","Die Schülerinnen und Schüler können Elemente und Merkmale von Räumen in Darstellungsmitteln auffinden sowie raumbezogene Orientierungsraster aufbauen und anwenden.","a","...können die Lage und Richtung von Objekten im eigenen Erfahrungsraum beschreiben und dabei Orientierungsmuster anwenden (z.B. links/rechts, oben/unten, vorne/hinten).",null,null,null,"g1"]
[null,null,"b","...können auf Karten und Plänen der Region, des Wohnortes der Schweiz, der Welt und auf dem Globus erkennen und zeigen, welche Orte und Gebiete sie schon kennen und diese beschreiben.","g",null,null,"g"]
["nmg.8.5","Die Schülerinnen und Schüler können sich in ihrer näheren und weiteren Umgebung orientieren, sicher bewegen und dabei Orientierungsmittel nutzen und anwenden.","a","...können sich nach Anleitung auf dem Kindergarten- bzw. Schulareal, auf dem Schulweg und in der näheren Umgebung bewegen und orientieren sowie begangene Wegverläufe beschreiben.",null,"Kindergarten- und Schulareal, Schulweg",null,"g2"]
[null,null,"b","...können selbstständig Wege im Wohn- und Schulumfeld zurücklegen, dabei sichere und unsichere Stellen erkennen, benennen und Regeln im Verkehr beachten.",null,null,null,"g1"]
[null,null,"c","...können mithilfe von einfachen Orientierungsmitteln (z.B. Skizzen, Schularealkarten, Schatzkarten, Plan mit Bildern und Piktogrammen) Orte im Gelände auffinden sowie Richtungen und Lagebezüge von Objekten im eigenen Wohnquartier bzw. am eigenen Wohnort beschreiben.","g",null,null,"g"]
[null,null,"d","...können räumliche Situationen (z.B. eigenes Zimmer, Schulzimmer, Spielplatz) mit eigenen Skizzen und Plänen darstellen und diese anderen Personen erklären.",null,null,"m","ng"]
["nmg.9.1","Die Schülerinnen und Schüler können Zeitbegriffe aufbauen und korrekt verwenden, Zeit als Konzept verstehen und nutzen sowie den Zeitstrahl anwenden.","a","...können Zeitbegriffe korrekt anwenden (z.B. morgen, heute, gestern) und zeitliche Reihen und Listen bilden.",null,"Zeitwörter, Wochentage, Monate",null,"g2","o"]
[null,null,"b","...können Zeit grafisch darstellen (z.B. Jahreskreis), markante Punkte im Jahresverlauf bezeichnen und die Uhr lesen.",null,"Frühling, Sommer, Herbst, Winter, Uhr",null,"g1","o"]
[null,null,"c","...können Handlungsabfolgen denken, durchführen, reflektieren sowie Zeitdauer erleben und deren Dauer schätzen.","g",null,null,"g","o"]
[null,null,"d","...können gleichbleibende und variierende Tagesstrukturen unterscheiden und diese vergleichen.",null,null,"m","ng","o"]
[null,null,"e","...können Zeitdauer von Handlungen schätzen, messen und grafisch darstellen.",null,"Zeitstrahl","m","ng","o"]
["nmg.9.2","Die Schülerinnen und Schüler können Dauer und Wandel bei sich sowie in der eigenen Lebenswelt und Umgebung erschliessen.","a","...können die eigene Entwicklung als Kind und die Entwicklung ihrer Familie über drei Generationen erzählen (z.B. mit einer Fotoreihe).",null,null,null,"g2","x"]
[null,null,"b","...können alte und moderne Dinge vergleichen. Was ist gleich? Was ist anders? (z.B. Werkzeuge, Kleider, Essen).",null,"früher/heute, alt/modern",null,"g1","x"]
[null,null,"c","...können beschreiben, was in der eigenen Entwicklung und der eigenen Familie gleich geblieben ist und was sich geändert hat.","g",null,null,"g","x"]
[null,null,"d","...können historische Bilder aus der Umgebung mit der heutigen Situation vergleichen. Was ist gleich? Was ist anders? (z.B. Häuser, Strassen in der eigenen Umgebung).",null,null,null,"ng","x"]
["nmg.9.3","Die Schülerinnen und Schüler können verstehen, wie Geschichte aus Vergangenheit rekonstruiert wird.","a","...können das Prinzip von Geschichten und ihren typischen Aufbau verstehen (z.B. eine Geschichte hat einen Anfang, eine Mitte und einen Schluss; sie besteht aus einer Handlung mit verschiedenen Personen).",null,"Aufbau einer Geschichte",null,"g2","x"]
[null,null,"b","...können aus Ruinen oder Bauten Vorstellungen entwickeln, wie diese in der Vergangenheit ausgesehen haben (z.B. Burgen, Höhlen, alte Häuser).",null,"Ruine",null,"g1","x"]
[null,null,"c","...können aus Funden und alten Gegenständen (z.B. Objekte in Museen, prähistorische Felsmalereien) Vorstellungen über das Leben einer früheren Gesellschaft gewinnen (z.B. Steinzeit, Römer, Spätmittelalter).","g","Ausgrabung, Fundstück",null,"g","x"]
[null,null,"d","...können sich aus Geschichten, Erzählungen, Bildern ein Bild über eine vergangene Kultur machen (z.B. China, Altes Ägypten, Römisches Imperium).",null,null,"m","ng","x"]
["nmg.9.4","Die Schülerinnen und Schüler können Geschichte und Geschichten voneinander unterscheiden.","a","...können fiktive Geschichten von realen Geschichten unterscheiden.",null,null,null,"g1"]
[null,null,"b","...können die Absichten von Geschichten erkennen und die Wirkung von Geschichten auf sich selber beschreiben.","g",null,null,"g"]
["nmg.10.1","Die Schülerinnen und Schüler können auf andere eingehen und Gemeinschaft mitgestalten.","a","...können Erfahrungen von Zusammenleben beschreiben und Möglichkeiten für gelungenes Zusammenleben formulieren (z.B. Rücksicht nehmen, miteinander feiern).",null,null,null,"ng"]
[null,null,"b","...können in Konflikten angeleitet eigene Bedürfnisse und Befindlichkeiten formulieren und jene von anderen wahrnehmen. ​",null,"Gesprächsregeln, Mobbing",null,"ng"]
[null,null,"c","...können Vorschläge für eine faire Konfliktlösung äussern und sich an Abmachungen halten.",null,"Klassenregeln, Vertrag",null,"ng"]
["nmg.10.2","Die Schülerinnen und Schüler können Freundschaft und Beziehungen pflegen und reflektieren.","a","...können von Freundschaft erzählen und Freundschaft sprachlich, zeichenhaft sowie handelnd ausdrücken.",null,null,null,"ng"]
[null,null,"b","...können Merkmale von Freundschaft beschreiben (z.B. Zuneigung, geteilte Interessen) und eigene Erwartungen reflektieren.",null,null,null,"ng"]
["nmg.10.3","Die Schülerinnen und Schüler können grundlegende Funktionen öffentlicher Institutionen verstehen.","a","...können Namen für Aufgaben nennen (z.B. Ämtli in der Klasse) und diese der entsprechenden Funktion zuordnen.",null,null,null,"g1"]
[null,null,"b","...können Ämter und Funktionen in der Gemeinde benennen und unterscheiden (z.B. Polizist/in, Feuerwehrmann/frau, Förster/in, Gemeinderat/rätin).","g",null,null,"g"]
[null,null,"c","...können öffentliche Institutionen und Einrichtungen in der Gemeinde benennen und deren Funktion verstehen (z.B. Spital, Schule, Feuerwehr, Abfallentsorgung, Gericht).",null,null,"m","ng"]
["nmg.10.4","Die Schülerinnen und Schüler können das Verhältnis von Macht und Recht in Gegenwart und Vergangenheit verstehen.","a","...können Prinzipien der Entscheidungsfindung beispielhaft verstehen und in der Klasse anwenden (z.B. Los, Einstimmigkeit, Autorität, Delegation, Schlichtung).",null,"Mehrheit, Schiedsrichter",null,"g1"]
[null,null,"b","...können verantwortungsvoll über andere bestimmen (z.B. Chef/in sein) und sich im Team an Anweisungen halten.","g",null,null,"g"]
[null,null,"c","...können anhand von exemplarischen Situationen (z.B. aus Geschichten, aus Märchen, aus dem Alltag) erkennen, wer Macht ausübt und wie Machtmissbrauch begegnet wird.",null,"Macht","m","ng"]
[null,null,"d","...können Sanktionen in Zusammenhang mit vorher bekannten Regeln bringen.",null,"Prinzip: Strafe für eine Übertretung soll vorher bekannt sein","m","ng"]
["nmg.10.5","Die Schülerinnen und Schüler können eigene Anliegen einbringen sowie politische Prozesse erkennen.","a","...können sich für die eigenen Interessen einsetzen und die Möglichkeiten zur aktiven Mitsprache wahrnehmen (z.B. im Morgenkreis, im Klassenrat).","g",null,null,"g"]
[null,null,"b","...können sich stellvertretend für die Interessen anderer einsetzen (z.B. im Schülerrat).",null,"Prinzip der Delegation","m","ng"]

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["Mathe",null,null,null,"Grundanspruch","Verbindliche Beispiele","Gem. mit Nachbarzyklus",null,"Thema Zeit"]
[]
[]
[]
[]
[]
["MA.1.A.1","Die Schülerinnen und Schüler verstehen und verwenden arithmetische Begriffe und Symbole. Sie lesen und schreiben Zahlen.","a","...können Anzahlen mit verschieden angeordneten Elementen vergleichen und die Begriffe ist/wird grösser/kleiner; ist/wird mehr/weniger; sind gleich viele; am meisten; am wenigsten verwenden.",null,null,null,"g2"]
[null,null,"b","...verstehen und verwenden die Begriffe plus, minus, gleich und die Symbole +, - , =.",null,null,null,"g1"]
[null,null,"c","...verstehen und verwenden die Begriffe mal, grösser als, kleiner als, gerade, ungerade, ergänzen, halbieren, verdoppeln, Zehner, Einer und die Symbole ·, <, >.\n...können natürliche Zahlen bis 100 lesen und schreiben.","g",null,null,"g"]
[null,null,"d","...verstehen und verwenden den Begriff durch und das Symbol :.",null,null,"m","ng"]
["MA.1.A.2","Die Schülerinnen und Schüler können flexibel zählen, Zahlen nach der Grösse ordnen und Ergebnisse überschlagen.","a","...können bis zu 20 Elemente auszählen und Zahlpositionen vergleichen.",null,null,null,"g2"]
[null,null,"b","...können im Zahlenraum bis 20 von beliebigen Zahlen aus vorwärts und rückwärts zählen.\n...können in 2er-Schritten vorwärts zählen, von 2 bis 20.\n...können Fingerbilder von 1 bis 10 spontan zeigen sowie Anzahlen bis 5 ohne Zählen erfassen.",null,null,null,"g1"]
[null,null,"c","...können im Zahlenraum bis 100 in 1er-, 2er-, 5er- und 10er-Schritten vorwärts zählen.\n...können im 100er-Raum Zahlen ordnen (z.B. auf dem Zahlenstrahl und auf der 100er-Tafel).\n","g",null,null,"g"]
[null,null,"d","...können im Zahlenraum bis 100 von beliebigen Zahlen aus vorwärts und rückwärts zählen.\n...können im Zahlenraum bis 100 von beliebigen 10er-Zahlen aus in 2er-, 5er- und 10er-Schritten vorwärts und rückwärts zählen.",null,null,"m","ng"]
["MA.1.A.3","Die Schülerinnen und Schüler können addieren, subtrahieren, multiplizieren, dividieren und potenzieren.","a","...können im Zahlenraum bis 20 ohne Zählen verdoppeln, halbieren, addieren und subtrahieren.",null,null,null,"g1"]
[null,null,"b","...können bis 100 ohne 10er-Überträge addieren und subtrahieren ohne Zählen (z.B. 35 + 13)\n...können auf den nächsten 10er ergänzen.\n...können bis 100 verdoppeln (5er- und 10er-Zahlen) und halbieren (10er-Zahlen).\n...können zweistellige Zahlen in 10er und 1er zerlegen (z.B. 25 in zwei 10er und fünf 1er).","g",null,null,"g"]
[null,null,"c","...können im Zahlenraum bis 100 verdoppeln, halbieren, addieren und subtrahieren.\nkennen Produkte aus dem kleinen Einmaleins mit den Faktoren 2, 5 und 10.\n...können Produkte aus dem kleinen Einmaleins in Faktoren zerlegen (z.B. 36 = 6 · 6 = 4 · 9).",null,null,"m","ng"]
["MA.1.A.4","Die Schülerinnen und Schüler können Terme vergleichen und umformen, Gleichungen lösen, Gesetze und Regeln anwenden.","a","...können Rechte und Pflichten von Individuen in unserer Gesellschaft nennen.",null,null,null,"g2"]
[null,null,"b","...können Zahlen bis 20 verschieden zerlegen (z.B. 5 = 1 + 4 = 3 + 2 = 3 + 1 + 1) und umformen (Kommutativgesetz: z.B. 5 + 3 = 3 + 5).",null,null,null,"g1"]
[null,null,"c","...können die Addition als Umkehroperation der Subtraktion nutzen (z.B. 18 - 15 = 3, weil 15 + 3 = 18).\n...können Beziehungen zwischen Additionen mit dem Kommutativgesetz (z.B. 2 + 18 = 18 +2) und dem Assoziativgesetz (z.B. 17 + 18 = 17 + 3 + 15 = 20 + 15) nutzen.","g",null,null,"g"]
[null,null,"d","...können Beziehungen zwischen Produkten nutzen (z.B. 6 · 8 ist um 8 grösser als 5 · 8 oder mit dem Kommutativgesetz: z.B. 8 · 3 = 3 · 8).",null,null,"m","ng"]
["MA.1.B.1","Die Schülerinnen und Schüler können Zahl- und Operationsbeziehungen sowie arithmetische Muster erforschen und Erkenntnisse austauschen","a","...können Muster mit Anzahlen bilden, sich Muster einprägen, abdecken und weiterführen (z.B. rot, gelb / rot, rot, gelb, gelb / rot, gelb).",null,null,null,"g2"]
[null,null,"b","...können Additionen bis 20 systematisch variieren, Auswirkungen beschreiben bzw. mit Anschauungsmaterial aufzeigen (z.B. 8 + 8 = 16, 8 + 9 = 17; die Summe erhöht sich um 1, weil der zweite Summand um 1 zunimmt).\n...können Zahlenfolgen (figurierte Zahlen) bilden, weiterführen und verändern (z.B. 1, 2, 3 / 2, 3, 4 / 3, 4, 5 / 4, 5, 6).",null,null,null,"g1"]
[null,null,"c","...können Summen und Differenzen bis 100 systematisch variieren und Auswirkungen mit Hilfe von Anschauungsmaterial austauschen (z.B. Basiszahlen einer Zahlenmauer variieren; 25 + 11, 35 + 11, 45 + 11,  untersuchen).","g",null,null,"g"]
[null,null,"d","...können Produkte systematisch variieren und Auswirkungen beschreiben bzw. mit Anschauungsmaterial zeigen (z.B. 3 · 3, 6 · 3; 3 · 4, 6 · 4; 3 · 5, 6 · 5).\n...suchen eigene Lösungswege und tauschen sie aus.",null,null,"m","ng"]
["MA.1.B.2","Die Schülerinnen und Schüler können Aussagen, Vermutungen und Ergebnisse zu Zahlen und Variablen erläutern, überprüfen, begründen.","a","...können Aussagen zu Anzahlen und Zahlpositionen an konkretem Material überprüfen (z.B. ein Turm mit 3 Klötzen ist höher als einer mit 2).",null,null,null,"g2"]
[null,null,"b","...können Summen und Differenzen mit Anschauungsmaterial überprüfen.",null,null,null,"g1"]
[null,null,"c","...können Produkte mit einer Summe überprüfen (z.B. 3 · 4 = 4 + 4 + 4).\n...können Differenzen mit der Umkehroperation überprüfen (z.B. 27 - 6 = 21 → 21 + 6 = 27).","g",null,null,"g"]
[null,null,"d","...können Quotienten mit der Umkehroperation überprüfen (z.B. 21 : 3 = 7 → 7 · 3 = 21).",null,null,"m","ng"]
["MA.1.B.3","Die Schülerinnen und Schüler können beim Erforschen arithmetischer Muster Hilfsmittel nutzen.","a","...können Anschauungsmaterialien beim Erforschen arithmetischer Muster nutzen (z.B. 20er-Feld und Plättchen).",null,null,null,"g1"]
[null,null,"b","...können Punktefeld, 100er-Tafel und Zahlenstrahl beim Erforschen arithmetischer Muster nutzen (z.B. die Positionen der 9er-Reihe auf der 100er-Tafel).","g",null,null,"g"]
["MA.1.C.1","Die Schülerinnen und Schüler können Rechenwege darstellen, beschreiben, austauschen und nachvollziehen.","a","...können zeigen, wie sie zählen.",null,null,null,"g2"]
[null,null,"b","...können Summen darstellen und Darstellungen nachvollziehen (z.B. auf dem 20er-Feld oder auf dem Zahlenstrahl).",null,null,null,"g1"]
[null,null,"c","...können Rechenwege zu Additionen und Subtraktionen darstellen und nachvollziehen (z.B. 18 + 14 mit Hilfe des Rechenstrichs).","g",null,null,"g"]
[null,null,"d","...erkennen in grafischen Modellen multiplikative Beziehungen, insbesondere Verdoppelungen und 1 · mehr bzw. 1 · weniger (z.B. 3 · 4 und 6 · 4 in einem Punktefeld als Verdoppelung).",null,null,"m","ng"]
["MA.1.C.2","Die Schülerinnen und Schüler können Anzahlen, Zahlenfolgen und Terme veranschaulichen, beschreiben und verallgemeinern.","a","...können Anzahlen verschieden darstellen (z.B. mit Punkten oder Strichen) und verschieden anordnen (z.B. auf einer Linie und in der Fläche verteilt).",null,null,null,"g2"]
[null,null,"b","...können Anzahlen bis 20 strukturiert darstellen (z.B. an 5ern und 10ern orientiert: 9 = 5 + 4; 12 = 10 + 2).\n...können Additionen und Subtraktionen mit Handlungen, Rechengeschichten und Bildern konkretisieren.",null,null,null,"g1"]
[null,null,"c","...können die Bedeutung der Ziffern im Stellenwertsystem darstellen (z.B. 5 10-er-Stäbe und 7 1er-Würfel stellen 57 dar).\n...können Beziehungen in und zwischen Additionen und Subtraktionen zeigen oder beschreiben (z.B. in einer systematischen Aufgabenfolge die Veränderung der Summen aufzeigen).","g",null,null,"g"]
[null,null,"d","...können Grundoperationen mit Handlungen, Sachbildern, Rechengeschichten und grafischen Strukturen veranschaulichen und Veranschaulichungen interpretieren.\n...können Beziehungen in und zwischen Grundoperationen zeigen und beschreiben (z.B. die Veränderung der Produkte 1 · 3, 2 · 4, 3 · 5, 4 · 6, ).",null,null,"m","ng"]
["MA.2.A.1","Die Schülerinnen und Schüler verstehen und verwenden Begriffe und Symbole.","a","...können Linien aufzeichnen und ordnen (z.B. kurze, lange, gerade, gewellte Linien).\n...können Kreis, Dreieck, Rechteck, Quadrat, Würfel und Kugel benennen.",null,null,null,"g2"]
[null,null,"b","...können Strecken, Kreise, Dreiecke, Quadrate, Rechtecke sowie Kugeln und Würfel ordnen und beschreiben. Sie verwenden die Begriffe länger, kürzer, am längsten, am kürzesten, grösser, kleiner, am grössten, am kleinsten.\n...können überschneidende Figuren identifizieren (z.B. Umfang nachfahren) und benennen.",null,null,null,"g1"]
[null,null,"c","beschreiben Raumlagen mit den Begriffen zwischen, neben, auf, über, unter, innerhalb, ausserhalb, in der Mitte, vor, hinter, links, rechts.","g",null,null,"g"]
[null,null,"d","...verstehen und verwenden die Begriffe Figur, Länge, Breite, Fläche, Körper, spiegeln, verschieben.",null,null,"m","ng"]
["MA.2.A.2","Die Schülerinnen und Schüler können Figuren und Körper abbilden, zerlegen und zusammensetzen.","a","...können sich Muster mit 3 verschiedenen Figuren einprägen, diese weiterführen und eigene Muster bilden (z.B. Kreis, Dreieck, Quadrat).",null,null,null,"g2"]
[null,null,"b","...können Dreieck, Quadrat, Rechteck und Kreis nachzeichnen und ohne Vorlage zeichnen sowie Kugel und Würfel formen.\n...können Figuren und Körper aus Teilstücken zusammensetzen.",null,null,null,"g1"]
[null,null,"c","...können Figuren in Rastern nachzeichnen, symmetrisch ergänzen bzw. spiegeln und Symmetrieachsen einzeichnen.\n...können Rechteck, Quadrat, Dreieck, Kreis, Kugel und Würfel zerlegen und zusammensetzen (z.B. falten schneiden und aufkleben; Tangramteile).\n...können Bandornamente beschreiben, fortsetzen und variieren (z.B. Kreis, Dreieck, Quadrat, Rechteck, Kreis fortsetzen und Reihenfolge oder Lage variieren).","g",null,null,"g"]
["MA.2.A.3","Die Schülerinnen und Schüler können Längen, Flächen und Volumen bestimmen und berechnen.","a","...erfahren die Konstanz von Längen und Volumen bei Veränderung der Gestalt (z.B. gleich bleibende Länge nach Biegen von Drähten).\n...können die Längen unterschiedlicher Linienverläufe vergleichen (z.B. Wege auf einem Karopapier).",null,null,null,"g1"]
[null,null,"b","...können Längen mit Hilfsgrössen (z.B. Fingerlänge oder Raster) vergleichen und auf 1 cm genau messen.\n...können den Inhalt von Gefässen mit einem Becher messen und vergleichen.","g",null,null,"g"]
[null,null,"c","...können Seitenlängen und Flächeninhalte von Drei- und Vierecken sowie Volumen von Würfeln und Quadern vergleichen (z.B. in zwei verschieden grosse Rechtecke mit Quadraten belegen).",null,null,"m","ng"]
["MA.2.B.1","Die Schülerinnen und Schüler können geometrische Beziehungen, insbesondere zwischen Längen, Flächen und Volumen, erforschen, Vermutungen formulieren und Erkenntnisse austauschen.","a","...können Kreis, Dreieck, Quadrat, Rechteck, Kugel und Würfel durch Ertasten identifizieren.",null,null,null,"g2"]
[null,null,"b","...experimentieren mit dem Spiegel und entdecken Symmetrien.",null,null,null,"g1"]
[null,null,"c","...erforschen Symmetrien an Figuren und Objekten und formulieren Vermutungen (z.B. Symmetrien an einer Hausfassade).","g",null,null,"g"]
[null,null,"d","...erforschen Figuren und Körper und ...können Beziehungen formulieren (z.B. die Seitenflächen eines Quaders sind Rechtecke).",null,null,"m","ng"]
["MA.2.B.2","Die Schülerinnen und Schüler können Aussagen und Formeln zu geometrischen Beziehungen überprüfen, mit Beispielen belegen und begründen.","a","...können Eigenschaften von Figuren und Körpern erforschen und beschreiben (z.B. beim Halbieren eines Quadrates entstehen u.a. Dreiecke oder Rechtecke).",null,null,"m","ng"]
["MA.2.C.1","Die Schülerinnen und Schüler können Körper und räumliche Beziehungen darstellen.","a","...können mit verschiedenen Techniken und Materialien Figuren darstellen (z.B. malen, biegen).",null,null,null,"g2"]
[null,null,"b","...können Objekte als Figuren und Körper darstellen (z.B. Tisch als Rechteck, eine Baumkrone als Kugel).",null,null,null,"g1"]
[null,null,"c","...können mit Bauklötzen vorgegebene Körper darstellen.","g",null,null,"g"]
[null,null,"d","...können die Aufsicht von Würfelgebäuden auf Karopapier zeichnen.",null,null,"m","ng"]
["MA.2.C.2","Die Schülerinnen und Schüler können Figuren falten, skizzieren, zeichnen und konstruieren sowie Darstellungen zur ebenen Geometrie austauschen und überprüfen.","a","...können symmetrische Figuren durch Falten halbieren (z.B. Dreieck, Quadrat, Rechteck, Kreis, Bäume, Tiere).\n...können mit der Schere Streifen, Ecken und Rundungen schneiden und sammeln Erfahrungen mit Scherenschnitten.",null,null,null,"g2"]
[null,null,"b","...können den Flächeninhalt von Quadraten und Rechtecken halbieren (z.B. ein Rechteck in vier gleiche Streifen falten und 2 von 4 Streifen anmalen).",null,null,null,"g1"]
[null,null,"c","...können Quadrate, Rechtecke, Kreise in 2, 4, 8 oder 16 gleich grosse Teile falten.","g",null,null,"g"]
[null,null,"d","...können nach bildlicher Anleitung falten (z.B. ein Schiff).",null,null,"m","ng"]
["MA.2.C.3","Die Schülerinnen und Schüler können sich Figuren und Körper in verschiedenen Lagen vorstellen, Veränderungen darstellen und beschreiben (Kopfgeometrie).","a","...können verdeckte Figuren und Körper ertasten und nachzeichnen bzw. -formen und beschreiben.",null,null,null,"g2"]
[null,null,"b","...können Unterschiede zwischen sichtbaren Formen oder Raumlagen und Erinnerungsbildern ermitteln.",null,null,null,"g1"]
[null,null,"c","...können Figuren, Körper und deren Anordnung aus der Erinnerung nachzeichnen oder nachbauen (z.B. ein Gebäude mit 7 Würfeln nachbauen oder Stäbe entsprechend einer Vorlage umlegen).","g",null,null,"g"]
["MA.2.C.4","Die Schülerinnen und Schüler können in einem Koordinatensystem die Koordinaten von Figuren und Körpern bestimmen bzw. Figuren und Körper aufgrund ihrer Koordinaten darstellen sowie Pläne lesen und zeichnen.","a","...können in einem Punkteraster gezeichnete Grundfiguren und zusammengesetzte Figuren in ein leeres Punkteraster übertragen.",null,null,null,"g1"]
[null,null,"b","...können Positionen in einem Koordinatensystem bestimmen (z.B. Schiffe versenken auf der 100er-Tafel mit den Koordinaten 2 E 5 Z / 7 E 1 Z / ).","g",null,null,"g"]
[null,null,"c","...können Objekte in einem Plan darstellen (z.B. Sitzordnung im Klassenzimmer).",null,null,"m","ng"]
["MA.3.A.1","Die Schülerinnen und Schüler verstehen und verwenden Begriffe und Symbole zu Grössen, Funktionen, Daten und Zufall.","a","...können Gegenstände und Situationen mit lang/kurz (zeitlich und räumlich) schnell/langsam, vorher/nachher, breit/schmal, dick/dünn, gross/klein, schwer/leicht beschreiben.",null,null,null,"g2","x"]
[null,null,"b","...verstehen und verwenden die Begriffe Geld, Münzen und Noten zwischen 1 und 20 Franken.\n...können Unterschiede zwischen Gegenständen und Situationen mit Steigerungsformen beschreiben, insbesondere bezüglich Preisen, Längen, Zeitpunkten, Zeitdauern, Gewichten und Inhalten (z.B. B ist schwerer als A, C ist am schwersten).",null,null,null,"g1"]
[null,null,"c","...verstehen und verwenden die Begriffe Länge, Meter, Zentimeter, Zeit, Stunden, Minuten, Franken, Rappen, Preis.\n...können sich an Referenzgrössen orientieren: 1 Zentimeter, 1 Meter.\n...können Masseinheiten zu Geld und Länge und die Abkürzungen Fr., Rp., cm, m verwenden.","g",null,null,"g","x"]
[null,null,"d","...können mit Münzen und Noten bis 100 Fr. Beträge legen.",null,null,"m","ng"]
["MA.3.A.2","Die Schülerinnen und Schüler können Grössen schätzen, messen, umwandeln, runden und mit ihnen rechnen.","a","...können Längen und Volumen verteilen (z.B. eine Schnur in etwa gleiche Teile schneiden oder Wasser auf Becher verteilen).\n...können den Tagesverlauf in Morgen, Mittag, Nachmittag, Abend und Nacht einteilen (z.B. den Tagesabschnitten Aktivitäten zuordnen).",null,null,null,"g2","x"]
[null,null,"b","...können ganze Frankenbeträge bis 20 Franken legen sowie addieren und subtrahieren.\n...können die Uhrzeit auf halbe Stunden bestimmen.",null,null,null,"g1","x"]
[null,null,"c","...können Längen bis 1 m schätzen, messen und addieren (z.B. 15 cm + 35 cm).\n...können Längen und Geldbeträge verdoppeln und halbieren, 1 Meter in 2, 5 und 10 gleiche Teile aufteilen sowie ganze Frankenbeträge bis 100 Fr. mit Münzen und Noten legen.","g",null,null,"g"]
[null,null,"d","...können Geldbeträge mit Fr. und Rp. bilden, addieren und subtrahieren (z.B. 20 Fr. mit 2 · 5 Fr. + 5 · 2 Fr. bilden; 25 Fr. 60 Rp. + 14 Fr. 30 Rp.).\n...können analoge und digitale Uhrzeiten bestimmen.",null,null,"m","ng","x"]
["MA.3.A.3","Die Schülerinnen und Schüler können funktionale Zusammenhänge beschreiben und Funktionswerte bestimmen.","a","...können Wertetabellen beschreiben (z.B. 1 Flasche → 2 Franken; 2 Flaschen → 4 Franken; 3 Flaschen → 6 Franken).",null,null,null,"g1"]
[null,null,"b","...können lineare Zahlenfolgen und Wertetabellen mit ganzen Zahlen beschreiben und weiterführen (z.B. 0, 9, 18, 27, 36, ; 1 m → 8 Fr.; 2 m → 16 Fr.; 3 m → 24 Fr., ).","g",null,null,"g"]
["MA.3.B.1","Die Schülerinnen und Schüler können zu Grössenbeziehungen und funktionalen Zusammenhängen Fragen formulieren, diese erforschen sowie Ergebnisse überprüfen und begründen.","a","...können Anzahlen, Längen, Flächen und Volumen miteinander vergleichen.",null,null,null,"g2"]
[null,null,"b","...können Anzahlen und Preise variieren und Auswirkungen untersuchen (z.B. 3 Bälle zu 4 Franken und 5 Bälle zu 2 Franken).",null,null,null,"g1"]
[null,null,"c","...können Sachsituationen bezüglich Anzahlen, Strecken, Zeitpunkten, Zeitdauern und Preisen erforschen sowie Zusammenhänge beschreiben und erfragen (z.B. Zeitdauer für den Hin- und Rückweg mit dem Hinweg vergleichen).","g",null,null,"g","x"]
[null,null,"d","...können Beziehungen zwischen Längen, Preisen und Zeiten überprüfen (z.B. grössere Gegenstände sind teurer oder weitere Wege brauchen mehr Zeit).",null,null,"m","ng","x"]
["MA.3.B.2","Die Schülerinnen und Schüler können Sachsituationen zur Statistik, Kombinatorik und Wahrscheinlichkeit erforschen, Vermutungen formulieren und überprüfen.","a","...können Anordnungen variieren, ordnen und notieren (z.B. zweistellige Zahlen mit den Ziffern 1, 2, 3; gleich lange Wege in einem schematischen Stadtplan; Sitzordnungen von drei Kindern).\n...können die Beeinflussbarkeit von Situationen einschätzen (z.B. Beeinflussbarkeit des Wetters; Beeinflussbarkeit der Dauer des Schulwegs).","g",null,null,"g","x"]
["MA.3.C.1","Die Schülerinnen und Schüler können Daten zur Statistik, Kombinatorik und Wahrscheinlichkeit erheben, ordnen, darstellen, auswerten und interpretieren.","a","sammeln und ordnen (z.B. Steine nach Farbe ordnen und zählen).",null,null,null,"g1"]
[null,null,"b","...können Häufigkeiten, Längen und Preise erheben, protokollieren, ordnen und interpretieren (z.B. Strichlisten zu Augenzahlen beim Würfeln; Körperlängen).\n...können Anzahlen aus dem Umfeld darstellen (z.B. 7 blonde Kinder mit 7 Karos, 5 braunhaarige Kinder mit 5 Karos).","g",null,null,"g"]
[null,null,"c","...können Längen und Preise grafisch darstellen (z.B. 1 Fr. oder 1 cm mit je einem Karo).",null,null,"m","ng"]
["MA.3.C.2","Die Schülerinnen und Schüler können Sachsituationen mathematisieren, darstellen, berechnen sowie Ergebnisse interpretieren und überprüfen.","a","...können in Sachsituationen Anzahlen, Muster und Ordnungen vergleichen (mehr, weniger, gleichviel, länger, kürzer, gleich lang).",null,null,null,"g1"]
[null,null,"b","...können zu Sachsituationen, Rechengeschichten und Bildern Grundoperationen notieren, lösen und Ergebnisse interpretieren (z.B. 13 Mädchen und 5 Jungen als 18 Kinder; 1 Buch kostet 10 Fr. → 5 Bücher kosten 5 · 10 Fr.).\nerkennen wesentliche und unwesentliche Angaben zur Lösung von Aufgaben (z.B. ein Buch ist 5 cm dick, hat 75 Seiten und ist gratis. Wie viel bezahlt man dafür?).","g",null,null,"g"]
[null,null,"c","...können zu Rechengeschichten Grundoperationen mit Platzhaltern bzw. Umkehroperationen bilden, diese lösen und interpretieren (z.B. ein Geschenk kostet 36 Fr., 23 Fr. wurden gespart. Wie viel fehlt noch?).",null,null,"m","ng"]
["MA.3.C.3","Die Schülerinnen und Schüler können Terme, Formeln, Gleichungen und Tabellen mit Sachsituationen konkretisieren","a","...können Anzahlen mit Beispielen konkretisieren.",null,null,null,"g2"]
[null,null,"b","...können Additionen und Subtraktionen mit Rechengeschichten, Bildern und Handlungen eine Bedeutung geben (z.B. 12 + 8 → auf dem Pausenplatz sind 12 Mädchen und 8 Jungen).",null,null,null,"g1"]
[null,null,"c","...können Grundoperationen und Tabellen mit Rechengeschichten, Bildern und Handlungen eine Bedeutung geben (z.B. 5 · 8 → ein Kind baut 5 Häuser mit je 8 Klötzen).","g",null,null,"g"]
[null,null,"d","...können Gleichungen mit einem Platzhalter durch Rechengeschichten oder Bilder konkretisieren (z.B. 28 + _ = 50 → ein Bus hat 50 Sitzplätze, 28 sind bereits besetzt).",null,null,"m","ng"]

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["Deutsch",null,null,null,"Grundanspruch","Verbindliche Beispiele","Gem. mit Nachbarzyklus",null," vmzkdtzcm","dth"]
[]
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["D.1.A.1","Die Schülerinnen und Schüler können Laute, Silben, Stimmen, Geräusche und Töne wahrnehmen, einordnen und vergleichen. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gehörte angemessen schnell zu verstehen.","a","...können die Aufmerksamkeit auf die sprechende Person und deren Beitrag richten.",null,null,null,"g3"]
[null,null,"b","...können Klänge, Geräusche sowie Reime, Silben und einzelne Laute (z.B. Anlaute) heraushören (phonologische Bewusstheit).",null,null,null,"g2"]
[null,null,"c","...können den Tonfall einer Stimme in der entsprechenden Situation deuten (z.B. Lautstärke, Geschwindigkeit, Stimmlage).",null,null,null,"g1"]
[null,null,"d","...können unterschiedliche Laute und Lautverbindungen heraushören, im Wort verorten (Anlaut, Mittellaute, Endlaut) und mit Erfahrungen aus der Erstsprache vergleichen.\n...können einzelne Wörter und Wendungen in vertrauten Situationen verstehen oder deren Bedeutung erfragen und so ihren rezeptiven Wortschatz erweitern.","g",null,null,"g"]
[null,null,"e","...können nonverbale Mittel (z.B. Gestik, Mimik, Körperhaltung) und paraverbale Mittel (z.B. Intonation, Sprechfluss) in der Hörsituation deuten.\n...können eine Hörerwartung aufbauen und die nötige Ausdauer aufbringen, um einem längeren Hörbeitrag zu folgen.",null,null,"m","ng"]
["D.1.B.1","Die Schülerinnen und Schüler können wichtige Informationen aus Hörtexten entnehmen.","a","...können einfache Aufträge und Erklärungen zu bekannten Sachthemen und Alltagssituationen verstehen und ausführen (z.B. alltägliche Abläufe).\n...können zum Hörtext etwas Passendes produzieren (z.B. inneres Bild zeichnen, etwas formen, spielerisch darstellen).",null,null,null,"g2"]
[null,null,"b","...können erzählen, was sie aus Hörtexten erfahren haben (z.B. vorgelesene Erzählung, erzähltes Sachthema, Bilderbuch, Verse).\n...können der Handlung einer einfachen Erzählung folgen.",null,null,null,"g1"]
[null,null,"c","...können Mitteilungen und Erklärungen verstehen und Aufträge ausführen.\n...können einem kurzen Hörtext (z.B. Erzählung) bis zum Ende folgen und die für sie bedeutsamen Inhalte wiedergeben.\n...können einzelne im Hörtext genannte Wörter und Wendungen erfragen und so ihren rezeptiven Wortschatz erweitern.","g",null,null,"g"]
[null,null,"d","...können ein globales Hörverständnis zu verschiedenen Hörtexten aufbauen (z.B. Erzählung, Theaterstück, Szene aus Film, Gedicht, Sachtext).\n...können Wichtiges in einfachen Mitteilungen erkennen (z.B. telefonische Auskunft, Lautsprecherdurchsage).\n...können die Bedeutung einfacher unbekannter Wörter aus dem Kontext erschliessen.",null,null,"m","ng"]
["D.1.C.1","Die Schülerinnen und Schüler können Gesprächen folgen und ihre Aufmerksamkeit zeigen.","a","...können in einer vertrauten Gesprächssituation dem Gesprochenen folgen und ihre Beteiligung zeigen.",null,null,null,"g1"]
[null,null,"b","...können Gesprächen folgen und dabei ihre Aufmerksamkeit nonverbal (z.B. Mimik, Körpersprache), paraverbal (z.B. Intonation) und verbal (Worte) zeigen.\n...können sich wichtige Inhalte aus einem Gespräch merken.\n...können an einem Gespräch teilnehmen und die entsprechenden Gesprächsregeln meist einhalten (z.B. zuhören, ausreden lassen).","g",null,null,"g"]
[null,null,"c","...können in vertrauten Kommunikationssituationen Stimmungen wahrnehmen (z.B. emotionale Verletzung, Betroffenheit, Wut, Ärger, Freude).\n...können Gesprächsbeiträgen folgen und sich für sie Bedeutsames merken.\n...können nachfragen, wenn sie etwas in einem Gespräch nicht verstanden haben.",null,null,"m","ng"]
["D.1.D.1","Die Schülerinnen und Schüler können ihr Hörverhalten und ihr Hörinteresse reflektieren.","a","...können sich unter Anleitung und mithilfe konkreter Fragen mit anderen über Erzähltes austauschen.\n...können sich mithilfe konkreter Fragen über ein Gespräch und ihr Gesprächsverhalten austauschen.","g",null,null,"g"]
["D.2.A.1","Die Schülerinnen und Schüler verfügen über Grundfertigkeiten des Lesens. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gelesene schnell zu verstehen.","a","...können Piktogramme und einfache Wortbilder aus ihrem Alltagsleben wieder erkennen (z.B. Migros, Coop, Volg, Coca Cola).\n...können einzelne Buchstaben wiedererkennen (z.B. aus dem eigenen Namen).\n...können einen Zugang zu (Bilder-)Büchern finden.",null,null,null,"g2"]
[null,null,"b","...können die passende Beziehung zwischen Buchstaben und Lauten herstellen sowie Buchstaben zu Silben und kurzen Wörtern aus dem schulnahen Wortschatz verbinden.\n...können kurze Sätze langsam erlesen.",null,null,null,"g1"]
[null,null,"c","erkennen vertraute Wörter auf einen Blick (Sichtwortschatz).\n...können kurze Texte, deren Thema vertraut ist, laut oder still lesen.","g",null,null,"g"]
[null,null,"d","erkennen häufig wiederkehrende Morpheme auf einen Blick (z.B. ver-, vor-, nach- als Vormorpheme, bekannte Stamm-Morpheme).",null,null,"m","ng"]
["D.2.B.1","Die Schülerinnen und Schüler können wichtige Informationen aus Sachtexten entnehmen.","a","...können einfache Sachverhalte in Bildern und Aufträge in Bildform verstehen.\n...können einfache Piktogramme aus ihrem Alltagsleben lesen und verstehen.\n...können erzählen, was sie durch Medien erfahren haben (z.B. Kindersendung, Film, Lernspiel).",null,null,null,"g2"]
[null,null,"b","...können kurze Sätze zu einem Sachthema mit Bild-Unterstützung oder unter Anleitung verstehen.\n...können wichtige Wörter zum behandelten Thema lesen und verstehen.",null,null,null,"g1"]
[null,null,"c","...können Abbildungen und Text bei bebilderten Sachtexten zueinander in Beziehung setzen.\n...können die nötige Ausdauer aufbringen, um übersichtlich strukturierte Sachtexte zu Themen, die sie interessieren, zu lesen.\n...können mithilfe von gezielten Fragen einen einfachen Sachtext als Ganzes verstehen und wichtige Informationen entnehmen.","g",null,null,"g"]
[null,null,"d","...können unter Anleitung die Bibliothek als Ort zur Lektüre- und Informationsbeschaffung nutzen.\n...können aus kurzen, mit Titel und Absätzen übersichtlich strukturierten und illustrierten Sachtexten wesentliche Informationen entnehmen.",null,null,"m","ng"]
["D.2.C.1","Die Schülerinnen und Schüler können literarische Texte lesen und verstehen.","a","...können in einem Bild eine Situation erkennen (z.B. Figur, Handlung, mögliche Geschichte).\n...können sich aus aneinander gereihten Bildern eine Geschichte vorstellen und diese im Gespräch erzählen (z.B. Bilderbuch).",null,null,null,"g2"]
[null,null,"b","...können erzählte und vorgelesene Texte verstehen und darin den Handlungsstrang erkennen (z.B. kleine Geschichte, Bilderbuch, Vers, Abzählreim).\n...können einen linearen Erzählverlauf mit einer dazu gehörenden Bildabfolge verbinden.",null,null,null,"g1"]
[null,null,"c","...können mithilfe von Nachfragen in Texten Handlungen und typische Eigenschaften der Figuren verstehen.\n...können sich unter Anleitung zentrale Handlungen, Orte und Figuren in kurzen Geschichten bildlich vorstellen und mit der eigenen Lebenswelt in Verbindung bringen.\n...können ihren rezeptiven Wortschatz erweitern, indem sie ihre Aufmerksamkeit unter Anleitung auf bestimmte Wörter und Wendungen richten.\n...kennen die Bibliothek als Ort mit reichhaltigem Leseangebot und ...können unter Anleitung Hörbücher, Bücher und andere Medien auswählen.","g",null,null,"g"]
[null,null,"d","...können ihr Textverständnis zeigen, indem sie einen Text gestaltend vorlesen (z.B. einzelne Figuren stimmlich unterscheiden).",null,null,"m","ng"]
["D.2.D.1","Die Schülerinnen und Schüler können ihr Leseverhalten und ihre Leseinteressen reflektieren.","a","...können sich unter Anleitung und mithilfe gezielter Fragen mit anderen über Gelesenes austauschen.\n...können sich mithilfe gezielter Fragen darüber austauschen, welche Leseinteressen sie haben und ...können so ihre Lektürewahl in der Bibliothek, in der Leseecke reflektieren.","g",null,null,"g"]
[null,null,"b","...können unter Anleitung und mit passenden Beurteilungshilfen einander Rückmeldungen geben, wie gut sie (vor-)lesen.",null,null,"m","ng"]
["D.3.A.1","Die Schülerinnen und Schüler können ihre Sprechmotorik, Artikulation, Stimmführung angemessen nutzen. Sie können ihren produktiven Wortschatz und Satzmuster aktivieren, um angemessen flüssig zu sprechen.","a","...können die meisten Laute des Deutschen sprechmotorisch isoliert und im Wort bilden.\n...können Wörter, Wendungen (z.B. in Fragen, Aussagen, Aufforderung) und Satzmuster in vertrauten Situationen passend verwenden (produktiver Wortschatz).",null,null,null,"g1"]
[null,null,"b","...können mit verständlicher Aussprache und angemessener Lautstärke in Standardsprache (nach-)sprechen, wobei die Sprechweise auch mundartlich und erstsprachlich gefärbt sein kann.\n...können ihren produktiven Wortschatz aktivieren, um sich in verschiedenen Themen und Situationen sprachlich angemessen auszudrücken.","g",null,null,"g"]
[null,null,"c","...können nonverbale (z.B. Gestik, Mimik, Körperhaltung) und paraverbale Mittel (z.B. Atmung, Intonation, Sprechfluss) angemessen verwenden.",null,null,"m","ng"]
["D.3.B.1","Die Schülerinnen und Schüler können sich in monologischen Situationen angemessen und verständlich ausdrücken.","a","...können ihre Gefühle und Gedanken sowie Erlebnisse und Erfahrungen verbal oder nonverbal mit Unterstützung zum Ausdruck bringen.",null,null,null,"g2"]
[null,null,"b","...können Beobachtungen wiedergeben und einfache Sachverhalte mit Unterstützung beschreiben.",null,null,null,"g1"]
[null,null,"c","...können sich in Mundart und Standardsprache ausdrücken, wobei erstsprachliche und mundartliche Elemente selbstverständlich sind.\n...können sich in verschiedenen Sprechsituationen ausdrücken, wenn sie dabei unterstützt werden und sich vorbereiten können (z.B. Erzählung, Erklärung, Präsentation).\n...können kurze Gedichte vortragen (z.B. Abzählverse, Reime, Sprüche) .","g",null,null,"g"]
[null,null,"d","...können eine Geschichte verständlich nacherzählen.\n...können mithilfe eines Schemas ihre Arbeitsergebnisse und Gedanken vortragen (z.B. vorgegebene Textbausteine, Ablauf).\n...können Ergebnisse einer Gruppenarbeit verständlich weitergeben und dabei verschiedene Medien nutzen (z.B. Bild-, Textdokument).",null,null,"m","ng"]
["D.3.C.1","Die Schülerinnen und Schüler können sich aktiv an einem Dialog beteiligen","a","...können die/den Gesprächspartner/in als Gegenüber wahrnehmen und mit ihr/ihm in Kontakt treten.\n...können in einer vertrauten, selbstgewählten Sprechrolle an einem Spiel aktiv teilnehmen.",null,null,null,"g2"]
[null,null,"b","...können auf direkt an sie gerichtete Fragen antworten.\n...können sich an einfachen, kurzen Gesprächen beteiligen.\n...können sich in kurzen Phasen an Gesprächsregeln halten (z.B. sich vor dem Reden melden, zu den anderen gerichtet sprechen, Sie-Formen verwenden).",null,null,null,"g1"]
[null,null,"c","...können einen Gesprächsbeitrag laut und deutlich in Mundart und in Standardsprache formulieren.\n...können ihren Gesprächsbeitrag in einem Gespräch passend einbringen (z.B. auf andere eingehend, nicht verletzend).\n...können einfache Alltagsgespräche selbstständig führen und Medien nutzen, um bestehende Kontakte zu pflegen (z.B. Telefongespräch mit Bekannten) .","g",null,null,"g"]
["D.3.D.1","Die Schülerinnen und Schüler können ihr Sprech-, Präsentations- und Gesprächsverhalten reflektieren.","a","...können sich mithilfe von konkreten (Nach-)Fragen darüber austauschen, wie sie sich und wie sich andere im Gespräch verhalten haben.\n...können Gespräche als Basis für Beziehungen erfahren.","g",null,null,"g"]
["D.4.A.1","Die Schülerinnen und Schüler können in einer persönlichen Handschrift leserlich und geläufig schreiben und die Tastatur geläufig nutzen. Sie entwickeln eine ausreichende Schreibflüssigkeit, um genügend Kapazität für die höheren Schreibprozesse zu haben. Sie können ihren produktiven Wortschatz und Satzmuster aktivieren, um flüssig formulieren und schreiben zu können.","a","...können durch vielfältige Aktivitäten ihre Feinmotorik weiterentwickeln.",null,null,null,"g3"]
[null,null,"b","...können eine günstige Körperhaltung beim Zeichnen und Schreiben einnehmen.",null,null,null,"g2"]
[null,null,"c","...können die Grundbewegungen der Schrift nach allen Richtungen (z.B. Buchstabenformen und -folgen) ausführen.\n...können einzelne Laute heraushören, diese den passenden Buchstaben zuordnen und einzelne Wörter lautgetreu verschriften.",null,null,null,"g1"]
[null,null,"d","...können das ganze Alphabet einer unverbundenen Schrift sowie die Ziffern mit optimalen Abläufen geläufig schreiben.\n...können alle Laute und Lautverbindungen heraushören und in lautgetreuer (nicht unbedingt orthografisch korrekter) Schreibung entsprechenden Buchstaben zuordnen.\n...können vertraute Wörter, Wendungen und Satzmuster in alltäglichen, bekannten Schreibsituationen verwenden und ihren produktiven Wortschatz aktivieren (z.B. kurzer Brief, Briefformeln).","g",null,null,"g"]
[null,null,"e","...können mit verschiedenen Schreibgeräten ihre Texte gestalten (z.B. verschiedene Schreibstifte, Tastatur).\n...können mit grundlegenden Elementen der Bedienungsoberfläche eines Textprogramms umgehen.",null,null,"m","ng"]
["D.4.B.1","Die Schülerinnen und Schüler kennen vielfältige Textmuster und können sie entsprechend ihrem Schreibziel in Bezug auf Struktur, Inhalt, Sprache und Form für die eigene Textproduktion nutzen.","a","...können Erfahrungen sammeln mit vielfältigen altersgemässen Texten (z.B. Bilderbuch, Vorlesegeschichte, Brief, Notiz, Plakat), um Muster für das eigene Schreiben zu gewinnen (z.B. Kritzelbrief, Liste).",null,null,null,"g2"]
[null,null,"b","...kennen Schrift als Trägermedium von Bedeutung und als Instrument, um Gedanken festzuhalten und bei anderen etwas zu bewirken (z.B. Geschenkbrief, Dankeskarte, Wunschliste).\n...kennen einfache Textmuster (z.B. Liste, Anrede, Namenskarte, Unterschrift) und nutzen diese für das eigene Schreiben.",null,null,null,"g1"]
[null,null,"c","...kennen das Muster eines persönlichen Briefs mit Anrede und Grussformel, um es für das eigene Schreiben nutzen zu können.\n...kennen Elemente eines Geschichtenmusters (z.B. Märchenanfang/-ende), um sie für das eigene Schreiben nutzen zu können.\n...kennen verschiedene Muster einfacher Informationstexte (z.B. einfaches Lernplakat, Spielanleitung), um sie für das eigene Schreiben nutzen zu können.\n...kennen Muster verschiedener Kurztexte (z.B. Elfchen, Rätsel, Vers), um sie für das eigene Schreiben nutzen zu können.","g",null,null,"g"]
["D.4.C.1","Die Schülerinnen und Schüler können ein Repertoire an angemessenen Vorgehensweisen zum Ideenfinden und Planen aufbauen und dieses im Schreibprozess zielführend einsetzen.","a","...können aus Geschichten, Bilderbüchern, Puppentheatern Ideen für eigene Geschichten entwickeln und sich darüber austauschen.\n...können beschreiben, woher sie Informationen erhalten (z.B. Printmedien, Fernsehen, Internet).",null,null,null,"g1"]
[null,null,"b","...können unter Anleitung verschiedene Vorgehensweisen zur Ideenfindung und Textplanung einsetzen (z.B. gemeinsam erstelltes Cluster, Ideennetz, W-Fragen, innere Bilder).\n...können mithilfe von vorgegebenen Medien Informationen zu einem bestimmten Thema beschaffen (z.B. Buch, Zeitschrift, Lernspiel, Spielgeschichte, Website), damit sie die Inhalte für einen entsprechenden Sachtext erarbeiten können.","g",null,null,"g"]
[null,null,"c","...können erste Zielvorstellungen davon entwickeln, wozu sie schreiben.\nzeigen die Bereitschaft, während des Schreibens neue Ideen zu entwickeln.",null,null,"m","ng"]
["D.4.D.1","Die Schülerinnen und Schüler können ihre Ideen und Gedanken in eine sinnvolle und verständliche Abfolge bringen. Sie können in einen Schreibfluss kommen und ihre Formulierungen auf ihr Schreibziel ausrichten.","a","...können ihren produktiven Wortschatz erweitern, indem sie die als Formulierungshilfen vorgegebenen Wörter und Wendungen für ihre Geschichten nutzen.",null,null,null,"g1"]
[null,null,"b","...können in eine Geschichte oder ein Thema eintauchen und ihre Gedanken und Ideen ansatzweise in eine verständliche Abfolge bringen.","g",null,null,"g"]
[null,null,"c","...können ihre Gedanken und Ideen in eine verständliche Abfolge bringen und in passende Worte fassen. Die Schreibsituation und der Schreibprozess werden dabei zunehmend eigenständig gestaltet.\n...können ihre Formulierungen zunehmend dem Schreibziel anpassen (z.B. adressatengerecht ausgerichtet).\n...können ihre Texte auch am Computer entwerfen und Grundfunktionen eines Textverarbeitungsprogramms einsetzen (z.B. Elementen der Bedienungsoberfläche nutzen: Datei öffnen, schreiben, speichern).",null,null,"m","ng"]
["D.4.E.1","Die Schülerinnen und Schüler können ihren Text in Bezug auf Schreibziel und Textsortenvorgaben inhaltlich überarbeiten.","a","...können inhaltliche Unklarheiten besprechen, wenn die Lehrperson auf die entsprechenden Textstellen hinweist.","g",null,null,"g"]
[null,null,"b","...können im Austausch mit anderen (z.B. Schreibkonferenz, Feedback) einzelne positive Aspekte und Unstimmigkeiten im eigenen Text erkennen.",null,null,"m","ng"]
["D.4.F.1","Die Schülerinnen und Schüler können ihren Text in Bezug auf Rechtschreibung und Grammatik überarbeiten.","a","...können unter Anleitung bei der formalen Überarbeitung erste Regeln beachten: lautgetreue Schreibweise, Wortgrenzen, Eigennamen und konkrete Nomen gross, Satzanfang gross, Punkt am Satzende.","g",null,null,"g"]
[null,null,"b","...können ihren Text im Austausch mit anderen sprachformal überarbeiten, wenn die Fehlerstelle markiert ist. Sie ...können dabei folgende Regeln in typischen Fällen beachten: sch-Schreibung, sp-/st-Schreibung, ng-Schreibung, gebräuchliche abstrakte Nomen gross, Satzschlusszeichen.",null,null,"m","ng"]
["D.4.G.1","Die Schülerinnen und Schüler können über ihren Schreibprozess und ihre Schreibprodukte nachdenken und deren Qualität einschätzen.","a","...können anhand von Leitfragen ihre Texte besprechen (z.B. einzelne Wörter, Sätze oder Gestaltungselemente zeigen, die ihnen besonders gefallen).","g",null,null,"g"]
[null,null,"b","...können unter Anleitung ihre Vorgehensweisen beim Ideensammeln, Planen und Entwerfen besprechen.",null,null,"m","ng"]
["D.5.A.1","Die Schülerinnen und Schüler können Sprache erforschen und Sprachen vergleichen.","a","...können sprachliches Material nach vorgegebenen Kriterien auswählen und ordnen (z.B. Wörter nach Anlaut sortieren, Reime ordnen, Wörter zu Begriffsfeld sammeln, Grussformen sammeln).\n...können ansatzweise ihr Vorgehen beschreiben.","g",null,null,"g"]
["D.5.B.1","Die Schülerinnen und Schüler können den Gebrauch und die Wirkung von Sprache untersuchen.","a","...können Erfahrungen mit Gesprächsverhalten und Gesprächsregeln in der Grossgruppe sammeln (z.B. Sprecherwechsel, Klassengespräch) und über deren Nutzen nachdenken.\n...können erste Erfahrungen mit der Sprachenvielfalt in der Klasse sammeln (z.B. Begrüssungsrituale, Sprachmelodie, Lieblingswörter).",null,null,null,"g1"]
[null,null,"b","...können sich über Erfahrungen mit verschiedenen Formen von Gesprächsverhalten austauschen (z.B. Grussformeln, Gesprächsregeln und Gebrauch Mundart/Standardsprache in verschiedenen Situationen).\n...können sich über Erfahrungen mit verschiedenen Sprachen austauschen (z.B. Sprachmelodie; Wörter, die etwas bezeichnen, das man riechen kann; erfundene Wörter).","g",null,null,"g"]
["D.5.C.1","Die Schülerinnen und Schüler können Sprachstrukturen in Wörtern und Sätzen untersuchen.","a","...können Erfahrungen sammeln mit Reimen, Silben und Lauten (phonologische Bewusstheit).",null,null,null,"g2"]
[null,null,"b","...können Wörter in Bezug auf ihre Lautstruktur untersuchen.\n...können Erfahrungen sammeln mit: Wort- und Satzbau (z.B. Wortgrenzen und Anzahl Wörter in einem Satz bestimmen); unterschiedlichen Lautstrukturen der verschiedenen Sprachen in der Klasse (Satzmelodie); unterschiedlichen Schriftsystemen (z.B. Bilderschrift).",null,null,null,"g1"]
[null,null,"c","...können ihr Wissen im Bereich der phonologischen Bewusstheit für die Sprachreflexion auch in Bezug auf ihre Erstsprache nutzen (z.B. Anlaut, Reim, Silbe).\n...können unter Anleitung eine orthografische Regel untersuchen und so ein erstes Verständnis für die Regel entwickeln (z.B. sp-/st-Schreibung, Grossschreibung).","g",null,null,"g"]
["D.5.D.1","Die Schülerinnen und Schüler können Grammatikbegriffe für die Analyse von Sprachstrukturen anwenden.","a","...können erste Erfahrungen mit den drei Hauptwortarten Nomen, Verb und Adjektiv sammeln.","g",null,null,"g"]
["D.5.E.1","Die Schülerinnen und Schüler können ihr orthografisches Regelwissen in auf die Regel konstruierten Übungen anwenden.","a","...können das ABC mit Unterstützung buchstabieren.",null,null,null,"g1"]
[null,null,"b","...können Wörter lautlich segmentieren und verschriften Wörter daher lautlich vollständig, wenn auch nicht immer orthografisch korrekt.\n...können die Schreibung von Wörtern memorieren.\n...können das ABC auswendig buchstabieren, um es für das Nachschlagen von Wörtern im Schul-Wörterbuch zu nutzen.\n...können folgende Rechtschreibregel in dafür konstruierten Übungen anwenden: sp-/st-Regel.","g",null,null,"g"]
["D.6.A.1","Die Schülerinnen und Schüler können spielerisch und kreativ gestaltend mit literarischen Texten umgehen.","a","...können in vorgelesene und erzählte Geschichten mit Unterstützung von Bilderbüchern eintauchen.",null,null,null,"g2"]
[null,null,"b","...können zu Geschichten zeichnen und spielen. Sie ...können die entstandenen Zeichnungen und Handlungen in Bezug zur Geschichte setzen und einzelne Episoden daraus erzählen.\n...können Lieder und Verse nachsingen, nachsprechen und spielerisch umsetzen.",null,null,null,"g1"]
[null,null,"c","...können mit Geschichten oder Szenen daraus auf folgende zwei Arten umgehen, um einzelne Eigenschaften der Figuren, Orte und Handlungen zu erkennen: szenisch darstellen (z.B. Handlung, Gespräch), zeichnerisch umsetzen (z.B. Figuren, Orte).\n...können in Begleitung die Bibliothek in der Schule besuchen und ihre Lieblingsbücher finden und einzelne Aspekte der Geschichten (z.B. Figuren, Orte) in einfachen Formen von Lesetagebüchern festhalten.","g",null,null,"g"]
["D.6.A.2","Die Schülerinnen und Schüler können über literarische Texte und die Art, wie sie die Texte lesen, ein literarisches Gespräch führen. Sie reflektieren dabei, wie sie die Texte verstehen und die Texte auf sie wirken.","a","...können sich darauf einlassen, immer wieder neue Bilderbücher, Hörbücher, Hörspiele, Filme anzuschauen, zu lesen, zu hören und darüber zu sprechen.",null,null,null,"g2"]
[null,null,"b","...können unter Anleitung einzelne Figuren aus Geschichten beschreiben und darüber sprechen, was ihnen an der Figur/Geschichte gefällt.\n...entwickeln Interesse am Austausch ihrer eigenen Erfahrungen mit literarischen Texten und ...können mitteilen, welche Geschichten ihnen gefallen und welche nicht.\n...können beschreiben, was ihnen an gern genutzten Medien gefällt (z.B. Buch, Fernsehen, Film, Hörbuch, Spielgeschichte).",null,null,null,"g1"]
[null,null,"c","...können die persönlichen Lese-/Hör- und Seherfahrungen mit literarischen Texten den anderen verständlich mitteilen.","g",null,null,"g"]
[null,null,"d","...können im Gespräch Bezug auf den Text nehmen, umschreiben, was sie gelesen, angeschaut oder gehört haben.\n...können sich auch dann auf literarische Texte einlassen, wenn sie ihnen nicht auf den ersten Blick gefallen.",null,null,"m","ng"]
["D.6.B.1","Die Schülerinnen und Schüler kennen einzelne Autor/innen der Kinder-, Jugend- und Erwachsenenliteratur und können Texte aus verschiedenen Kulturen lesen, hören, sehen und deren Besonderheiten erkennen und wertschätzen.","a","...können Erfahrungen sammeln mit literarischen Texten (z.B. Lied, Vers, Bilderbuch, Märchen, Audiotext, Film) aus der eigenen Kultur und aus anderen Kulturen und unter Anleitung darüber sprechen.\n...wissen, dass literarische Texte von einer Autorin/einem Autoren verfasst worden sind.","g",null,null,"g"]
["D.6.C.1","Die Schülerinnen und Schüler erfahren, erkennen und reflektieren, dass literarische Texte in Bezug auf Inhalt, Form und Sprache bewusst gestaltet sind, um eine ästhetische Wirkung zu erzielen. Sie kennen wesentliche Merkmale von Genres und literarischen Gattungen.","a","...können Bilder und Spiele mit ihrer Wirklichkeit verknüpfen und diese als real erleben (z.B. Puppentheater).",null,null,null,"g2"]
[null,null,"b","...können sich in erzählte Geschichten hineinversetzen.\n...können Verse, Reime, Lieder und Gedichte rhythmisch nachsprechen oder singen und Takt, Rhythmus und spezifische Wortwahl (z.B. Sprachspiel) als Bereicherung erleben.\n...können sich gemeinsam mit typischen Genres wie Märchen und anderen Geschichten in Bilderbüchern auseinandersetzen und beschreiben, was ihnen daran gefällt.",null,null,null,"g1"]
[null,null,"c","...können einzelne typische Merkmale bekannter Genres benennen (z.B. Märchenanfang/-ende, typische Figuren).\n...können Erfahrungen sammeln mit vielfältigen, altersgerechten literarischen Texten (z.B. Bilderbuch, vorgelesener Text, Audiotext, Film, Theater) und sich darüber austauschen, inwiefern diese sie bereichern.\n...können verschiedene Figuren, die Stimmung von unterschiedlichen Orten, unterschiedliche Spannung von Handlungen erleben und verstehen.","g",null,null,"g"]
[null,null,"d","...können unter Anleitung verschiedene Handlungsabsichten von typischen Figuren erkennen und verstehen (z.B. gut/böse; dumm/klug).",null,null,"m","ng"]

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["Musik",null,null,null,"Grundanspruch","Verbindliche Beispiele","Gem. mit Nachbarzyklus",null," vmzkdtzcm","dth","fgh","dfgh","xgndftn"]
[]
[]
[]
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["MU.1.A.1","Die Schülerinnen und Schüler können sich singend in der Gruppe wahrnehmen und ihre Stimme im chorischen Singen differenziert einsetzen.","a","...können mit ihrer Singstimme Vorgesungenes nachahmen.",null,null,null,"g3",null,null,null,"x","o"]
[null,null,"b","...können sich singend in der Klasse einordnen.",null,null,null,"g2",null,null,null,null,"x"]
[null,null,"c","...können sich beim Singen in der Klasse in ein Klangerlebnis einlassen und dabei eine Klangvorstellung entwickeln.",null,null,null,"g1",null,null,null,null,"x"]
[null,null,"d","...können in der Gruppe einstimmig singen.","g",null,null,"g",null,null,null,null,"x"]
[null,null,"e","...können in der Klasse mehrstimmig im Kanon singen.",null,null,"m","ng"]
["MU.1.B.1","Die Schülerinnen und Schüler können ihre Stimme und deren klanglichen Ausdruck wahrnehmen, entwickeln und formen.","1a","...können ihre Singstimme wahrnehmen, variieren und spielerisch erkunden.",null,null,null,"g3"]
[null,null,"1b","...können angeleitet mit der Atmung spielen und diese beim Singen erproben.",null,null,null,"g2"]
[null,null,"1c","...können in vorgegebenen Tonräumen experimentieren (z.B. Fünftonraum).",null,null,null,"g1"]
[null,null,"1d","...können kurze ein- bis zweitaktige Tonfolgen memorieren und singen.","g",null,null,"g"]
[null,null,"2a","...können lautmalerisch mit Silben und Nonsenssprache spielen.",null,null,null,"g2"]
[null,null,"2b","...können Verse und Reime rhythmisch sprechen.",null,null,null,"g1"]
[null,null,"2c","...können die Sprechstimme als Ausdrucksmittel einsetzen.","g",null,null,"g"]
[null,null,"2d","...können beim Sprechen deutlich artikulieren (Wortverständlichkeit).",null,null,"m","ng"]
["MU.1.C.1","Die Schülerinnen und Schüler können Lieder aus verschiedenen Zeiten, Stilarten und Kulturen singen und verfügen über ein vielfältiges Repertoire.","a","...können sich auf verschiedene Stimmungen in Liedern einlassen und mitsingen.",null,null,null,"g2"]
[null,null,"b","...können aus ihrer Lebenswelt Kinderlieder und Singspiele singen (z.B. Alltag, Familie, Heimat, Natur).",null,null,null,"g1"]
[null,null,"c","...können Kinderlieder in Mundart, Standardsprache und aus unterschiedlichen Kulturen singen.","g",null,null,"g"]
[null,null,"d","...können Lieder, Kanons und Volkslieder singen und verfügen über ein Repertoire.",null,null,"m","ng"]
["MU.2.A.1","Die Schülerinnen und Schüler können ihre Umwelt und musikalische Elemente hörend wahrnehmen, differenzieren und beschreiben.","a","...können ihre Aufmerksamkeit auf akustische Klangquellen fokussieren.",null,null,null,"g1"]
[null,null,"b","...können Gehörtes wahrnehmen und differenziert in Bild und Bewegung darstellen.","g",null,null,"g"]
["MU.2.B.1","Die Schülerinnen und Schüler können Musik aus verschiedenen Zeiten, Gattungen, Stilen und Kulturräumen erkennen, zuordnen und eine offene Haltung einnehmen.","a","...können sich auf verschiedene Musikangebote einlassen, Lieder und Musik aus ihrer Lebenswelt hören und unterscheiden.",null,null,null,"g1"]
[null,null,"b","...können durch wiederholtes Hören musikalisch Vertrautes in Neuem wiedererkennen (z.B. Das klingt wie...).","g",null,null,"g"]
[null,null,"c","...können ihnen bekannte Musik wiedererkennen und verschiedenen Stilen zuordnen.",null,null,null,"ng"]
["MU.2.C.1","Die Schülerinnen und Schüler können verschiedene Bedeutungen, Funktionen sowie emotionale und physische Wirkungen von Musik in ihrem Umfeld, in der Gesellschaft und in den Medien erfassen.","a","...können ein Musikereignis hörend dem jeweiligen gesellschaftlichen Anlass zuordnen (z.B. Zirkus, Fasnacht, Besinnung, Konzert).",null,null,null,"g2"]
[null,null,"b","...können durch Musik ausgelöste Stimmungen wahrnehmen und dabei entstehende Gefühle zulassen und sichtbar machen (z.B. fröhlich, ausgelassen, wütend, melancholisch).",null,null,null,"g1"]
[null,null,"c","...können musikalisch geschilderte Geschichten erfassen und dazu Situationen und Figuren spielen (z.B. reiten wie ein Prinz zu festlicher Musik).","g",null,null,"g"]
["MU.3.A.1","Die Schülerinnen und Schüler können ihren Körper sensomotorisch differenziert wahrnehmen, einsetzen und musikbezogen reagieren. Sie können sich zu Musik im Raum und in der Gruppe orientieren.","a","...können einzelne Körperteile lokalisieren, benennen und den Körper im Musizieren und Tanzen bewusst einsetzen (z.B. winken und stampfen im Begrüssungslied).",null,null,null,"g4"]
[null,null,"b","...können einzelne Sinne für die Bewegung zur Musik vielseitig nutzen (z.B. Richtungsgehen zu Musikquelle).",null,null,null,"g3"]
[null,null,"c","...können Musik mit Bewegung im Raum spielerisch darstellen (z.B. Drehungen variiert ausführen, vorwärts, rückwärts) und sich in der Gruppe räumlich orientieren.",null,null,null,"g2"]
[null,null,"d","...können sich in Figuren, Tiere, Gegenstände und Phänomene einfühlen und sich mit ihnen in der Bewegung identifizieren (z.B. herunterrollende Steine).",null,null,null,"g1"]
[null,null,"e","...können Kontraste und Übergänge in der Musik erkennen und mit ihrem Körper darstellen (z.B. fliessend-akzentuiert-pausierend).","g",null,null,"g"]
[null,null,"f","...können Musik und musikalische Parameter im Körper empfinden und fantasievoll darstellen (z.B. Refrain eines Liedes, melodische Phrase).",null,null,"m","ng"]
["MU.3.B.1","Die Schülerinnen und Schüler können ihren Körper als Ausdrucksmittel einsetzen und in Verbindung mit Materialien und Objekten zu Musik in Übereinstimmung bringen und in der Gruppe interagieren.","a","...können Musik in der Bewegung mit Materialien sichtbar machen (z.B. mit Tuch, Feder, Stab, Kugel, Nüssen).",null,null,null,"g2"]
[null,null,"b","...können Körperbewegungen musikalisch erkunden und erfinderisch einsetzen (z.B. Wie klingen Sprungkombinationen, schwingende Bänder?).",null,null,null,"g1"]
[null,null,"c","...können zu einem Lied oder Musikstück passende Bewegungen finden und ausformen.","g",null,null,"g"]
["MU.3.C.1","Die Schülerinnen und Schüler können ihre Bewegungen koordiniert der Musik anpassen. Sie verfügen über ein Repertoire an Tänzen aus unterschiedlichen Zeiten, Kulturen und Stilen.","a","...können in Reigentänzen die Kreisform halten und Bewegungslieder ausführen.",null,null,null,"g2"]
[null,null,"b","...können Bewegungsmuster zu Musik mit Füssen und Händen koordinieren und wiederholen (z.B. Puls, Taktschwerpunkt, Rhythmus, Gangart, Gesten).",null,null,null,"g1"]
[null,null,"c","...können in der Gruppe einen zweiteiligen Tanz nach Vorlage ausführen und einzelne Elemente variieren (z.B. Kreistanz, Kindertanz).","g",null,null,"g"]
[null,null,"d","...können Tanzschritte und Handfassungen in Gruppenformationen ausführen.",null,null,"m","ng"]
["MU.4.A.1","Die Schülerinnen und Schüler können sich als Musizierende wahrnehmen und mit Instrumenten sowie Körperperkussion in ein Ensemble einfügen.","a","...können sich im musikalischen Spiel der Gruppe anpassen (z.B. Tempo, Rhythmus, Lautstärke).",null,null,null,"g2"]
[null,null,"b","...können in der Gruppe einen vorgegebenen Strukturverlauf auf einem Instrument spielen oder mit Körper wiedergeben (z.B. Spannungsbogen, Melodie).",null,null,null,"g1"]
[null,null,"c","...können eine Begleitung spielen und sich in die musizierende Gruppe einfügen.","g",null,null,"g"]
["MU.4.B.1","Die Schülerinnen und Schüler können Instrumente, Klangquellen und elektronische Medien erkunden, damit experimentieren, improvisieren und nach Vorlagen spielen.","a","...können Materialien musikalisch differenziert erkunden und bespielen (z.B. Alltagsgegenstand, Spielobjekt, Naturmaterial).",null,null,null,"g2"]
[null,null,"b","...können grafische Notation spielen und erfinden (z.B. Klangspur, einfache Partitur).",null,null,null,"g1"]
[null,null,"c","...können mit Instrumenten Stimmungen und Geschichten musikalisch gestalten.","g",null,null,"g"]
[null,null,"d","...können sich in Gruppenimprovisationen einlassen, dabei Spielregeln definieren und musizierend miteinander kommunizieren.",null,null,"m","ng"]
["MU.4.C.1","Die Schülerinnen und Schüler kennen unterschiedliche Musikinstrumente und können verschiedene Arten der Klangerzeugung unterscheiden und deren Gesetzmässigkeiten erkennen.","a","...können einfache Materialien zu Instrumenten umfunktionieren (z.B. Büchse als Klinger, Tontopftrommel, Plastikrohr als Rufinstrument, klingende Wassergläser).",null,null,null,"g1"]
[null,null,"b","...können eine Auswahl des Schulinstrumentariums benennen (z.B. Klangstab, Triangel, Schlagholz) und achtsam damit spielen (Materialsorgfalt).","g",null,null,"g"]
[null,null,"c","...können ausgewählte Instrumente unterscheiden und beschreiben.",null,null,"m","ng"]
["MU.5.A.1","Die Schülerinnen und Schüler können Themen und Eindrücke aus ihrer Lebenswelt alleine und in Gruppen zu einer eigenen Musik formen und darstellen.","a","...können Aussen- und Innenräume musikalisch erkunden und damit spielen (z.B. Wie klingt der Pausenplatz? Spiel mit klingenden Objekten des Klassenzimmers).",null,null,null,"g1"]
[null,null,"b","...können zu Themen ihrer Fantasie- und Lebenswelt eine Klanggeschichte entwickeln (z.B. im Wald, meine Wohnstrasse).","g",null,null,"g"]
["MU.5.B.1","Die Schülerinnen und Schüler können zu bestehender Musik unterschiedliche Darstellungsformen entwickeln.","a","...können zu Musik fantasieren, Ideen dazu entwickeln und diese in andere Ausdrucksformen bringen (z.B. malen, bauen, bewegen).",null,null,null,"g1"]
[null,null,"b","...können sich zu Musik in Situationen und Rollen versetzen und diese ausgestalten (z.B. ein Schmetterling, ein spielender Bär, Kind auf einer Schlittenfahrt).","g",null,null,"g"]
["MU.5.C.1","Die Schülerinnen und Schüler können ihre musikalischen Fähigkeiten präsentieren.","a","...können ihre eigenen musikalischen Ideen der Gruppe vorzeigen.",null,null,null,"g1"]
[null,null,"b","...können in der Gruppe oder alleine vor anderen singen, tanzen und musizieren (z.B. in der Klasse).","g",null,null,"g"]
["MU.6.A.1a","Die Schülerinnen und Schüler können rhythmische, melodische und harmonische Elemente erkennen, benennen und anwenden.","1a","...können kurz/lang, schnell/langsam und schwer/leicht in Abstufungen unterscheiden.",null,null,null,"g3"]
[null,null,"1b","...können Bewegungen rhythmisieren (z.B. klatschen, patschen, Ballon tupfen).",null,null,null,"g2"]
[null,null,"1c","...können rhythmisierte Silben und Wörter an ein vorgegebenes Tempo anpassen.",null,null,null,"g1"]
[null,null,"1d","...können Puls und Taktschwerpunkt in Bewegung umsetzen, halten und unterschiedliche Rhythmusmuster wiederholen.","g",null,null,"g"]
[null,"\"\"","2a","...können hoch/tief unterscheiden sowie einfache Tonfolgen im Fünftonraum erkennen und wiedergeben (z.B. Rufterz, Pentatonik, Quintraum).",null,null,null,"g2"]
[null,null,"2b","...können nach visuellen Impulsen Teile einer Tonleiter singen.",null,null,null,"g1"]
[null,null,"2c","...können ein- bis zweitaktige Tonfolgen wiedergeben.","g",null,null,"g"]
[null,null,"2d","...können nach visuellen Impulsen und Handzeichen einfache Tonfolgen und die Durtonleiter singen.",null,null,"m","ng"]
["MU.6.B.1","Die Schülerinnen und Schüler können die traditionelle Musiknotation sowohl lesend als auch schreibend anwenden und kennen grafische Formen der Musikdarstellung.","a","...können Symbole (z.B. Zeichen, Geste, Muster) klanglich umsetzen und Gehörtes grafisch festhalten (z.B. langsam/schnell, laut/leise).",null,null,null,"g2"]
[null,null,"b","...können rhythmische Motive und melodische Bewegungen im Notenbild erkennen (z.B. Höreindrücke zuordnen).",null,null,null,"g1"]
[null,null,"c","...können Notenwerten eine Bedeutung zuordnen und rhythmische Motive aus Halben, Vierteln und Achteln lesen.","g",null,null,"g"]
[null,null,"d","...können kurze Tonfolgen erfinden, erkennen und notieren.",null,null,"m","ng"]
[null,null,"b","...können Wörter lautlich segmentieren und verschriften Wörter daher lautlich vollständig, wenn auch nicht immer orthografisch korrekt.\nkönnen die Schreibung von Wörtern memorieren.\nkönnen das ABC auswendig buchstabieren, um es für das Nachschlagen von Wörtern im Schul-Wörterbuch zu nutzen.\nkönnen folgende Rechtschreibregel in dafür konstruierten Übungen anwenden: sp-/st-Regel.",null,null,null,"ng"]
["D.6.A.1","Die Schülerinnen und Schüler können spielerisch und kreativ gestaltend mit literarischen Texten umgehen.","a","...können in vorgelesene und erzählte Geschichten mit Unterstützung von Bilderbüchern eintauchen.",null,null,null,"g2"]
[null,null,"b","...können zu Geschichten zeichnen und spielen. Sie können die entstandenen Zeichnungen und Handlungen in Bezug zur Geschichte setzen und einzelne Episoden daraus erzählen.\nkönnen Lieder und Verse nachsingen, nachsprechen und spielerisch umsetzen.",null,null,null,"g1"]
[null,null,"c","...können mit Geschichten oder Szenen daraus auf folgende zwei Arten umgehen, um einzelne Eigenschaften der Figuren, Orte und Handlungen zu erkennen: szenisch darstellen (z.B. Handlung, Gespräch), zeichnerisch umsetzen (z.B. Figuren, Orte).\nkönnen in Begleitung die Bibliothek in der Schule besuchen und ihre Lieblingsbücher finden und einzelne Aspekte der Geschichten (z.B. Figuren, Orte) in einfachen Formen von Lesetagebüchern festhalten.","g",null,null,"g"]
["D.6.A.2","Die Schülerinnen und Schüler können über literarische Texte und die Art, wie sie die Texte lesen, ein literarisches Gespräch führen. Sie reflektieren dabei, wie sie die Texte verstehen und die Texte auf sie wirken.","a","...können sich darauf einlassen, immer wieder neue Bilderbücher, Hörbücher, Hörspiele, Filme anzuschauen, zu lesen, zu hören und darüber zu sprechen.",null,null,null,"g2"]
[null,null,"b","...können unter Anleitung einzelne Figuren aus Geschichten beschreiben und darüber sprechen, was ihnen an der Figur/Geschichte gefällt.\nentwickeln Interesse am Austausch ihrer eigenen Erfahrungen mit literarischen Texten und können mitteilen, welche Geschichten ihnen gefallen und welche nicht.\nkönnen beschreiben, was ihnen an gern genutzten Medien gefällt (z.B. Buch, Fernsehen, Film, Hörbuch, Spielgeschichte).",null,null,null,"g1"]
[null,null,"c","...können die persönlichen Lese-/Hör- und Seherfahrungen mit literarischen Texten den anderen verständlich mitteilen.","g",null,null,"g"]
[null,null,"d","...können im Gespräch Bezug auf den Text nehmen, umschreiben, was sie gelesen, angeschaut oder gehört haben.\nkönnen sich auch dann auf literarische Texte einlassen, wenn sie ihnen nicht auf den ersten Blick gefallen.",null,null,"m","ng"]
["D.6.B.1","Die Schülerinnen und Schüler kennen einzelne Autor/innen der Kinder-, Jugend- und Erwachsenenliteratur und können Texte aus verschiedenen Kulturen lesen, hören, sehen und deren Besonderheiten erkennen und wertschätzen.","a","...können Erfahrungen sammeln mit literarischen Texten (z.B. Lied, Vers, Bilderbuch, Märchen, Audiotext, Film) aus der eigenen Kultur und aus anderen Kulturen und unter Anleitung darüber sprechen.\nwissen, dass literarische Texte von einer Autorin/einem Autoren verfasst worden sind.","g",null,null,"g"]
["D.6.C.1","Die Schülerinnen und Schüler erfahren, erkennen und reflektieren, dass literarische Texte in Bezug auf Inhalt, Form und Sprache bewusst gestaltet sind, um eine ästhetische Wirkung zu erzielen. Sie kennen wesentliche Merkmale von Genres und literarischen Gattungen.","a","...können Bilder und Spiele mit ihrer Wirklichkeit verknüpfen und diese als real erleben (z.B. Puppentheater).",null,null,null,"g2"]
[null,null,"b","...können sich in erzählte Geschichten hineinversetzen.\nkönnen Verse, Reime, Lieder und Gedichte rhythmisch nachsprechen oder singen und Takt, Rhythmus und spezifische Wortwahl (z.B. Sprachspiel) als Bereicherung erleben.\nkönnen sich gemeinsam mit typischen Genres wie Märchen und anderen Geschichten in Bilderbüchern auseinandersetzen und beschreiben, was ihnen daran gefällt.",null,null,null,"g1"]
[null,null,"c","...können einzelne typische Merkmale bekannter Genres benennen (z.B. Märchenanfang/-ende, typische Figuren).\nkönnen Erfahrungen sammeln mit vielfältigen, altersgerechten literarischen Texten (z.B. Bilderbuch, vorgelesener Text, Audiotext, Film, Theater) und sich darüber austauschen, inwiefern diese sie bereichern.\nkönnen verschiedene Figuren, die Stimmung von unterschiedlichen Orten, unterschiedliche Spannung von Handlungen erleben und verstehen.","g",null,null,"g"]
[null,null,"d","...können unter Anleitung verschiedene Handlungsabsichten von typischen Figuren erkennen und verstehen (z.B. gut/böse; dumm/klug).",null,null,"m","ng"]

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["BS.1.A.1","Die Schülerinnen und Schüler können schnell, rhythmisch, über Hindernisse, lang und sich orientierend laufen. Sie kennen die leistungsbestimmenden Merkmale und wissen, wie sie ihre Laufleistungen verbessern können.","1a","...können schnell laufen (z.B. Fangspiele, auf ein Signal weglaufen).",null,null,null,"g1",null,null,null,"x","o"]
[null,null,"1b","...können auf den Fussballen schnell laufen.","g",null,null,"g",null,null,null,null,"x"]
[null,null,"1c","...können aus verschiedenen Positionen schnell starten und eine kurze Strecke maximal schnell laufen.",null,null,"m","ng",null,null,null,null,"x"]
[null,"\"","2a","...können die eigene Anstrengung und Erholung wahrnehmen.",null,null,null,"g1",null,null,null,null,"x"]
[null,null,"2b","...können nach kurzen Erholungspausen erneut intensiv laufen.","g",null,null,"g"]
[null,null,"2c","...können nach einer intensiven Laufbelastung beschreiben, wie sich Anstrengung und Erholung im Körper anfühlen.",null,null,"m","ng"]
[null,"\"","3a","...können sich in der Sporthalle und auf dem Pausenplatz selbstständig zurechtfinden.",null,null,null,"g2"]
[null,null,"3b","...können sich auf dem Schulgelände im Laufen orientieren.",null,null,null,"g1"]
[null,null,"3c","...können sich beim Laufen mit Orientierungshilfen zurechtfinden (z.B. Foto-OL, Schatzsuche, Schnitzeljagd).","g",null,null,"g"]
["BS.1.B.1","Die Schülerinnen und Schüler können vielseitig weit und hoch springen. Sie kennen die leistungsbestimmenden Merkmale und können ihre Leistung realistisch einschätzen.","1a","...können rhythmisch hüpfen (z.B. Galopp, Einbeinhüpfen, Hampelmann).",null,null,null,"g1"]
[null,null,"1b","...können verschiedene Hüpf- und Sprungformen mit Material springen (z.B. Gummitwist, Reifen).","g",null,null,"g"]
[null,null,"1c","...können seilspringen.",null,null,"m","ng"]
[null,"\"","2a","...können einbeinig und beidbeinig in die Weite springen.",null,null,null,"g1"]
[null,null,"2b","...können mit Anlauf mit dem rechten und linken Bein abspringen (z.B. über einen Graben).","g",null,null,"g"]
[null,"\"","3a","...können einbeinig und beidbeinig in die Höhe springen.",null,null,null,"g1"]
[null,null,"3b","...können mit Anlauf mit dem rechten und linken Bein über tiefe Hindernisse springen.","g",null,null,"g"]
["BS.1.C.1","Die Schülerinnen und Schüler können Gegenstände weit werfen, stossen, schleudern und kennen die leistungsbestimmenden Merkmale.","1a","...können Gegenstände in die Weite werfen.",null,null,null,"g1"]
[null,null,"1b","...können Gegenstände mit der rechten und der linken Hand in die Weite werfen (Standwurf).","g",null,null,"g"]
["BS.2.A.1","Die Schülerinnen und Schüler können Grundbewegungen wie Balancieren, Rollen-Drehen, Schaukeln-Schwingen, Springen, Stützen und Klettern verantwortungsbewusst ausführen. Sie kennen Qualitätsmerkmale und können einander helfen und sichern.","1a","...können auf einer schmalen Unterlage balancieren (z.B. über Langbank gehen).",null,null,null,"g1"]
[null,null,"1b","...können auf einer schmalen Unterlage auf verschiedene Arten balancieren (z.B. rückwärts, seitwärts, mit Drehung).","g",null,null,"g"]
[null,null,"1c","...können auf labilen Geräten balancieren (z.B. Stelzen, Wippe, Balancebrett, Pedalo).",null,null,"m","ng"]
[null,"\"","2a","...können auf einer schiefen Ebene rollen und drehen.",null,null,null,"g1"]
[null,null,"2b","...können eine Rolle vorwärts ausführen.","g",null,null,"g"]
[null,null,"2c","...können an verschiedenen Geräten rollen und drehen (vorwärts, rückwärts, seitwärts).",null,null,"m","ng"]
[null,"\"","3a","...können an und auf verschiedenen Geräten schaukeln.",null,null,null,"g1"]
[null,null,"3b","...können im Schaukeln und Schwingen den Umkehrpunkt wahrnehmen (z.B. Schaukeln an den Ringen).","g",null,null,"g"]
[null,null,"3c","...können rhythmisch an den Ringen schaukeln.",null,null,"m","ng"]
[null,"\"","4a","...können sich stützend und hangelnd an Geräten bewegen.",null,null,null,"g2"]
[null,null,"4b","...können kontrolliert niederspringen.",null,null,null,"g1"]
[null,null,"4c","...können beidbeinig vom Sprunggerät (z.B. Reutherbrett, Minitrampolin) abspringen und kontrolliert landen.","g",null,null,"g"]
[null,null,"4d","...können verschiedene Hindernisse in einer Folge stützend und kletternd bewältigen (z.B. Barren, Bock, Sprossenwand, Kasten).",null,null,"m","ng"]
[null,"\"","5a","...können Wagnissituationen wahrnehmen und Emotionen benennen (z.B. Freude, Angst).",null,null,null,"g1"]
[null,null,"5b","...können Wagnissituationen unter Anleitung reflektieren (z.B. Risiko einschätzen).","g",null,null,"g"]
[null,"\"","6a","...können einander führen (z.B. mit taktilen, akustischen, visuellen Signalen).",null,null,null,"g1"]
[null,null,"6b","...können einander korrekt und sicher tragen.","g",null,null,"g"]
[null,null,"6c","...können Geräte benennen, korrekt transportieren und nach Plan aufbauen.",null,null,"m","ng"]
["BS.2.B.1","Die Schülerinnen und Schüler können Körperspannung aufbauen, ihren Körper stützen und die Gelenke in funktionellem Umfang bewegen. Sie wissen, wie sie Beweglichkeit und Kraft trainieren können.","1a","...können den Bewegungsumfang der Gelenke wahrnehmen.",null,null,null,"g1"]
[null,null,"1b","...können den Bewegungsumfang der Gelenke ausnützen sowie den Körper stützen (z.B. im Liegestütz vorlings und rücklings).","g",null,null,"g"]
[null,null,"1c","...können den gespannten Körper auf den Händen stützen (z.B. Handstand mit Hilfe).",null,null,"m","ng"]
[null,"\"","2a","...können den Körper als schlaff und gespannt wahrnehmen (z.B. Marionette).","g",null,null,"g"]
[null,null,"2b","...können den Körper in statischen I-Posen anspannen (z.B. Brett am Boden).",null,null,"m","ng"]
["BS.3.A.1","Die Schülerinnen und Schüler können ihren Körper wahrnehmen, gezielt steuern und sich in der Bewegungsausführung korrigieren.","a","...können die Umwelt und sich mit verschiedenen Sinnen wahrnehmen (z.B. taktil, kinästhetisch, vestibulär) sowie Körperteile unterscheiden und benennen.",null,null,null,"g1"]
[null,null,"b","...können die Stellung des Körpers im Raum wahrnehmen (z.B. Aufstellung auf einer Linie, im Kreis, in versetzten Reihen).","g",null,null,"g"]
[null,null,"c","...können Körperteile gezielt steuern.",null,null,"m","ng"]
["BS.3.B.1","Die Schülerinnen und Schüler können sich mit dem Körper und mit Materialien ausdrücken, eine Bewegungsfolge choreografieren und präsentieren.","1a","...können sich zu Liedern, Versen und Bildern bewegen und deren Inhalte improvisierend darstellen (z.B. Sing- und Bewegungsspiele).",null,null,null,"g1"]
[null,null,"1b","...können Bewegungen imitieren und sich in verschiedenen Rollen erleben (z.B. Pantomime).","g",null,null,"g"]
[null,null,"1c","...können Gefühle darstellen und dazu eigene Bewegungen finden.",null,null,"m","ng"]
[null,"\"","2a","...können einen Gegenstand entsprechend seinen Eigenschaften bewegen (z.B. Ballon in der Luft halten, Reif drehen).",null,null,null,"g1"]
[null,null,"2b","...können einen Gegenstand mit der rechten und der linken Hand aufwerfen und fangen (z.B. Sandsäckli, Jonglierball).","g",null,null,"g"]
[null,null,"2c","...können Bewegungsformen mit verschiedenen Materialien ausführen (z.B. Seil, Reif, Zeitung).",null,null,"m","ng"]
["BS.3.C.1","Die Schülerinnen und Schüler können Bewegungsmuster erkennen, Bewegungsfolgen und Tänze zu Musik rhythmisch gestalten und wiedergeben. Sie gehen respektvoll miteinander um.","1a","...können ihre Bewegungen der Musik anpassen (z.B. Tempo, Bewegungsumfang).",null,null,null,"g1"]
[null,null,"1b","...können sich im Metrum bewegen (z.B. im Puls laufen, springen).","g",null,null,"g"]
[null,"\"","2a","...können sich gegensätzlich bewegen (z.B. leicht/schwer, schnell/langsam, hoch/tief).",null,null,null,"g1"]
[null,null,"2b","...können sich auf verschiedene Arten tänzerisch bewegen (z.B. gehend, laufend, hüpfend).","g",null,null,"g"]
[null,"\"","3a","...können sich in der Gruppe bewegen und respektvoll verhalten.",null,null,null,"g1"]
[null,null,"3b","...können den eigenen Bewegungsausdruck wertschätzen.","g",null,null,"g"]
["BS.4.A.1","Die Schülerinnen und Schüler können Spiele spielen, weiterentwickeln und erfinden, indem sie gemeinsam Vereinbarungen treffen und einhalten.","a","...können vorgegebene Rollen in Spielen erkennen (z.B. Fänger und Verfolgte).",null,null,null,"g1"]
[null,null,"b","...können in unterschiedlichen Rollen an Spielen teilnehmen und die Regeln einhalten (z.B. Fangspiele, Kreisspiele, Singspiele, Platzsuchspiele).","g",null,null,"g"]
[null,null,"c","...können sich während des Spiels in unterschiedliche Rollen versetzen und entsprechend handeln (z.B. Wechsel zwischen Ballbesitzer und Balleroberer).",null,null,"m","ng"]
["BS.4.B.1","Die Schülerinnen und Schüler können technische und taktische Handlungsmuster in verschiedenen Sportspielen anwenden. Sie kennen die Regeln, können selbstständig und fair spielen und Emotionen reflektieren.","1a","...können Gegenstände annehmen und wegspielen (z.B. aufwerfen, zuwerfen, aufspielen, fangen).",null,null,null,"g1"]
[null,null,"1b","...können im Laufen einen Ball oder ein anderes Spielobjekt annehmen und wegspielen (mit Hand, Fuss, Schläger, Stock).","g",null,null,"g"]
[null,null,"1c","...können in Spielsituationen (z.B. Schnappball, Schnurball) in kleinen Gruppen den Ball oder das Spielobjekt im Spiel halten (z.B. zuspielen und annehmen).",null,null,"m","ng"]
[null,"\"","2a","...können den Ball oder das Spielobjekt führen (z.B. mit Hand, Fuss, Stock).","g",null,null,"g"]
[null,null,"2b","...können den Ball oder das Spielobjekt nebeneinander führen (z.B. mehrere Spieler führen den Ball im gleichen Feld).",null,null,"m","ng"]
[null,"\"","3a","...können aus dem Stand ein Ziel treffen (z.B. Rollmops, Wurfstationen).","g",null,null,"g"]
[null,null,"3b","...können aus dem Lauf ein Ziel treffen.",null,null,"m","ng"]
[null,"\"","4a","...können Bewegungen des Mit- und Gegenspielers erkennen und darauf reagieren (z.B. zu dritt den Ball in Bewegung zuspielen).","g",null,null,"g"]
[null,null,"4b","...können sich anbieten und Mitspielende sinnvoll anspielen (z.B. Schnappball).",null,null,"m","ng"]
[null,"\"","5a","...können Regeln nennen.",null,null,null,"g1"]
[null,null,"5b","...können Regeln einhalten.","g",null,null,"g"]
[null,null,"5c","...können Regeln beim Spielen in kleinen Gruppen umsetzen.",null,null,"m","ng"]
[null,"\"","6a","...können eigene Emotionen wahrnehmen (z.B. Freude über einen Sieg).",null,null,null,"g1"]
[null,null,"6b","...können eigene Emotionen artikulieren und Emotionen der anderen wahrnehmen (z.B. im Umgang mit Sieg und Niederlage).","g",null,null,"g"]
["BS.4.C.1","Die Schülerinnen und Schüler können gewandt und mit Strategie fair kämpfen.","1a","...können das Gegenüber gezielt aus dem Gleichgewicht bringen.",null,null,"m","ng"]
[null,"\"","2a","...können Berührungen zulassen.",null,null,null,"g1"]
[null,null,"2b","...können Stoppsignale des Gegenübers beachten und selber setzen.","g",null,null,"g"]
[null,null,"2c","...können Rituale und Regeln in Kampfspielen nennen und einhalten.",null,null,"m","ng"]
["BS.5.1","Die Schülerinnen und Schüler können verantwortungsbewusst auf verschiedenen Unterlagen gleiten, rollen und fahren.","1a","...können in einer geschützten, sicheren Umgebung auf Rollgeräten fahren (z.B. Rollbrett).",null,null,null,"g1"]
[null,null,"1b","...können auf Rollgeräten Hindernisse umfahren und sicher bremsen (z.B. Trottinett).","g",null,null,"g"]
[null,"\"","2a","...können in verschiedenen Körperpositionen rutschen (z.B. auf Rutschbahn).",null,null,null,"g1"]
[null,null,"2b","...können mit gleitenden Geräten kontrolliert rutschen (z.B. Teppichresten, Plastiksack, Tellerschlitten).","g",null,null,"g"]
[null,"\"","3a","...können sich bei unterschiedlicher Witterung und Bodenbeschaffenheit sicher in der Natur bewegen.",null,null,null,"g1"]
[null,null,"3b","...können vorgegebene Sicherheitsregeln einhalten.","g",null,null,"g"]
[null,null,"3c","...können Gefahrensituationen erkennen (z.B. Kuppen, Kreuzungen, andere Personen).",null,null,"m","ng"]
["BS.6.A.1","Die Schülerinnen und Schüler können sicher schwimmen. Sie kennen technische Merkmale verschiedener Schwimmtechniken und wenden sie an.","a","...können sich im brusttiefen Wasser frei bewegen und spielen.",null,null,null,"g1"]
[null,null,"b","...können die Kernelemente Atmen, Schweben, Gleiten und Antreiben in verschiedenen Situationen anwenden.","g",null,null,"g"]
[null,null,"c","...können sich eine Minute an Ort über Wasser halten (Wassersicherheitscheck WSC).",null,null,"m","ng"]
["BS.6.B.1","Die Schülerinnen und Schüler können fuss- und kopfwärts ins Wasser springen und tauchen.","a","...können fusswärts ins brusttiefe Wasser springen.",null,null,null,"g1"]
[null,null,"b","...können kurze Zeit unter Wasser bleiben und dabei ausatmen.","g",null,null,"g"]
[null,null,"c","...können ins tiefe Wasser springen und vollständig untertauchen.",null,null,"m","ng"]
[null,null,"d","...können unter Wasser die Augen offen halten und Gegenstände im brusttiefen Wasser ertauchen.",null,null,"m","ng"]
["BS.6.C.1","Die Schülerinnen und Schüler können eine Situation im, am und auf dem Wasser bezüglich Sicherheit einschätzen und in Gefahrensituationen verantwortungsbewusst handeln.","1a","...können Gefahren im, am und auf dem Wasser nennen.",null,null,null,"g1"]
[null,null,"1b","...können Gefahrensituationen erkennen und die Baderegeln unter Aufsicht einhalten (z.B. Wassertiefe einschätzen).","g",null,null,"g"]
[null,"\"","2a","...können auf Anweisung Alarm auslösen.","g",null,null,"g"]
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["nmg.1.1","Die Schülerinnen und Schüler können sich und andere wahrnehmen und beschreiben.","c","…können ihre Fähigkeiten erkunden und sich selber charakterisieren.","g",null,null,"g"]
[null,null,"d","…können von ihrem bisherigen Leben erzählen und dabei Veränderungen und Gleichbleibendes erkennen.",null,null,"o","ng","x"]
[null,null,"e","…können Vorstellungen für ihre Zukunft entwickeln und davon erzählen (z.B. Schulwahl, Berufswunsch, Hobbys, Lebensweise).",null,null,"o","ng","x"]
["nmg.1.2","Die Schülerinnen und Schüler können Mitverantwortung für Gesundheit und Wohlbefinden übernehmen und können sich vor Gefahren schützen.","c1","…können in konkreten Situationen (z.B. aus dem Alltag, aus Geschichten, Filmen) den Grad des Wohlbefindens und den Gesundheitszustand von Menschen erkennen.",null,null,null,"g3"]
[null,null,"c2","…kennen Möglichkeiten, Gesundheit zu erhalten und Wohlbefinden zu stärken (z.B. Bewegung, Schlaf, Ernährung, Körperpflege, Freundschaften).",null,null,null,"g2"]
[null,null,"d","…können sexuelle Übergriffe (z.B. sprachliche Anzüglichkeiten, taxierende Blicke, Berührungen, Gesten) und sexuelle Gewalt erkennen, wissen wie sie sich dagegen wehren und wo sie Hilfe holen können.",null,null,null,"g1"]
[null,null,"e","…kennen präventive Vorkehrungen zur Erhaltung der Gesundheit und können diese umsetzen (z.B. Hygienemassnahmen, Körperpflege, Ernährung, Bewegung).","g",null,null,"g"]
[null,null,"f","…können Merkmale von Abhängigkeiten und Sucht beschreiben und Möglichkeiten der Prävention erkennen.",null,null,"o","ng"]
["nmg.1.3","Die Schülerinnen und Schüler können Zusammenhänge von Ernährung und Wohlbefinden erkennen und erläutern.","d","…können in Grundzügen die Bedeutung von Wasser und Nährstoffen für eine ausgewogene Ernährung beschreiben.",null,null,null,"g2"]
[null,null,"e","…können eigene Vorstellungen zur Ernährung mit Modellen vergleichen sowie die Funktion von Modellen im Alltag einordnen (z.B. Ernährungsscheibe, Ernährungspyramide).",null,null,null,"g1"]
[null,null,"f","…können die Herkunft von ausgewählten Lebensmitteln untersuchen und über den Umgang nachdenken (z.B. lokale, saisonale Produkte; sparsamer/verschwenderischer Umgang mit Lebensmitteln).","g","Lebensmittelverschwendung, Footprint",null,"g"]
[null,null,"g","…können Merkmale zum sachgerechten Umgang mit Lebensmitteln beschreiben (z.B. Hygiene, Haltbarkeit, Lagerung, Konservierung).",null,null,"o","ng"]
["nmg.1.4"," Die Schülerinnen und Schüler können den Aufbau des eigenen Körpers beschreiben und Funktionen von ausgewählten Organen erklären.","c","…können Vorgänge und Funktionen im eigenen Körper beobachten und im Zusammenhang von Organsystemen beschreiben (z.B. Bewegung-Muskulatur und Skelett; Verdauung-Kauapparat und Verdauungsorgane).",null,null,"u","ng"]
[null,null,"d","…können Reaktionen im Körper auf Grund von Bau und Funktion einzelner Organe erkennen und Folgerungen ableiten (z.B. schwitzen, erröten, Schutz gegen Sonnenbrand).",null,"Bau und Funktion der Haut",null,"ng"]
[null,null,"e","…können Zusammenhänge zwischen Bau und Funktion des menschlichen Körpers erklären.",null,"Aufrechter Gang: Skelett, Muskeln; Blutkreislauf: Herz, Venen, Arterien",null,"ng"]
[null,null,"f","…können Grundlagen für die Gesunderhaltung des Körpers nennen und entsprechend handeln.",null,"Körperfunktionen: Beweglichkeit, Gleichgewicht, Kraft, Ausdauer","o","ng"]
["nmg.1.5","Die Schülerinnen und Schüler können Wachstum und Entwicklung des menschlichen Körpers wahrnehmen und verstehen.","b","…können Unterschiede im Körperbau von Mädchen und Knaben mit angemessenen Wörtern benennen.",null,null,"u","g4"]
[null,null,"c","…können über die zukünftige Entwicklung zu Frau und Mann sprechen.",null,null,null,"g3"]
[null,null,"d","…erhalten die Möglichkeit, Fragen und Unsicherheiten bezüglich Sexualität zu äussern.",null,null,null,"g2"]
[null,null,"e","…können Veränderungen des Körpers mit angemessenen Begriffen benennen.",null,"Stimmbruch, Menstruation",null,"g1"]
[null,null,"f","…verstehen Informationen zu Geschlechtsorganen, Zeugung, Befruchtung, Verhütung, Schwangerschaft und Geburt.","g","Bau und Funktion der Geschlechtsorgane",null,"g"]
[null,null,"g","…können unter Anleitung die Qualität von ausgewählten Informationsquellen zu Sexualität vergleichen und einschätzen.",null,null,"o","ng"]
[null,null,"h","…kennen psychische Veränderungen in der Pubertät (z.B. verstärkte Scham und Befangenheit, veränderte Einstellung zum eigenen Körper, erwachendes sexuelles Interesse) und wissen, dass diese zur normalen Entwicklung gehören.",null,null,"o","ng"]
["nmg.1.6","Die Schülerinnen und Schüler können Geschlecht und Rollen reflektieren.","b","…können vielfältige Geschlechterrollen beschreiben (z.B. in Beruf, Familie, Sport) und wissen, dass Mädchen/Frauen und Jungen/Männer dieselben Rechte haben.",null,null,"u","ng"]
[null,null,"c","…verwenden im Zusammenhang mit Geschlecht und Rollen eine sachliche und wertschätzende Sprache.",null,null,null,"ng"]
[null,null,"d","…können Geschlechterrollen (z.B. Merkmale, Stereotypen, Verhalten) beschreiben und hinterfragen sowie Vorurteile und Klischees in Alltag und Medien erkennen.",null,null,null,"ng"]
["nmg.2.1","Die Schülerinnen und Schüler können Tiere und Pflanzen in ihren Lebensräumen erkunden und dokumentieren sowie das Zusammenwirken beschreiben.","c","…können nahegelegene Lebensräume und deren Lebewesen erkunden (z.B. mit Massstab, Feldstecher, Lupe, Bestimmungsbuch) und ihre Forschungsresultate protokollieren sowie das Zusammenleben beschreiben.",null,null,null,"g1"]
[null,null,"d","…können erklären, welche Tiere oder Pflanzen voneinander abhängig sind und Vermutungen über Wechselwirkungen zwischen Lebewesen anstellen (z.B. Weiher: Amphibien, Reiher, Süsswasserfische, Mücken; Nahrungsketten).","g",null,null,"g"]
[null,null,"e","…können zu Wechselwirkungen in Lebensräumen Informationen sammeln und schematisch darstellen (z.B. Nahrungsnetze, Räuber-Beute Beziehung).",null,null,"o","ng"]
["nmg.2.2","Die Schülerinnen und Schüler können die Bedeutung von Sonne, Luft, Wasser, Boden und Steinen für Lebewesen erkennen, darüber nachdenken und Zusammenhänge erklären.","c","…können an Beispielen in der eigenen Umgebung Anpassungen von Pflanzen und Tieren an die natürlichen Grundlagen erkunden und untersuchen, Ergebnisse ordnen sowie kommentieren (z.B. Frühblüher, Tiere am und im Wasser, Pflanzen an verschiedenen Standorten).",null,null,null,"g3"]
[null,null,"d","…können typische Merkmale und das Vorkommen von Gesteinen, Boden, Wasser in der eigenen Umgebung erkunden, Vergleiche zwischen ausgewählten Standorten und Lebensräumen anstellen und Ergebnisse dokumentieren (z.B. an Gewässern, in einer Kiesgrube, im Wald).",null,null,null,"g2"]
[null,null,"e","…können Einflüsse von Sonne/Licht, Luft, Wärme, Wasser, Boden auf das Wachstum und die Lebensweise von Pflanzen und Tieren untersuchen, Beobachtungen über längere Zeit vornehmen, Ergebnisse festhalten und darstellen.",null,null,null,"g1"]
[null,null,"f","…können verschiedene Phänomene und Merkmale zu Sonne/Licht, Luft, Wärme, Wasser, Boden, Gesteine in Beziehung stellen und strukturieren sowie Erkenntnisse daraus erklären und einordnen. ​","g","Phänomene und Merkmale: Umwandlung, Lichtstrahlung, Wärmestrahlung, Erwärmung und Abkühlung, Verdunstung und Kondensation; Wasser und Wasserkreislauf; Aufbau von Bodenschichten",null,"g"]
[null,null,"g","…können ausgewählten Fragen zu Einflüssen und Zusammenhängen von Naturgrundlagen auf die Lebensweise von Tieren, Pflanzen und Menschen nachgehen, Informationen dazu erschliessen, Fachpersonen befragen sowie Ergebnisse und Erkenntnisse ordnen, charakterisieren und erklären.",null,null,"o","ng"]
["nmg.2.3","Die Schülerinnen und Schüler können Wachstum, Entwicklung und Fortpflanzung bei Tieren und Pflanzen beobachten und vergleichen.","c","…können bei Tieren Besonderheiten zur Sicherung des Fortbestands erkennen, vergleichen und Unterschiede beschreiben (z.B. Entwicklung im Ei-schlüpfen, Entwicklung im Beutel, Entwicklung im Tierleib-lebendgebärend).",null,null,"u","g3"]
[null,null,"d","…können Informationen zur Bestäubung von Pflanzen erschliessen und darstellen sowie Samenkeimung, Wachstum und Verbreitung bei Pflanzen erforschen (z.B. Verbreitungsarten: Wind, Tiere, Wasser, Mensch).",null,"Staubbeutel, Pollen, Fruchtknoten, Stempel, Narbe, Frucht, Samen, Keimung",null,"g2"]
[null,null,"e","…können Informationen zu Wachstum, Entwicklung und Fortpflanzung von Säugetieren erschliessen und festhalten (z.B. in Steckbriefen).",null,null,null,"g1"]
[null,null,"f","…können die Fortpflanzung, das Wachstum und die Entwicklung von Tieren beobachten und beschreiben.","g","Entwicklung der Amphibien von der Kaulquappe zum Frosch; Entwicklung von der Kiemenatmung zur Lungenatmung",null,"g"]
["nmg.2.4","Die Schülerinnen und Schüler können die Artenvielfalt von Pflanzen und Tieren erkennen und sie kategorisieren.","c","…können Gemeinsamkeiten und Unterschiede von Pflanzen und Tieren (z.B. Singvögel, Wasservögel, Greifvögel, Eulen; Zugvögel/Standvögel) mit geeigneten Instrumenten untersuchen (z.B. Lupe, Feldstecher, Bestimmungsbuch), Vergleiche anstellen sowie Informationen dazu suchen und wiedergeben.",null,null,"u","g2"]
[null,null,"d","…können Merkmale von Pflanzen und Tieren beschreiben, die diesen erlauben, in einem bestimmten Lebensraum zu leben (z.B. Fell des Maulwurfs ist an das Leben in Grabgängen angepasst).",null,null,null,"g1"]
[null,null,"e","…können Pflanzen, Pilze oder Tiere eigenen Ordnungssystemen zuordnen und die verwendeten Kriterien begründen.","g","Kriterien von Ordnungssystemen; Merkmale von Pflanzen: Blattformen, Blütenaufbau, Wuchsformen; anatomische Merkmale von Tieren",null,"g"]
[null,null,"f","…können gebräuchliche Ordnungssysteme nutzen (z.B. krautige/holzige Pflanzen; Insekten: Schmetterlinge, Ameisen, Heuschrecken, Libellen, Käfer, Fliegen, Wespen).",null,null,"o","ng"]
["nmg.2.5","Die Schülerinnen und Schüler können Vorstellungen zur Geschichte der Erde und der Entwicklung von Pflanzen, Tieren und Menschen entwickeln.","b","…können Vermutungen zur Entwicklung und Veränderung von Lebewesen anstellen und im Austausch Vorstellungen für sich klären und entwickeln.",null,null,null,"g3","x"]
[null,null,"c","…können eigene Vorstellungen zur Geschichte der Erde und von Lebewesen den Darlegungen und Darstellungen gegenüberstellen (z.B. in Sachbüchern, in Museen) und Erkenntnisse daraus sowie zeitliche Dimensionen dazu beschreiben und erläutern.",null,null,null,"g2","x"]
[null,null,"d","…können reale und fiktionale Darlegungen zur Geschichte der Erde und von Lebewesen (z.B. in Sachbüchern, Filmen, Comics) anhand von vorgegebenen Kriterien vergleichen und unterscheiden sowie dabei über die Herkunft und Verlässlichkeit von Informationen nachdenken.",null,null,null,"g1","x"]
[null,null,"e","…können Informationen zu Entwicklungen und Veränderungen der Erde und der Lebewesen zeitlich einordnen und modellartig Vorstellungen zu zeitlichen Dimensionen sowie zu Prozessen strukturieren. ​","g","Epochen der Erdgeschichte, Entwicklung und Veränderung von Lebewesen",null,"g","x"]
[null,null,"f","…können Spuren der Entwicklung der Landschaft und von Lebewesen in der Wohnregion erkunden sowie diese räumlich und zeitlich einordnen (z.B. Prozess, Veränderung, Abfolge).",null,null,"o","ng","x"]
["nmg.2.6.","Die Schülerinnen und Schüler können Einflüsse des Menschen auf die Natur einschätzen und über eine nachhaltige Entwicklung nachdenken.","d","…können beim Anbau von Pflanzen und bei der Haltung von Heimtieren Aufgaben und Mitverantwortung übernehmen (z.B. Tierhaltung und Pflanzenanbau in der Schule).",null,null,"u","g4"]
[null,null,"e","…können in Lebensräumen der Wohnregion erkunden und dokumentieren, wie Menschen die Lebensweise und die Lebensräume von Pflanzen und Tieren gestalten, nutzen und verändern.",null,null,null,"g3"]
[null,null,"f","…können eigene Handlungs- und Verhaltensweisen (z.B. im Umgang mit Haustieren, bei Freizeitaktivitäten im Wald, am und im Wasser) den Lebensbedürfnissen von Pflanzen und Tieren gegenüberstellen und einschätzen.",null,null,null,"g2"]
[null,null,"g1","…können unterschiedliche Beziehungen und Verhaltensweisen von Menschen zu Pflanzen, Tieren und natürlichen Lebensräumen beschreiben und vergleichen und aus verschiedenen Perspektiven betrachten.","g","Regeln zum Schutz der Tiere, geschützte Pflanzen, Verhalten in Naturschutzgebieten",null,"g1"]
[null,null,"g2","…können Schutz- und Verhaltensregeln zu Pflanzen und Tieren anwenden.","g","Regeln zum Schutz der Tiere, geschützte Pflanzen, Verhalten in Naturschutzgebieten",null,"ng"]
[null,null,"h1","…können über den Nutzen von Pflanzen und Tieren für die Menschen nachdenken (ökonomisch, ästhetisch, für Gesundheit und Wohlbefinden).",null,null,"o","ng"]
[null,null,"h2","…können zu Einflüssen des Menschen auf die Natur mögliche Folgen abschätzen, Erkenntnisse dazu ordnen und über eigene Verhaltens- und Handlungsweisen nachdenken.",null,null,"o","ng"]
["nmg.3.1","Die Schülerinnen und Schüler können Erfahrungen mit Bewegungen und Kräften beschreiben und einordnen.","d","…können verschiedene Hebelwirkungen ausprobieren und Erfahrungen austauschen\n(z.B. am eigenen Körper, bei einer Wippe, Baumschere, Nussknacker, Zange).",null,null,"u","g3"]
[null,null,"e","…können die Funktionsweise von Hebeln erläutern und im Alltag gezielt anwenden (z.B. etwas Schweres anheben, nahe am Körper transportieren).",null,null,null,"g2"]
[null,null,"f","…können Zeiten und Strecken messen und darstellen sowie Messgenauigkeiten einschätzen (z.B. Streckenmessung: Anzahl Schritte vs. Messband).",null,null,null,"g1"]
[null,null,"g","…können Geschwindigkeiten bestimmen und vergleichen (z.B. Schnecke, Bach, Velo; Vergleich mithilfe von Zeit-Weg-Diagrammen) sowie Geschwindigkeitsänderungen beschreiben.","g",null,null,"g"]
[null,null,"h","…können das Zusammenspiel von Grösse und Richtung von Kräften erkennen und an alltagsnahen Beispielen erläutern (z.B. Ziehen eines schweren Schlittens mit kurzer Schnur, Flugbahn beim Ballwurf).",null,null,"o","ng"]
["nmg.3.2","Die Schülerinnen und Schüler können die Bedeutung von Energie und Energieumwandlungen im Alltag erkennen, beschreiben und reflektiert handeln.","c","…können verschiedene Energieformen (z.B. Bewegungs-, Lage-, elektrische, thermische, chemische Energie) benennen und bestimmten Energieträgern oder Anwendungen im Alltag zuordnen (z.B. Wind, Wasser, Sonnenstrahlung, Holz, Erdöl, Nahrung).",null,null,null,"g2"]
[null,null,"d","…können Informationen zu Arten der Bereitstellung und Speicherung von Energie erschliessen und verarbeiten (z.B. Photovoltaikanlage, Batterie, Stausee).",null,null,null,"g1"]
[null,null,"e","…können Energiewandler erkennen und deren Wirkung ohne genaue Kenntnis von Bau und Funktion erläutern (z.B. Generator wandelt Bewegungsenergie in elektrische Energie um).","g",null,null,"g"]
[null,null,"f","…können energiebewusstes Verhalten beschreiben und dies begründen (z.B. elektrische Energie: Lift-Treppe, Heizung-Kleidung, Stand-by vs. Gerät ganz ausgeschaltet).",null,null,"o","ng"]
["nmg.3.3","Die Schülerinnen und Schüler können Stoffe im Alltag und in natürlicher Umgebung wahrnehmen, untersuchen und ordnen.","c","…können Objekte und Stoffe aus der Alltagswelt sammeln und nach Material, Gestalt, Beschaffenheit, Farbe und Verwendungszweck ordnen (z.B. Spielzeug, Werkzeug, Haushaltgegenstände, Baumaterialien).",null,null,"u","g2"]
[null,null,"d","…können mit Objekten und Stoffen laborieren und ihre Erkenntnisse festhalten (z.B. Verhalten gegenüber Magnet, Verhalten im Wasser: schwimmen, sinken; Wärmeleitfähigkeit, elektrische Leitfähigkeit).",null,null,null,"g1"]
[null,null,"e","…können Informationen zu Stoffen erschliessen (z.B. durch eigene Untersuchungen, mithilfe von Medien) und können die Ergebnisse dokumentieren (z.B. Steckbriefe zu Stoffen: Farbe, Glanz, Härte, Verformungen, Grösse, Leitfähigkeit, Temperatur, Aggregatzustand). ​","g","Stoffeigenschaften",null,"g"]
[null,null,"f","…können Eigenschaften von Stoffen mithilfe von Analogien oder einfachen Modellen erläutern und veranschaulichen (z.B. Aggregatzustände mit dem Modell der kleinsten Teilchen erklären; Magnetisierung mit dem Modell der Elementarmagnete zeigen).",null,null,"o","ng"]
["nmg.3.4","Die Schülerinnen und Schüler können Stoffe bearbeiten, verändern und nutzen.","c","…können nutzbare Stoffe aus dem Boden oder dem Wasser durch einfache Trennverfahren gewinnen (z.B. sieben, aufschlämmen, sedimentieren, filtrieren, verdunsten).",null,null,null,"g1"]
[null,null,"d","…können Stoffveränderungen als Verfahren beschreiben und deren Nutzung im Alltag erklären (z.B. brennen, verbrennen, verkohlen; Zucker schmelzen, in Wasser auflösen; Beeren zu Konfitüre verarbeiten; Salzwasser auskristallisieren).","g",null,null,"g"]
["nmg.4.1"," Die Schülerinnen und Schüler können Signale, Sinne und Sinnesleistungen erkennen, vergleichen und erläutern.","c","…können ausgewählte Signale des Körpers und Reaktionen darauf wahrnehmen, einschätzen und entsprechend handeln (z.B. Gänsehaut, frieren, warm anziehen; Gefahr erkennen, bremsen, Bremsweg; starke Sonneneinstrahlung, blinzeln, Sonnenbrille tragen).",null,null,"u","g2"]
[null,null,"d","…können Signale, Reizbarkeit und Reaktionen von Pflanzen und Tieren erkennen (z.B. Hinwendung zur Sonne, Reaktion bei Berührung, tarnen, warnen).",null,null,null,"g1"]
[null,null,"e","…können Informationen zu Möglichkeiten und Grenzen von Sinnesleistungen erschliessen (z.B. Facettenaugen; Geruchssinn und Gehör des Hundes) und Folgen von Beeinträchtigungen abschätzen (z.B. schlecht oder gar nicht hören/sehen, Gebärdensprache, Brailleschrift).","g",null,null,"g"]
[null,null,"f","…können Besonderheiten, Unterschiede und Zusammenhänge verschiedener Sinnesleistungen und Signale beobachten, beschreiben und erklären (z.B. Zusammenhänge zwischen riechen, sehen, schmecken; erst sieht man den Blitz, dann hört man den Donner).",null,null,"o","ng"]
["nmg.4.2","Die Schülerinnen und Schüler können akustische Phänomene vergleichen und untersuchen.","b","…können Ideen für Schutzmassnahmen gegen laute und anhaltende Geräusche entwickeln und deren Wirkung einschätzen (z.B. Kopfhörer, Ohrstöpsel, Lärmschutzwände).",null,null,"u","g3"]
[null,null,"c1","…können den Zusammenhang zwischen Schwingungen und Tönen erforschen und beschreiben (z.B. Luftbewegung mit flackernder Kerze vor schwingender Membran bei der Lautsprecherbox).",null,"Ohr: Ohrmuschel, Gehörgang, Trommelfell",null,"g2"]
[null,null,"c2","…können Merkmale des Ohrs benennen sowie die jeweiligen Vorgänge und Funktionen beschreiben.",null,"Ohr: Ohrmuschel, Gehörgang, Trommelfell",null,"g1"]
[null,null,"d","…können akustische Phänomene erforschen sowie einfache Gesetzmässigkeiten aufzeigen und erklären (z.B. Schallausbreitung: Echo benötigt Zeit; Verstärkung: Schalltrichter; Dämmung: Vorhang, Teppich).","g",null,null,"g"]
[null,null,"e","…können den Zusammenhang zwischen intensiver Gehörbelastung (Dauer, Lautstärke) und Hörschäden herstellen und an konkreten Beispielen im Alltag aufzeigen.",null,null,"o","ng"]
["nmg.4.3","Die Schülerinnen und Schüler können optische Phänomene erkennen und untersuchen.","c","…können die äusseren Merkmale des Auges benennen und die jeweiligen Vorgänge und Funktionen beschreiben.",null,"Auge: Augenbraue, Augenlid mit Wimpern, Tränenflüssigkeit, Hornhaut, Bindehaut","u","g3"]
[null,null,"d","…können Handlupe, Binokularlupe und Feldstecher in verschiedenen Situationen gezielt einsetzen und verwenden.",null,null,null,"g2"]
[null,null,"e","…können den prinzipiellen Aufbau des Auges beschreiben und ein einfaches Augenmodell herstellen (z.B. Lochkamera).",null,null,null,"g1"]
[null,null,"f","…können optische Phänomene untersuchen und beschreiben (z.B. Spiegelbilder, Lichtbrechung: Übergang Wasser-Luft, Prisma, Abbildungen in der Lochkamera).","g",null,null,"g"]
[null,null,"g","…können optische Phänomene mithilfe des Modells des Lichtstrahls bzw. Lichtbündels darstellen.",null,"​Modell des Lichtstrahls bzw. Lichtbündels","o","ng"]
["nmg.4.4.1"," Die Schülerinnen und Schüler können Wetterphänomene beobachten, sich über Naturereignisse informieren sowie entsprechende Phänomene und Sachverhalte erklären.","c","…können einfache Wetterphänomene beobachten und unterscheiden und dabei eigene Erkenntnisse festhalten und darstellen (z.B. Bewölkung, Wind, Niederschlag).",null,null,"u","g4"]
[null,null,"d","…können Wetterphänomene und typische Merkmale dazu beschreiben, verschiedenen Jahreszeiten zuordnen sowie mit eigenen Erfahrungen und Beobachtungen verbinden (z.B. Wolken, Wind, Niederschlagsformen, Temperaturveränderungen).",null,null,null,"g3","x"]
[null,null,"e","…können Beobachtungen, Messungen und Versuche zu Wetterelementen durchführen, Ergebnisse ordnen, Messergebnisse in Diagrammen darstellen sowie Sachverhalte dazu festhalten und kommentieren.",null,"Wetterelemente: Temperatur, Bewölkung, Niederschlag, Wind, Luftdruck",null,"g2"]
[null,null,"f1","…können Wetterprognosen lesen, Merkmale zu Wetterlagen einordnen und für die Planung eigener Vorhaben nutzen (z.B. Freizeit, Schulreise). ",null,null,null,"g1"]
[null,null,"f2","…können Verhaltensregeln bei unterschiedlicher Witterung anwenden (z.B. Schutz vor Blitzschlag, Hagel, Sturmwinde).","g",null,null,"g"]
[null,null,"g","…können ausgewählten Fragen, Merkmalen und einfachen Zusammenhängen zu Wetter und Witterung nachgehen, Ergebnisse strukturieren und einordnen sowie Vorstellungen dazu modellartig darstellen (z.B. zu Wetterfronten, Gewitter).",null,null,"o","ng"]
["nmg.4.4.2"," Die Schülerinnen und Schüler können Wetterphänomene beobachten, sich über Naturereignisse informieren sowie entsprechende Phänomene und Sachverhalte erklären.","c","…können Spuren von Naturereignissen in der eigenen Umgebung betrachten und erkennen, dazu Vermutungen anstellen, was sich ereignet hat sowie einschätzen, was Menschen gefährden und schützen kann.",null,null,null,"g2"]
[null,null,"d","…können eigene Vorstellungen und Erfahrungen mit Informationen und Berichten zu Naturereignissen in Verbindung bringen und daraus Merkmale und Prozesse bei Naturereignissen erkennen und benennen.",null,"Überschwemmungen, Lawinen, Sturmwetter, Veränderungen durch Naturereignisse früher und heute",null,"g1"]
[null,null,"e","…können Schutz- und Verhaltensregeln im Zusammenhang mit Naturereignissen einordnen, einschätzen und in entsprechenden Situationen anwenden.","g","Verhaltensregeln bei Gewittern, beim Baden, Skifahren, unterwegs in den Bergen",null,"g"]
["nmg.4.5","Die Schülerinnen und Schüler können Erscheinungen auf der Erde und Bewegungen von Himmelskörpern wahrnehmen, beschreiben und erklären.","c","…können Fragen zur Erde als Planet und zu Himmelskörpern bearbeiten und klären, Informationen dazu erschliessen sowie Ergebnisse darstellen (z.B. zu Tag- und Nachtverteilungen an verschiedenen Orten auf der Erde, zu Phänomenen und Eigenschaften von ausgewählten Himmelskörpern und deren Bewegungen).",null,null,null,"g2","x"]
[null,null,"d","…können Beobachtungen zum Tag- und Nachthimmel über längere Zeit vornehmen und Ergebnisse dazu ordnen und strukturieren (z.B. Tag und Nacht, Jahreszeiten, Mondphasen, auffällige Sterne).",null,null,null,"g1","x"]
[null,null,"e","…können Phänomene zu Erde, Mond, Planeten, Sonne und Sterne auf einfache Modelle übertragen und dabei Merkmale und Zusammenhänge zu Bewegungen sowie räumlichen und zeitlichen Situationen beschreiben, erklären und verknüpfen.","g","Modelle: Bewegungen der Erde, Erde im Sonnensystem, Dimensionen des Universums",null,"g","x"]
[null,null,"f","…können zu ausgewählten Fragen zu Erde, Himmelskörpern und Universum Informationen erschliessen, Sachverhalte untersuchen sowie Erkenntnisse zusammenstellen, ordnen und darstellen (z.B. zu Galaxien, Sternen, Sternbildern, Planeten, Kometen, zu Raum und Zeit im Universum, zu bedeutenden Astronominnen und Astronomen).",null,null,"o","ng"]
["nmg.5.1","Die Schülerinnen und Schüler können Alltagsgeräte und technische Anlagen untersuchen und nachkonstruieren.","c","…können Alltagsgeräte untersuchen und dabei einfache naturwissenschaftliche und technische Prinzipien erkennen und erläutern (z.B. Gleichgewicht bei Wippe, Balkenwaage, Stabilität bei Brücken, Türmen, Mauern, Hebel bei Schere, Zange, Hammer).",null,null,"u","g3"]
[null,null,"d","…können zentrale Elemente von Konstruktionen bei Bauten und technischen Geräten und Anlagen entdecken, modellartig nachkonstruieren und darstellen (z.B. Winkel-, Zickzack- und U-Profile aus Papier und Karton, Umlenkrollen mit Fadenspulen, Ausgleichsgewichte bei Barrieren, Zugbrücken, Fallschirm, Heissluftballon).",null,null,null,"g2"]
[null,null,"e","…können zu ausgewählten Geräten, Maschinen, Bauten und Anlagen Informationen über Konstruktionsweisen von früher und heute erschliessen, Entwicklungen vergleichen und einordnen (z.B. mechanischer Antrieb-elektrischer Antrieb, Dampfmaschine-moderner Verbrennungsmotor; Lochkamera-moderner Fotoapparat).",null,null,null,"g1"]
[null,null,"f","…können bei technischen Geräten, Bauten und Anlagen naturwissenschaftliche und technische Prinzipien erkennen, die Funktionsweisen beschreiben und erklären (z.B. Konstruktionsweisen bei Fahrrad, Kran, Ruderboot, Barriere).","g","Hebel, Umlenkrolle, Keil, schiefe Ebene, Gleichgewicht, Stabilität, Bewegung",null,"g"]
["nmg.5.2.1","Die Schülerinnen und Schüler können elektrische und magnetische Phänomene sowie deren technische Anwendungen untersuchen.","b","…können einfache Stromkreise aufbauen und die einzelnen Bestandteile benennen.",null,null,"u","g4"]
[null,null,"c","…können elektrischen Strom als bewegte kleinste Teilchen beschreiben und die Analogie zu strömendem Wasser herstellen und erklären.",null,null,null,"g3"]
[null,null,"d","…können verzweigte Stromkreise als Serie- oder Parallelschaltung aufbauen, ausprobieren, die Bauteile benennen und an Alltagsgeräten wieder erkennen (z.B. bei Spielgeräten, Beleuchtung).",null,"Serie- und Parallelschaltung von Stromkreisen",null,"g2"]
[null,null,"e1","…können Stromkreise schematisch darstellen sowie einfache Schaltpläne lesen und umsetzen.",null,"​Stromkreise",null,"g1"]
[null,null,"e2","…können mithilfe eines einfachen Stromkreises experimentell zeigen, welche Materialien elektrisch leiten und welche nicht.","g","elektrische Leitfähigkeit",null,"g"]
[null,null,"f","…können untersuchen und darstellen, wie sich Veränderungen in Stromkreisen auswirken (z.B. schwächere Batterie, zwei statt ein Lämpchen, in Serie statt parallel).",null,null,"o","ng"]
["nmg.5.2.2","Die Schülerinnen und Schüler können elektrische und magnetische Phänomene sowie deren technische Anwendungen untersuchen.","2c","…können die Wirkung von Magneten auf verschiedene Materialien untersuchen (z.B. messen, bei welchem Abstand eine Büroklammer angezogen wird; magnetische Türschliesser und Tragkraft von magnetischen Haken prüfen). ",null,"magnetische Anziehung, Abstossung; Wechselwirkung von Magneten untereinander",null,"g1"]
[null,null,"2d","…können einfache Elektromagnete unter Anleitung bauen und anwenden (z.B. Schraube mit Draht umwickeln und an Batterie anschliessen). ​","g","Elektromagnet",null,"g"]
[null,null,"2e","…können Anwendungen von Magneten und Elektromagneten im Alltag erkennen und erklären (z.B. Kompass reagiert auf Magnetfeld der Erde, Induktionskochfeld).",null,null,"o","ng"]
["nmg.5.3","Die Schülerinnen und Schüler können Bedeutung und Folgen technischer Entwicklungen für Mensch und Umwelt einschätzen.","b","…können vermuten, wie es zu Erfindungen und Entwicklungen von Geräten gekommen ist (z.B. Backofen, Mixer, Bügeleisen, Regenschirm, Kugelschreiber, mechanische und elektrische Geräte).",null,null,"u","g4"]
[null,null,"c","…können die Bedeutung von technischen Entwicklungen von Geräten und Anlagen für das Leben im Alltag heute erkennen und einschätzen (z.B. Armbanduhr, elektrische Zahnbürste, Geschirrspüler, Seilbahnen, Baumaschinen, Internet).",null,null,null,"g3"]
[null,null,"d","…können Informationen zu Erfinderinnen und Erfindern und ihren technischen Entwicklungen erschliessen und darstellen (z.B. Marconi - Radio; Franklin - Blitzableiter).",null,null,null,"g2"]
[null,null,"e","…können Phänomene und Dinge in der Natur als Vorbild für technische Entwicklungen erkennen, vergleichen und zuordnen (z.B. Bionik: Vogelflügel - Flugzeugflügel, Kletten - Klettverschluss, Kälte- und Wärmeschutz bei Pflanzen und Tieren und bei technischen Geräten).",null,null,null,"g1"]
[null,null,"f","…können technische Anwendungen von früher und heute vergleichen, einordnen und einschätzen, was sich dadurch im Alltag für die Menschen und die Umwelt verändert hat (z.B. Beleuchtung, Heizung, Bauen, Verkehr, Kommunikationsmöglichkeiten).","g","Bedeutung technischer Entwicklungen für das Alltagsleben",null,"g","x"]
[null,null,"g","…können angeleitet Informationen zur Bedeutung eines für die Naturwissenschaften wichtigen Geräts recherchieren und dokumentieren (z.B. Entwicklungen in der Medizin durch das Mikroskop, Veränderungen des Bildes zu Erde und Universum durch das Fernrohr).",null,null,"o","ng"]
["nmg.6.1","Die Schülerinnen und Schüler können unterschiedliche Arbeitsformen und Arbeitsplätze erkunden.","c","…können Arbeitsteilung angeleitet organisieren sowie über das Resultat und die Verteilung der Arbeit nachdenken (z.B. Schulfest, Verkaufsstand).",null,null,"u","g2"]
[null,null,"d","…können Arbeiten von Frauen und Männern vergleichen, Unterschiede benennen und Überlegungen zur Beseitigung von Ungerechtigkeiten diskutieren (z.B. ungleiche Wahlmöglichkeiten und Chancen).",null,null,null,"g1"]
[null,null,"e","…können Arbeitsformen und Arbeitszeitmodelle an ausgewählten Arbeitsplätzen erkunden und Unterschiede beschreiben (z.B. Hand-, Kopf-, Maschinenarbeit, Dienstleistung bzw. Voll-, Teilzeitarbeit, Arbeit auf Abruf). ","g","Arbeit als Tätigkeit, Arbeit als Ergebnis",null,"g"]
[null,null,"f","…kennen Gründe für Erwerbslosigkeit und mögliche Folgen für den Einzelnen und die Familie (z.B. Veränderungen beruflicher Anforderungen).",null,null,"o","ng"]
["nmg.6.2"," Die Schülerinnen und Schüler können Berufswelten erkunden und Berufe nach ausgewählten Kriterien beschreiben.","c","…können eigene Interessen für Berufe beschreiben und sich über Traumberufe sowie Rollenbilder austauschen (z.B. Männer- und Frauenberufe).",null,null,"u","g2"]
[null,null,"d","…können Frauen und Männer zu ihrer Berufsarbeit befragen und die Bedeutung der Berufsarbeit für das familiäre Leben erkennen.",null,null,null,"g1"]
[null,null,"e","…können anhand von Kriterien ausgewählte Berufe vergleichen und die Ausbildungswege zu diesen Berufen beschreiben (z.B. Tätigkeiten, Anforderungen, Laufbahn, Weiterbildung).","g",null,null,"g"]
["ngm.6.3","Die Schülerinnen und Schüler können die Produktion und den Weg von Gütern beschreiben.","c","…können Informationen zu Rohstoffen erschliessen und über deren Bedeutung für Menschen nachdenken (z.B. Erdöl, Glas, Metalle).",null,null,null,"g2"]
[null,null,"d","…können an Beispielen den Produktionsprozess von Gütern beschreiben und darstellen (z.B. vom Erdöl zum Legostein).",null,"Rohstoffkeislauf,\nWertschöpfung",null,"g1"]
[null,null,"e","…können Informationen zum Weg von Gütern sammeln und vergleichen (z.B. Kartoffeln, Schokolade, T-Shirt, Handy) sowie Arbeitsprozesse beschreiben.","g",null,null,"g"]
[null,null,"f","…können Produktions- und Dienstleistungsbetriebe der nahen Umgebung erkunden und typische Abläufe und Produktionsverfahren dokumentieren (z.B. Warenströme, Produktionsverfahren, Aufgaben und Ziele des Betriebes).",null,null,"o","ng"]
["nmg.6.4","Die Schülerinnen und Schüler können Tauschbeziehungen untersuchen und einfache wirtschaftliche Regeln erkennen.","c","…können Eigenschaften von Tauschmitteln erklären (z.B. begehrt, knapp, portionierbar, haltbar, echt) und die Funktion von Geld in Tauschgeschäften erkennen.",null,null,"u","g3"]
[null,null,"d","…können Güter verkaufen (z.B. für ein Schulprojekt) und den Prozess nach wirtschaftlichen Gesichtspunkten planen, durchführen und reflektieren (z.B. Einkaufs-, Materialaufwand, Stückzahlen, Verkaufspreis, Werbung, Gewinnmarge).",null,null,null,"g2"]
[null,null,"e","…können an alltäglichen Beispielen untersuchen, wie sich Preise bilden und verändern (z.B. grosses Angebot-tiefer Preis, kleines Angebot-hoher Preis).",null,null,null,"g1"]
[null,null,"f","…kennen das Modell des einfachen Wirtschaftskreislaufes in Grundzügen.","g","Tausch von Gütern, Arbeitskraft und Geld zwischen Unternehmen und Haushalten",null,"g"]
[null,null,"g","…können den Handel als Bindeglied zwischen Produktion und Konsum erkennen.",null,null,"o","ng"]
[null,null,"h","…können an Beispielen (z.B. Besuch eines Landwirtschafts-Gewerbebetriebes, Medienbericht) einfache wirtschaftliche Regeln und Zusammenhänge erkennen (z.B. Produktionskosten, Qualität, Verkaufspreis).",null,null,"o","ng"]
["nmg.6.5","Die Schülerinnen und Schüler können Rahmenbedingungen von Konsum wahrnehmen sowie über die Verwendung von Gütern nachdenken.","d","…können an Beispielen den Wandel von Konsumgewohnheiten untersuchen sowie Auswirkungen auf den Alltag aufzeigen (z.B. Schulutensilien).",null,null,"u","g3"]
[null,null,"e","…können Grundbedürfnisse von Menschen nach Dringlichkeit ordnen und Wünsche von überlebenswichtigen Bedürfnissen unterscheiden (z.B. Nahrung, Wohnen versus Spielsachen, Ausflüge).",null,null,null,"g2"]
[null,null,"f","…können Konsumgüter als Statussymbole und als Zeichen der Zugehörigkeit oder Abgrenzung von Gruppen erkennen.",null,null,null,"g1"]
[null,null,"g","…können an Beispielen Konsumentscheidungen unter Berücksichtigung der finanziellen Möglichkeiten prüfen sowie Alternativen der Bedürfnisdeckung diskutieren (z.B. selber herstellen).","g",null,null,"g"]
[null,null,"h","…können an Beispielen die Verteilung von Gütern analysieren und Gründe für die Unterschiede erkennen.",null,"Wohlstand, Armut","o","ng"]
["nmg.7.1","Die Schülerinnen und Schüler können unterschiedliche Lebensweisen beschreiben und erkennen, was Menschen ihre Herkunft und Zugehörigkeiten bedeuten.","c","…können wahrnehmen, was Herkunft und Zugehörigkeiten (z.B. Familie, Sprache, Vereine, Herkunftsland, Religion) Menschen bedeuten.",null,null,null,"ng"]
[null,null,"d","…können ihre Vorstellungen über wenig vertraute Lebensweisen in ihrer Alltagswelt anhand von Informationen und eigenen Erkundungen erweitern (z.B. kulturelle Merkmale, Gemeinschaftsformen, religiöses Leben).",null,null,null,"ng"]
[null,null,"e","…können Stereotypen und Vorurteile über Menschen mit anderen Lebensweisen hinterfragen (z.B. auf dem Pausenplatz, in Medien, Politik).",null,null,null,"ng"]
["nmg.7.2","Die Schülerinnen und Schüler können Vorstellungen zu Lebensweisen von Menschen in fernen Gebieten der Erde beschreiben, vergleichen und entwickeln.","c","…können zu ausgewählten Themen der Alltagsgestaltung und Lebensweise von Menschen in fernen Gebieten der Erde Fragen stellen, angeleitet Informationen erschliessen, ordnen und darüber berichten (Wohnen, Sich-Ernähren, Zusammenleben, Arbeiten, Unterwegs-Sein).",null,null,"u","g4"]
[null,null,"d","…können Merkmale der Lebensweise von Menschen in fernen Gebieten der Erde vergleichen, die Vielfalt und Eigenart von Lebensweisen erkennen und einordnen (z.B. Lebensweisen in kalten, heissen, trockenen, sehr feuchten Gebieten, am Meer/im Gebirge, Stadt/Land).",null,null,null,"g3"]
[null,null,"e","…können Informationen und Berichte in Medien zu Lebenssituationen und aktuellen Ereignissen in fernen Gebieten der Erde verarbeiten, Fragen stellen und im Austausch mit anderen Sachverhalte klären und einordnen.",null,null,null,"g2"]
[null,null,"f1","…können eigene Vorstellungen zu Lebensweisen und Lebensräumen in fernen Gebieten der Erde mit Informationen und Darstellungen vergleichen (z.B. in Sachbüchern, Filmen, Atlanten).",null,null,null,"g1"]
[null,null,"f2","…können dokumentieren, wie sich ihre Vorstellungen und das eigene Wissen zu Lebensweisen in fernen Gebieten entwickeln und verändern.","g",null,null,"g"]
[null,null,"g","…können eigene Einschätzungen und Einstellungen zur Lebensweise von und gegenüber Bevölkerungsgruppen in fernen Gebieten der Erde bewusst machen, vergleichen und dabei Ideen entwickeln, wie man mit möglichen Stereotypen und Vorurteilen umgehen kann.",null,null,"o","ng"]
["nmg.7.3","Die Schülerinnen und Schüler können Formen des Unterwegs-Seins von Menschen, Gütern und Nachrichten erkunden sowie Nutzen und Folgen des Unterwegs-Sein für Mensch und Umwelt abschätzen.","d","…können ausgehend von eigenen Gewohnheiten die Bedeutung des Unterwegs-Seins und des Verkehrs für das tägliche Leben beschreiben und einschätzen.",null,null,null,"g3"]
[null,null,"e","…können an ausgewählten Beispielen das Unterwegs-Sein von Menschen, Gütern und Nachrichten in der Umgebung und über weite Strecken auf der Erde angeleitet recherchieren und Ergebnisse ordnen und darstellen.",null,null,null,"g2"]
[null,null,"f","…können aufgrund von Berichten das Unterwegs-Sein von Menschen nacherzählen (z.B. Reisen, Auswanderung, Wohnortwechsel, Flucht), eigene Vorstellungen und Erfahrungen dazu beschreiben sowie eigene Unterwegs- und Reisegeschichten zusammentragen und dokumentieren.",null,null,null,"g1"]
[null,null,"g","…önnen Vergleiche zur Mobilität und zum Verkehr früher und heute anstellen, Veränderungen beschreiben sowie Beispiele von Nutzen und Folgen für die Lebensqualität der Menschen und für die Natur einschätzen.","g",null,null,"g"]
[null,null,"h","…können Ideen und Perspektiven für die Mobilität und für Formen des Unterwegs-Seins in der Zukunft entwickeln sowie mögliche Handlungsweisen überdenken und einschätzen.",null,null,"o","ng"]
["nmg.7.4","Die Schülerinnen und Schüler können Zusammenhänge und Abhängigkeiten zwischen Lebensweisen und Lebensräumen von Menschen wahrnehmen, einschätzen und sich als Teil der einen Welt einordnen.","c","…können beschreiben, welche Fragen und Themen sie zu unserer Welt und zum Zusammenleben von Menschen auf der Erde beschäftigen, diesen nachgehen und für sich und im Austausch mit anderen klären und einordnen.",null,null,null,"g3"]
[null,null,"d","…können sich bewusstmachen, beschreiben und einschätzen, was aus ihrer Sicht für das Zusammenleben von Menschen in verschiedenen Gebieten und für die Zukunft auf der Erde wichtig ist.",null,null,null,"g2"]
[null,null,"e","…können sich mit Fragen zu Unterschieden und Ungleichheiten auf der Erde (z.B. Schule, Arbeit von Kindern, Wasserversorgung, Ernährung) auseinandersetzen, Vermutungen über Gründe und Ursachen dieser Unterschiede anstellen und sie einschätzen und einordnen.",null,null,null,"g1"]
[null,null,"f","…setzen sich mit Formen von Begegnungen und Konflikten zwischen Bevölkerungsgruppen in verschiedenen Gebieten der Erde in früheren Zeiten und heute auseinandersetzen und können Folgen für die Lebensweise der Menschen einschätzen (z.B. Entdeckungen, Eroberungen, aktuelle Beispiele).","g",null,null,"g"]
[null,null,"g","…können zu aktuellen Themen über die Situation und die Entwicklung in verschiedenen Gebieten der Erde eigene Vorstellungen und Überlegungen darlegen, Fragen stellen und Sachverhalte klären (z.B. Entwicklung der Bevölkerung, Armut, Nahrungssicherheit).",null,null,"o","ng"]
["nmg.8.1","Die Schülerinnen und Schüler können räumliche Merkmale, Strukturen und Situationen der natürlichen und gebauten Umwelt wahrnehmen, beschreiben und einordnen.","c","…können zusammentragen und ordnen, welche unterschiedlichen Raumelemente (z.B. Bauten, Anlagen, Gewässer, Wälder) in der natürlichen und gebauten Umwelt vorkommen und deren Anordnung im Raum charakterisieren und dokumentieren (z.B. mit Skizzen, Plänen, Fotos).",null,null,null,"g3"]
[null,null,"d","…können über eigene Wahrnehmungen, Vorstellungen und Bewertungen zu persönlich bedeutsamen Räumen am Wohnort und in der Wohnregion nachdenken, diese beschreiben und mit der Einschätzung anderer Kinder vergleichen (z.B. persönlich wichtige Orte, schöne Orte, Orte wo ich oft bin, gefährliche Orte, Orte, wo es mir gar nicht gefällt).",null,null,null,"g2"]
[null,null,"e","…können erkunden, ordnen und dokumentieren, wie in verschiedenen Gebieten der näheren und weiteren Umgebung räumliche Merkmale (z.B. Bauten für verschiedene Zwecke, Anlagen für Verkehr, Freizeit, Ver- und Entsorgung) miteinander in Beziehung stehen und verflochten sind.",null,null,null,"g1"]
[null,null,"f","…können Merkmale der natürlichen und gebauten Umwelt in unterschiedlichen Räumen charakterisieren und typische Merkmale in verschiedenen Räumen der Schweiz, im Jura, im Mittelland und im Alpenraum vergleichen und einordnen.","g","typische Merkmale von Räumen in Städten, Agglomerationen, ländlichen Gebieten, Berggebieten",null,"g"]
[null,null,"g","…können sich mit Beschreibungen und Zuschreibungen zu Räumen und Bevölkerungsgruppen in der Wohnregion und in der Schweiz auseinandersetzen, sich dazu informieren, Vergleiche vornehmen sowie Aussagen überprüfen und einschätzen (z.B. Was ist typisch? Was ist anders? Zuschreibungen, Klischees, Realitäten).",null,null,"o","ng"]
["nmg.8.2","Die Schülerinnen und Schüler können die unterschiedliche Nutzung von Räumen durch Menschen erschliessen, vergleichen und einschätzen und über Beziehungen von Menschen zu Räumen nachdenken.","c","…können anhand von Beispielen in der eigenen Umgebung recherchieren und darlegen, wie Menschen unterschiedliche Räume und Raumelemente nutzen (z.B. Bauten, Anlagen, Gewässer, Wälder) und was sie den Menschen im Alltag ermöglichen. ",null,"Nutzungsformen:\nWohnen, Arbeiten, Einkaufen, Freizeit, Verkehr, Wasserversorgung",null,"g2"]
[null,null,"d","…können zusammentragen und vergleichen, welche Bedeutung verschiedene Räume für die Nutzung verschiedener Menschen haben und über ihre eigene Ansprüche an Räume nachdenken (am Wohnort, in der Wohnregion, in der Stadt, an Freizeit- und Ferienorten).",null,null,null,"g1"]
[null,null,"e","…können sich mithilfe von Bildern, Texten, Karten über Unterschiede und die Vielfalt von Nutzungsformen der Menschen in verschiedenen Landschaften informieren, diese vergleichen und einordnen.","g","Vielfalt von Nutzungsformen in der Stadt, in der Agglomeration, in ländlichen Gebieten, in Berggebieten, in Tälern, an Seen, in ebenen Gebieten",null,"g"]
[null,null,"f","…können in verschiedenartigen Räumen in der näheren und weiteren Umgebung erkunden und recherchieren, welche Nutzungsansprüche verschiedene Menschen haben sowie vermuten und einschätzen, welche Nutzungskonflikte dabei entstehen können (z.B. Landwirtschaft - Bauen, Wohnen - Verkehr, Freizeit/Tourismus - Naturschutz).",null,null,"o","ng"]
["nmg.8.3","Die Schülerinnen und Schüler können Veränderungen in Räumen erkennen, über Folgen von Veränderungen und die künftige Gestaltung und Entwicklung nachdenken.","b","…können wahrnehmen, beschreiben und darüber nachdenken, wie Menschen z.B. durch das Wohnen, die Produktion von Nahrungsmitteln, das Unterwegs-Sein, die Freizeitgestaltung unsere Umgebung und unseren Lebensraum gestalten und verändern.",null,null,null,"g3"]
[null,null,"c","…können für die Gestaltung des Lebensraumes eigene Wünsche und Anliegen benennen, Ideen und Perspektiven entwickeln und dazu Stellung nehmen (z.B. auf dem Schulhausareal, in der Wohnumgebung, Vorhaben zur Sicherheit im Verkehr, zur Gestaltung von Freizeiträumen, Schutz von Naturräumen).",null,null,null,"g2"]
[null,null,"d","…können ausgehend von Spuren im Raum sowie von Informationen (z.B. Bilder, Berichte, Gespräche mit älteren Menschen) Veränderungen in der eigenen Wohnumgebung erfassen und Vergleiche zwischen früher und heute anstellen.",null,null,null,"g1"]
[null,null,"e","…können über die Auswirkungen von Veränderungen im Raum für die Menschen und die Natur nachdenken (z.B. im Verkehr, bei Freizeitanlagen, an Gewässern) und über Gestaltungs- und Verhaltensmöglichkeiten in der Zukunft nachdenken.","g",null,null,"g"]
["nmg.8.4","Die Schülerinnen und Schüler können Elemente und Merkmale von Räumen in Darstellungsmitteln auffinden sowie raumbezogene Orientierungsraster aufbauen und anwenden.","c","…können räumliche Orientierungspunkte verorten und für die eigene Orientierung im Raum anwenden (z.B. Himmelsrichtungen, markante Bauten, Anlagen in der Umgebung).",null,null,null,"g3"]
[null,null,"d","…können Orte und Gebiete auf Karten, Luftbildern und auf dem Globus auffinden (z.B. Flüsse, Seen, Gebirge, Orte, wichtige Städte, Verkehrslinien).",null,null,null,"g2"]
[null,null,"e","…können räumliche Ordnungsraster charakterisieren und erklären (z.B. Grosslandschaften der Schweiz, Lage und Verteilung der Meere und Kontinente, Verteilung der Bevölkerung).",null,null,null,"g1"]
[null,null,"f","…können räumliche Grössen, Verhältnisse und Dimensionen in Beziehung zueinander setzen (z.B. Einordnung von Wohnort, Region, Kanton, Schweiz, Europa, Kontinente, Welt; ausgewählte Vorstellungen zu Distanzen und Flächen in der Region, in der Schweiz und weltweit).","g",null,null,"g"]
[null,null,"g","…können ausgehend von Informationen zu aktuellen Ereignissen (z.B. Naturereignisse, Konflikte zwischen Bevölkerungsgruppen) räumliche Bezüge in Orientierungsmitteln auffinden und Informationen zu räumlichen Situationen einordnen.",null,null,"o","ng"]
["nmg.8.5","Die Schülerinnen und Schüler können sich in ihrer näheren und weiteren Umgebung orientieren, sicher bewegen und dabei Orientierungsmittel nutzen und anwenden.","d","…können räumliche Situationen (z.B. eigenes Zimmer, Schulzimmer, Spielplatz) mit eigenen Skizzen und Plänen darstellen und diese anderen Personen erklären.",null,null,"u"]
[null,null,"e","…können in der Umgebung vertraute räumliche Elemente mithilfe von Karten, bzw. Objekte im Gelände in Karten auffinden und dabei Darstellungsformen lesen und anwenden (z.B. Massstabs- und Richtungsangaben, ausgewählte Signaturen).",null,null,null,"g4"]
[null,null,"f","…können in einfachen Karten und Modellen räumliche Situationen der natürlichen und gebauten Umwelt proportional angemessen darstellen und erklären.",null,null,null,"g3"]
[null,null,"g","…können mit Velo und öffentlichem Verkehr selbstständig in der Wohnregion unterwegs sein und dabei auf die Sicherheit im Verkehr achten und Regeln einhalten.",null,null,null,"g2"]
[null,null,"h1","…können sich mithilfe unterschiedlicher Orientierungsmittel im Raum orientieren (z.B. Ortsplan, OL-Karten, topographischen Karten, Verkehrsnetzplan der Region).",null,null,null,"g1"]
[null,null,"h2","…können ausgewählte Orte im Gelände auffinden sowie begangene Wege und wahrgenommene Objekte in Karten eintragen.","g",null,null,"g"]
[null,null,"i","…können unterschiedliche Orientierungsmittel (z.B. Karten, Kompass, GPS) im Gelände anwenden und mithilfe von Legenden Angaben aus Orientierungsmitteln herauslesen und räumliche Situationen charakterisieren.",null,null,"o","ng"]
["nmg.9.1","Die Schülerinnen und Schüler können Zeitbegriffe aufbauen und korrekt verwenden, Zeit als Konzept verstehen und nutzen sowie den Zeitstrahl anwenden.","d","…können gleichbleibende und variierende Tagesstrukturen unterscheiden und diese vergleichen.",null,null,"u","g3","x"]
[null,null,"e","…können Zeitdauer von Handlungen schätzen, messen und grafisch darstellen.",null,"​Zeitstrahl","u","g2","x"]
[null,null,"f","…können eine Entwicklung (z.B. eigene Familie) über drei Generationen auf einem Zeitstrahl einordnen.",null,null,null,"g1","x"]
[null,null,"g","…können Epochen der Geschichte auf einem Zeitstrahl einordnen. ​","g","Steinzeit, Antike, Mittelalter, Neuzeit",null,"g","x"]
[null,null,"h","…können ausgewählte historische Ereignisse oder Veränderungen auf einem Zeitstrahl einordnen (z.B. Erfindung der Schrift, Bundesbrief 1291).",null,null,"o","ng","x"]
["nmg.9.2","Die Schülerinnen und Schüler können Dauer und Wandel bei sich sowie in der eigenen Lebenswelt und Umgebung erschliessen.","d","…können historische Bilder aus der Umgebung mit der heutigen Situation vergleichen. Was ist gleich? Was ist anders? (z.B. Häuser, Strassen in der eigenen Umgebung).",null,null,"u","g1","x"]
[null,null,"e","…können früher und heute vergleichen. Was ist gleich geblieben? Was hat sich geändert? (z.B. kindliche Lebenswelten, Wohnen, Feuer machen in der Altsteinzeit, Geschlechterverhältnisse).","g","​Altsteinzeit",null,"g","x"]
[null,null,"f","…können den Wandel menschlicher Kultur in einer früheren Epoche beschreiben (z.B. von der Alt- zur Jungsteinzeit, von der Antike zum Mittelalter).",null,"Jungsteinzeit","o","ng","x"]
["nmg.9.3","Die Schülerinnen und Schüler können verstehen, wie Geschichte aus Vergangenheit rekonstruiert wird.","d","…können sich aus Geschichten, Erzählungen, Bildern ein Bild über eine vergangene Kultur machen (z.B. China, Altes Ägypten, Römisches Imperium).",null,null,"u","g1","x"]
[null,null,"e","…können sich aus Sachtexten, Karten, Quellen ein differenziertes Bild einer historischen Epoche erarbeiten.","g","Sachtext, Karte, Quelle",null,"g","x"]
[null,null,"f","…können verstehen, dass man ein historisches Ereignis in unterschiedlicher Weise erzählen kann (z.B. Eroberung der Waadt, Eroberung Amerikas).",null,null,"o","ng","x"]
[null,null,"g","…können verstehen, dass unterschiedliche Sichtweisen von Vergangenheit mit aktuellen Interessen in Zusammenhang stehen (z.B. Alte Eidgenossenschaft).",null,null,"o","ng","x"]
["nmg.9.4","Die Schülerinnen und Schüler können Geschichte und Geschichten voneinander unterscheiden.","c","…können erklären, aufgrund welcher Merkmale sich fiktive Geschichten von realen Geschichten unterscheiden.",null,"fiktive/reale Geschichten",null,"g1"]
[null,null,"d","…können die Absichten von Sagen und Mythen erklären (z.B. Sage von Wilhelm Tell).","g",null,null,"g"]
[null,null,"e","…können Kriterien geleitet Sagen und Mythen von geschichtlichen Darstellungen unterscheiden (z.B. Sagen der Schweiz).",null,null,"o","ng"]
[null,null,"f","…können den Gebrauch von Sagen und Mythen in der aktuellen Gegenwart kritisch reflektieren und deren Verwendung in der politischen Diskussion erkennen.",null,null,"o","ng"]
["nmg.10.1","Die Schülerinnen und Schüler können auf andere eingehen und Gemeinschaft mitgestalten.","d","…können gemeinschaftsfördernde Aktivitäten in der Klasse vorschlagen und umsetzen sowie Mitverantwortung für das Wohlergehen aller übernehmen (z.B. Ordnung im Klassenzimmer, wertschätzender Umgang miteinander).",null,null,null,"ng"]
[null,null,"e","…lernen, Konflikte in der Gruppe fair zu lösen und können verschiedene Strategien anwenden (z.B. Schlichtung, Abstimmung, Konsens).",null,null,null,"ng"]
[null,null,"f","…können sich in andere Menschen hinein versetzen und deren Gefühle, Bedürfnisse und Rechte respektieren und sich für sie einsetzen (z.B. bei Streit, Mobbing).",null,null,null,"ng"]
["nmg.10.2","Die Schülerinnen und Schüler können Freundschaft und Beziehungen pflegen und reflektieren.","c","…können Freundschaft auch in Konfliktsituationen und bei gegenläufigen Interessen gestalten (z.B. sich versöhnen, verschiedene Interessen berücksichtigen).",null,null,null,"ng"]
[null,null,"d","…können Qualitäten von Freundschaft und Liebe beschreiben (z.B. Zuneigung, Vertrauen, Gleichberechtigung).",null,null,null,"ng"]
[null,null,"e","…setzen sich mit dem Zusammenhang von Freundschaft, Liebe und Sexualität auseinander.",null,null,null,"ng"]
["nmg.10.3","Die Schülerinnen und Schüler können grundlegende Funktionen öffentlicher Institutionen verstehen.","c","…können öffentliche Institutionen und Einrichtungen in der Gemeinde benennen und deren Funktion verstehen (z.B. Spital, Schule, Feuerwehr, Abfallentsorgung, Gericht).",null,null,"u","g2"]
[null,null,"d","…können den Unterschied zwischen privater und öffentlicher Sphäre beschreiben (z.B. Unterschied zwischen Regeln in der Familie und Gesetzen wie ein Fahrverbot).",null,"öffentliche und private Sphäre",null,"g1"]
[null,null,"e","…können zuständige Stellen für Fragen und Anliegen identifizieren (z.B. die Lehrperson, die Schulleitung, der/die Schulhauswart/-in, die Gemeindebehörde).","g",null,null,"g"]
[null,null,"f","…können ausgewählte Aufgaben einer Gemeinde den Ressorts einer Gemeinde zuordnen und deren Zusammenspiel erklären (z.B. Schneeräumung, Wasserversorgung).",null,"​Ressort, Gemeinde","o","ng"]
[null,null,"g","…können das Zusammenwirken von verschiedenen Teilbereichen des Staates an einem Beispiel erklären (z.B. Polizei und Gericht).",null,null,"o","ng"]
["nmg.10.4","Die Schülerinnen und Schüler können das Verhältnis von Macht und Recht in Gegenwart und Vergangenheit verstehen.","c","…können anhand von exemplarischen Situationen (z.B. aus Geschichten, aus Märchen, aus dem Alltag) erkennen, wer Macht ausübt und wie Machtmissbrauch begegnet wird",null,"​Macht","u","g4"]
[null,null,"d","…können Sanktionen in Zusammenhang mit vorher bekannten Regeln bringen.",null,"Prinzip: Strafe für eine Übertretung soll vorher bekannt sein","u","g3"]
[null,null,"e","…können über Sanktionen bei Regelverletzungen hinsichtlich ihrer Verhältnismässigkeit nachdenken.",null,"Prinzip der Verhältnismässigkeit",null,"g2"]
[null,null,"f","…können die Verteilung von Macht an einem geschichtlichen Beispiel erklären (z.B. Altes Ägypten, Römisches Imperium, Zunftverfassung) und Modelle von Macht unterscheiden.",null,"Monarchie, Demokratie",null,"g1"]
[null,null,"g","…können den Weg von einer familienrechtlichen Gesellschaft zu einem Territorialrecht mit rechtstaatlichen Ansätzen erkennen (z.B. Innerschweizer Eidgenossenschaft).","g","Bundesbrief 1291",null,"g"]
[null,null,"h","…können das Entstehen von staatlichen Strukturen an einem Beispiel nachvollziehen.",null,"Eidgenossenschaft im 13.-15. Jahrhundert","o","ng"]
[null,null,"i","…können das Ineinandergreifen von Wirtschaft, Politik und Recht an einem Beispiel erkennen (z.B. Alte Eidgenossenschaft und Alpenpässe).",null,null,"o","ng"]
["nmg.10.5","Die Schülerinnen und Schüler können eigene Anliegen einbringen sowie politische Prozesse erkennen.","b","…können sich stellvertretend für die Interessen anderer einsetzen (z.B. im Schülerrat).",null,"Prinzip der Delegation","u","g2"]
[null,null,"c","…können politische Prozesse an einem aktuellen Beispiel nachvollziehen.",null,null,null,"g1"]
[null,null,"d","…können an einem politischen Prozess aus dem Nahraum die Phasen und die Möglichkeiten der Mitwirkung erkennen.","g","Problemdefinition, Meinungsbildung, Lösungssuche, Entscheid, Bewertung",null,"g"]
[null,null,"e","…können Rechte und Pflichten von Individuen in unserer Gesellschaft nennen.",null,"Schulpflicht, Kinderrechte","o","ng"]

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["Mathe",null,null,null,"Grundanspruch","Verbindliche Beispiele","Gem. mit Nachbarzyklus",null,"Thema Zeit"]
[]
[]
[]
[]
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["MA.1.A.1","Die Schülerinnen und Schüler verstehen und verwenden arithmetische Begriffe und Symbole. Sie lesen und schreiben Zahlen.","d","...verstehen und verwenden den Begriff durch und das Symbol :.","g",null,"u","g3"]
[null,null,"e","...verstehen und verwenden die Begriffe Addition, Subtraktion, Multiplikation, Division, Rest, Zahlenstrahl, Quadratzahl, Hunderter, Tausender, Stellenwerte.\n...können natürliche Zahlen bis 1'000 lesen und schreiben.",null,null,null,"g2"]
[null,null,"f","...verstehen und verwenden die Begriffe Summand, Summe, Differenz, Faktor, Produkt, Quotient.\n...können natürliche Zahlen bis 1 Million lesen und schreiben.",null,null,null,"g1"]
[null,null,"g","...verstehen und verwenden die Begriffe Bruch, Prozent, Teiler, Vielfache, Zähler, Nenner, überschlagen, runden.\n...verwenden die Symbole %, ≈.\n...können Dezimalzahlen und Brüche lesen und schreiben.","g",null,null,"ng"]
[null,null,"h","...verstehen und verwenden die Begriffe Gleichung, Klammer, Primzahl.\n...können die Symbole +, -, /, *, =, x², (), ≠ verwenden und Rechner entsprechend nutzen.\n...können Brüche (Nenner 2, 3, 4, 5, 6, 8, 10, 20, 50, 100, 1'000), Dezimalzahlen und Prozentzahlen je in die beiden anderen Schreibweisen übertragen.",null,null,"o","ng"]
["MA.1.A.2","Die Schülerinnen und Schüler können flexibel zählen, Zahlen nach der Grösse ordnen und Ergebnisse überschlagen.","d","...können im Zahlenraum bis 100 von beliebigen Zahlen aus vorwärts und rückwärts zählen.\n...können im Zahlenraum bis 100 von beliebigen 10er-Zahlen aus in 2er-, 5er- und 10er-Schritten vorwärts und rückwärts zählen.",null,null,"u","g3"]
[null,null,"e","...können im Zahlenraum bis 1'000 von beliebigen Zahlen aus in 1er-, 2er-, 10er- und 100er-Schritten vorwärts und rückwärts zählen.\n...können Zahlen bis 1'000 ordnen.",null,null,null,"g2"]
[null,null,"f","...können im Zahlenraum bis 1 Million von beliebigen Zahlen aus in angemessenen Schritten vorwärts und rückwärts zählen (z.B. von 320'000 in 20'000er-Schritten).\n...können Zahlen bis 1 Million ordnen (z.B. die ungefähre Position von 72'000 auf einem Zahlenstrahl bestimmen).",null,null,null,"g1"]
[null,null,"g","...können von beliebigen Dezimalzahlen aus in angemessenen Schritten vorwärts und rückwärts zählen (z.B. von 0.725 in 0.005er-Schritten).\n...können Brüche mit den Nennern 2, 3, 4, 5, 6, 8, 10, 20, 50, 100 ordnen.\n...können Dezimalzahlen ordnen (z.B. 1.043; 1.43; 1.05; 1.5; 1.403).\n...können Grundoperationen mit natürlichen Zahlen überschlagen (z.B. 13'567 + 28'902 ≈ 40'000; 592'000 : 195 ≈ 600'000 : 200).","g",null,null,"g"]
[null,null,"h","...können Summen und Differenzen mit Dezimalzahlen überschlagen (z.B. 0.723 - 0.04 ≈ 0.7; 23'268 + 4'785 ≈ 28'000).\n...können in Prozentrechnungen Ergebnisse überschlagen (z.B. 263 von 830 sind etwa 30%; 45% von 13'000 sind mehr als 5'000).",null,null,"o","ng"]
["MA.1.A.3","Die Schülerinnen und Schüler können addieren, subtrahieren, multiplizieren, dividieren und potenzieren.","c","...können im Zahlenraum bis 100 verdoppeln, halbieren, addieren und subtrahieren.\n...kennen Produkte aus dem kleinen Einmaleins mit den Faktoren 2, 5 und 10.\n...können Produkte aus dem kleinen Einmaleins in Faktoren zerlegen (z.B. 36 = 6 · 6 = 4 · 9).",null,null,"u","g3"]
[null,null,"d","...können beim Addieren und Subtrahieren Rechenwege notieren und Ergebnisse überprüfen.\n...können schriftlich addieren und subtrahieren.\n...kennen die Produkte des kleinen Einmaleins.",null,null,null,"g2"]
[null,null,"e","...können bis 4 Wertziffern im Kopf addieren und subtrahieren (z.B. 320'000 + 38'000; 402 + 90).\n...können bis 4 Wertziffern multiplizieren (im Kopf oder mit Notieren eigener Rechenwege, z.B. 45 · 240).\n...können natürliche Zahlen durch einstellige Divisoren dividieren (im Kopf oder mit Notieren eigener Rechenwege, z.B. 231 : 7).",null,null,null,"g1"]
[null,null,"f","...können Dezimalzahlen bis 5 Wertziffern addieren und subtrahieren (im Kopf oder mit Notieren eigener Rechenwege, z.B. 30.8 + 5.6).\n...können Brüche mit den Nennern 2, 3, 4, 5, 6, 8, 10, 20, 50, 100 am Rechteckmodell kürzen, erweitern, addieren und subtrahieren.\n...können Grundoperationen mit dem Rechner ausführen.","g",null,null,"g"]
[null,null,"g","...können Dezimalzahlen bis 5 Wertziffern multiplizieren und die Ergebnisse überprüfen (im Kopf oder mit Notieren eigener Rechenwege, z.B. 308 · 52; 12 · 0,3).\n...können Brüche mit den Nennern 2, 3, 4, 5, 6, 8, 10, 20, 50, 100 am Rechteckmodell multiplizieren.\n...können Brüche mit den Nennern 2, 3, 4, 5, 6, 8, 10, 20, 50, 100, 1'000 als Dezimalzahlen schreiben.\n...können bestimmen, wie oft Stammbrüche in ganzen Zahlen enthalten sind (z.B. Wie viele Male ist ⅕ in 2 enthalten? → 2 : ⅕).",null,null,"o","ng"]
["MA.1.A.4","Die Schülerinnen und Schüler können Terme vergleichen und umformen, Gleichungen lösen, Gesetze und Regeln anwenden.","d","...können Beziehungen zwischen Produkten nutzen (z.B. 6 · 8 ist um 8 grösser als 5 · 8 oder mit dem Kommutativgesetz: z.B. 8 · 3 = 3 · 8).",null,null,"u","g3"]
[null,null,"e","...verstehen die Division als Umkehroperation der Multiplikation und den Zusammenhang zur Addition (z.B. 28 : 7 = 4 → 28 = 4 · 7 → 28 = 7 + 7 + 7 + 7).\n...können Beziehungen zwischen dem kleinen Einmaleins und dem Zehnereinmaleins nutzen.",null,null,null,"g2"]
[null,null,"f","...können Produkte durch Verdoppeln und Halbieren umformen (z.B. 8 · 26 = 4 · 52 = 2 · 104).\n...können das Assoziativgesetz bei Summen und Produkten nutzen (z.B. 136 + 58 + 42 = 136 + (58 + 42); 38 · 4 · 25 = 38 · (4 · 25)).\n...können natürliche Zahlen auf 10er, 100er und 1'000er runden.",null,null,null,"g1"]
[null,null,"g","...erkennen Zahlen, die durch 2, 5, 10, 100, 1'000 teilbar sind.\n...können Dezimalzahlen runden (z.B. 17'456 auf 100er; 1.745 auf Zehntel).","g",null,null,"g"]
[null,null,"h","...können Gleichungen mit Variablen durch Einsetzen oder Umkehroperationen lösen.\n...können die Rechenregeln Punkt vor Strich und die Klammerregeln befolgen\n(z.B. 4 + 8 - 2 · 3 = 6; (4 + 8 - 2) · 3 = 30; 4 + (8 - 2) · 3 = 22).\nErweiterung: ...können Teilbarkeitsregeln durch 3, 4, 6, 8, 9, 25, 50 nutzen und Teiler natürlicher Zahlen bestimmen.",null,null,"o","ng"]
["MA.1.B.1","Die Schülerinnen und Schüler können Zahl- und Operationsbeziehungen sowie arithmetische Muster erforschen und Erkenntnisse austauschen.","d","...können Produkte systematisch variieren und Auswirkungen beschreiben bzw. mit Anschauungsmaterial zeigen (z.B. 3 · 3, 6 · 3; 3 · 4, 6 · 4; 3 · 5, 6 · 5).\n...suchen eigene Lösungswege und tauschen sie aus.",null,null,"u","g4"]
[null,null,"e","...können Operationen systematisch variieren und Erkenntnisse austauschen (z.B. mit 3 Zahlen < 10 gleiche Ergebnisse bilden: 30 = 8 · 3 + 6 = 7 · 4 + 2 = 7 · 3 + 9; 32 = ).",null,null,null,"g3"]
[null,null,"f","lassen sich auf offene Aufgaben ein, erforschen Beziehungen, formulieren Vermutungen und suchen Lösungsalternativen.",null,null,null,"g2"]
[null,null,"g","...können operative Beziehungen zwischen natürlichen Zahlen erforschen und beschreiben (z.B. die Differenz von 2 Umkehrzahlen ist ein Vielfaches von 9: 41 - 14 = 27; 83 - 38 = 45).",null,null,null,"g1"]
[null,null,"h","...können heuristische Strategien verwenden: ausprobieren, Beispiele suchen, Analogien bilden, Regelmässigkeiten untersuchen, Annahmen treffen, Vermutungen formulieren.\n...können systematische Aufgabenfolgen bilden, weiterführen, verändern und beschreiben (z.B. auf einer Zahlentafel 5 Zahlen mit einer Figur abdecken und die Summe berechnen. Die Figur um eine, zwei, drei,  Position(en) verschieben).","g",null,null,"g"]
[null,null,"i","...können heuristische Strategien verwenden: durch Fragen die Problemstellung klären, systematisch variieren, mit vertrauten Aufgaben vergleichen, Annahmen treffen, Lösungsansätze austauschen.\n...können Beziehungen zwischen rationalen Zahlen erforschen und beschreiben (z.B. die Abstände zwischen den Stammbrüchen ½, ⅓, ¼,  auf dem Zahlenstrahl; Erweiterung: das Wachstum der Quotienten bei kleiner werdenden Divisoren, 4 : 2, 4 : 1, 4 : 0.5 ).\n...können arithmetische Zusammenhänge durch systematisches Variieren von Zahlen, Stellenwerten und Operationen erforschen und Beobachtungen festhalten (z.B. 10 : 9 = 1 R1, 100 : 9 = 11 R1, 1'000 : 9 = ).",null,null,"o","ng"]
["MA.1.B.2","Die Schülerinnen und Schüler können Aussagen, Vermutungen und Ergebnisse zu Zahlen und Variablen erläutern, überprüfen, begründen.","d","...können Quotienten mit der Umkehroperation überprüfen (z.B. 21 : 3 = 7 → 7 · 3 = 21).",null,null,"u","g3"]
[null,null,"e","...können Divisionen mit Rest mit der Umkehroperation begründen (z.B. 32 : 6 gibt Rest, weil 32 keine Zahl aus der 6er-Reihe ist).",null,null,null,"g2"]
[null,null,"f","...können Ergebnisse mit Überschlagsrechnungen überprüfen.\n...können die Anzahl Stellen von Produkten und Quotienten erforschen und begründen.",null,null,null,"g1"]
[null,null,"g","...können Ergebnisse zu Grundoperationen durch Vereinfachen (z.B. 8 · 13 = 4 · 26 = 2 · 52), Zerlegen (z.B. 17.8 + 23.5 = 17 + 3 + 20 + 1.3) und Umkehroperationen überprüfen.","g",null,null,"g"]
[null,null,"h","...können Aussagen zu arithmetischen Gesetzmässigkeiten erforschen, begründen oder widerlegen (z.B. eine ungerade Summe entsteht durch Addition einer geraden und einer ungeraden Zahl; die Produkte vier aufeinanderfolgender Zahlen sind durch 24 teilbar).\n...können die Anzahl Nachkommastellen bei Produkten und Quotienten von Dezimalzahlen erforschen und begründen (z.B. mit Rechner).",null,null,"o","ng"]
["MA.1.B.3","Die Schülerinnen und Schüler können beim Erforschen arithmetischer Muster Hilfsmittel nutzen.","c","...können Stellenwerttafel beim Erforschen arithmetischer Strukturen nutzen (z.B. Plättchen in die Stellenwerttafel legen und verschieben).",null,null,null,"ng"]
[null,null,"d","...können Anweisungen zu Handlungssequenzen (z.B. in Flussdiagrammen) befolgen und beim Erforschen arithmetischer Strukturen nutzen (z.B. 1. Starte mit einer zweistelligen Zahl / 2. Wenn die Zahl gerade ist: Dividiere durch 2, sonst: Multipliziere mit 3 und addiere 1 / 3. Wiederhole 2.).",null,null,null,"ng"]
[null,null,"e","...können elektronische Medien beim Erforschen arithmetischer Strukturen nutzen (z.B. umwandeln von 1/11, 2/11, 3/11,  in periodische Dezimalzahlen und die Ziffernfolge untersuchen).",null,null,"o","ng"]
[null,null,"f","...können mit elektronischen Medien Daten erfassen, sortieren und darstellen (Tabellenkalkulationsprogramm).",null,null,"o","ng"]
["MA.1.C.1","Die Schülerinnen und Schüler können Rechenwege darstellen, beschreiben, austauschen und nachvollziehen.","d","...erkennen in grafischen Modellen multiplikative Beziehungen, insbesondere Verdoppelungen und 1 · mehr bzw. 1 · weniger (z.B. 3 · 4 und 6 · 4 in einem Punktefeld als Verdoppelung).",null,null,"u","g2"]
[null,null,"e","...können Rechenwege zu den Grundoperationen darstellen, austauschen und nachvollziehen (z.B. 80 + 5 + 5 + 5 + 5 = 80 + 4 · 5; 347 - 160 → 160 + 40 + 147 = 347).",null,null,null,"g1"]
[null,null,"f","...können Rechenwege zu Grundoperationen mit Dezimalzahlen darstellen, austauschen und nachvollziehen (z.B. 35.7 + 67.8 in mehrere Summanden zerlegen und auf dem Rechenstrich darstellen).","g",null,null,"g"]
[null,null,"g","...können Summen, Differenzen und Produkte von Brüchen und von Dezimalzahlen mit geeigneten Modellen darstellen und beschreiben (z.B. Produkt: ⅓ von ¾ mit dem Rechteckmodell; Summe: ½ + ¼ mit dem Kreismodell).",null,null,"o","ng"]
["MA.1.C.2","Die Schülerinnen und Schüler können Anzahlen, Zahlenfolgen und Terme veranschaulichen, beschreiben und verallgemeinern.","d","...können Grundoperationen mit Handlungen, Sachbildern, Rechengeschichten und grafischen Strukturen veranschaulichen und Veranschaulichungen interpretieren.\n...können Beziehungen in und zwischen Grundoperationen zeigen und beschreiben (z.B. die Veränderung der Produkte 1 · 3, 2 · 4, 3 · 5, 4 · 6, ).",null,null,"u","g3"]
[null,null,"e","...können die Bedeutung der Ziffern im Stellenwertsystem darstellen (z.B. 2 100er-Platten, 5 10-er-Stäbe und 7 1er-Würfel stellen 257 dar).",null,null,null,"g2"]
[null,null,"f","...können Zahlenfolgen und Produkte veranschaulichen (z.B. 14 · 14 mit dem Malkreuz; die Zahlenfolge 1, 3, 6, 10,  mit Punkten).",null,null,null,"g1"]
[null,null,"g","...können Gesetzmässigkeiten im Bereich der natürlichen Zahlen mit Beispielen konkretisieren (z.B. Quadratzahlen haben eine ungerade Anzahl Teiler → 16: 1, 2, 4, 8, 16).\n...können Brüche mit den Nennern 2, 3, 4, 5, 6, 8, 10 darstellen und vergleichen sowie Darstellungen interpretieren (z.B. Kreis-, Rechteckmodell, Zahlenstrahl).\n...können Zahlenfolgen mit positiven rationalen Zahlen beschreiben\n(z.B. ½, ¼, ⅛, ; 0.7, 0.77, 0.777, ).","g",null,null,"g"]
[null,null,"h","...können Zahlenrätsel mathematisieren und erfinden (z.B. wenn man eine Zahl verdreifacht und um 3 vergrössert gibt es 33).\n...können Figurenfolgen numerisch beschreiben (z.B. die Anzahl sichtbarer Seiten bei Würfeltürmen mit 1, 2, 3, 4,  Würfeln).",null,null,"o","ng"]
["MA.2.A.1","Die Schülerinnen und Schüler verstehen und verwenden Begriffe und Symbole.","d","...verstehen und verwenden die Begriffe Figur, Länge, Breite, Fläche, Körper, spiegeln, verschieben.",null,null,"u","g3"]
[null,null,"e","...verstehen und verwenden die Begriffe Punkt, Ecke, Kante, Seitenfläche, Würfel, Quader.",null,null,null,"g2"]
[null,null,"f","...erkennen und benennen geometrische Körper (Würfel, Quader, Kugel, Zylinder, Pyramide) und Figuren in der Umwelt und auf Bildern.",null,null,null,"g1"]
[null,null,"g","...verstehen und verwenden die Begriffe Seite, Diagonale, Durchmesser, Radius, Flächeninhalt, Mittelpunkt, Parallele, Linie, Gerade, Strecke, Raster, Schnittpunkt, schneiden, Senkrechte, Symmetrie, Achsenspiegelung, Umfang, Winkel, rechtwinklig, Verschiebung, Geodreieck.\nverwenden die Symbole für rechte Winkel und parallele Linien.","g",null,null,"g"]
[null,null,"h","...verstehen und verwenden die Begriffe Koordinaten, Ansicht, Seitenansicht, Aufsicht, Vorderansicht.",null,null,"o","ng"]
["MA.2.A.2","Die Schülerinnen und Schüler können Figuren und Körper abbilden, zerlegen und zusammensetzen.","d","...können Figuren in Rastern vergrössern, verkleinern und verschieben.\n...können Vielecke in Drei- und Vierecke zerlegen und Figuren zusammensetzen (z.B. mit Dreiecken Figuren legen).",null,null,null,"g2"]
[null,null,"e","...können mit Grundfiguren verschieden parkettieren (z.B. mit Dreiecken oder Pentominos).\n...können Figuren an Achsen spiegeln und Spiegelbilder skizzieren.",null,null,null,"g1"]
[null,null,"f","...können reale Körper verschieben, kippen, drehen und erkennen entsprechende Abbildungen (z.B. einen Würfel zwei Mal kippen).","g",null,null,"g"]
[null,null,"g","...können Linien und Figuren mit dem Geodreieck vergrössern, verkleinern, spiegeln und verschieben und erkennen entsprechende Abbildungen.",null,null,"o","ng"]
["MA.2.A.3","Die Schülerinnen und Schüler können Längen, Flächen und Volumen bestimmen und berechnen.","c","...können Seitenlängen und Flächeninhalte von Drei- und Vierecken sowie Volumen von Würfeln und Quadern vergleichen (z.B. in zwei verschieden grosse Rechtecke mit Quadraten belegen).",null,null,"u","g2"]
[null,null,"d","...können Flächen mit Einheitsquadraten auszählen (z.B. das Schulzimmer mit Meterquadraten).",null,null,null,"g1"]
[null,null,"e","...können den Umfang von Vielecken messen und berechnen.\n...können den Flächeninhalt von Quadraten und Rechtecken berechnen.\n...können Quader aus einer gegebenen Anzahl Würfeln bilden und Quader in eine bestimmte Anzahl Quader zerlegen.","g",null,null,"g"]
[null,null,"f","...können Volumen von Quadern berechnen.\n...können den Flächeninhalt von nicht rechteckigen Figuren in Rastern annähernd bestimmen (z.B. die Anzahl Einheitsquadrate in einem Kreis auszählen).",null,null,"o","ng"]
["MA.2.B.1","Die Schülerinnen und Schüler können geometrische Beziehungen, insbesondere zwischen Längen, Flächen und Volumen, erforschen, Vermutungen formulieren und Erkenntnisse austauschen.","d","...erforschen Figuren und Körper und ...können Beziehungen formulieren (z.B. die Seitenflächen eines Quaders sind Rechtecke).",null,null,"u","g3"]
[null,null,"e","...können Figuren mit gegebenem Umfang bilden (z.B. Dreiecke mit 5, 6, oder 7 Streichhölzern legen).",null,null,null,"g2"]
[null,null,"f","...können Beziehungen zwischen Seitenlängen und Flächeninhalt bei Rechtecken in einem Raster erforschen.",null,null,null,"g1"]
[null,null,"g","...können Strecken an Figuren systematisch variieren, Auswirkungen erforschen, Vermutungen formulieren und austauschen (z.B. Flächeninhalt eines Rechtecks bei gegebenem Umfang mit einem Raster).","g",null,null,"g"]
[null,null,"h","...können beim Erforschen geometrischer Beziehungen Vermutungen formulieren, überprüfen und allenfalls neue Vermutungen formulieren.\nlassen sich auf Forschungsaufgaben zu Form und Raum ein (z.B. Rechtecke auf Rasterlinien zeichnen und die Anzahl Gitterpunkte auf den Diagonalen untersuchen).",null,null,"o","ng"]
["MA.2.B.2","Die Schülerinnen und Schüler können Aussagen und Formeln zu geometrischen Beziehungen überprüfen, mit Beispielen belegen und begründen.","a","...können Eigenschaften von Figuren und Körpern erforschen und beschreiben (z.B. beim Halbieren eines Quadrates entstehen u.a. Dreiecke oder Rechtecke).",null,null,"u","g2"]
[null,null,"b","...können heuristische Strategien verwenden: Linien und Winkel verändern, Beispiele skizzieren, Figuren und Körper vergleichen.\n...können Würfel- und Quadernetze durch Falten überprüfen.",null,null,null,"g1"]
[null,null,"c","...können Aussagen zu geometrischen Beziehungen im Dreieck, Viereck und Kreis überprüfen (z.B. ein Kreis und ein Viereck ...können sich in mehr als 4 Punkten schneiden).","g",null,null,"g"]
[null,null,"d","...können Aussagen sowie Umfang- und Flächenformeln zu Quadrat und Rechteck überprüfen und begründen oder widerlegen (z.B. in Rechtecken und Quadraten schneiden sich die Diagonalen rechtwinklig).",null,null,"o","ng"]
["MA.2.C.1","Die Schülerinnen und Schüler können Körper und räumliche Beziehungen darstellen.","d","...können die Aufsicht von Würfelgebäuden auf Karopapier zeichnen.",null,null,"u","g3"]
[null,null,"e","...können die Aufsicht, Vorderansicht und Seitenansicht von Quadern und Würfelgebäuden skizzieren.\n...können Würfelgebäude entsprechend der Aufsicht und Seitenansicht bauen und beschreiben.",null,null,null,"g2"]
[null,null,"f","...können Würfel und Quader im Schrägbild skizzieren.",null,null,null,"g1"]
[null,null,"g","...können aus Quadraten und Rechtecken Würfel und Quader herstellen und umgekehrt das Netz von Würfeln und Quadern durch Abwickeln zeichnen.","g",null,null,"g"]
[null,null,"h","...können zusammengesetzte Körper skizzieren und beschreiben (z.B. aus Schachteln, Rollen und Prismen).",null,null,"o","ng"]
["MA.2.C.2","Die Schülerinnen und Schüler können Figuren falten, skizzieren, zeichnen und konstruieren sowie Darstellungen zur ebenen Geometrie austauschen und überprüfen.","d","...können nach bildlicher Anleitung falten (z.B. ein Schiff).",null,null,"u","g2"]
[null,null,"e","...können Rechtecke mit gegebenen Seitenlängen zeichnen.\n...können Flächenornamente mit Zirkel und Lineal zeichnen, verändern und beschreiben.",null,null,null,"g1"]
[null,null,"f","...können mit Rastern, Zirkel und Geodreieck zeichnen (z.B. parallele Linien, rechte Winkel, rechtwinklige Dreiecke, Quadrate und Rechtecke).","g",null,null,"g"]
[null,null,"g","...können Faltungen, Skizzen und Zeichnungen nachvollziehen, beschreiben und überprüfen.\n...können Winkel übertragen und Winkel mit dem Geodreieck messen.\n...können mit dem Computer Formen zeichnen, verändern und anordnen.\n...können in einer Programmierumgebung Befehle zum Zeichnen von Formen eingeben, verändern und die Auswirkungen beschreiben (z.B. vorwärts, links drehen, vorwärts).",null,null,"o","ng"]
["MA.2.C.3","Die Schülerinnen und Schüler können sich Figuren und Körper in verschiedenen Lagen vorstellen, Veränderungen darstellen und beschreiben (Kopfgeometrie).","d","...können die Lage einer Figur oder eines Quaders in der Vorstellung verändern sowie Veränderungen beschreiben (z.B. ein Pult im Kopf um 180° drehen).\n...können Würfel- und Quadernetze in der Vorstellung überprüfen.",null,null,null,"g1"]
[null,null,"e","...können Körper in der Vorstellung zerlegen und zusammenfügen (z.B. eine vorgegebene Figur aus zwei Teilen des Somawürfels nachbauen).\n...können Operationen am Modell ausführen und Ergebnisse beschreiben (z.B. einen Würfel 4 Mal kippen, so dass die gleiche Augenzahl wieder oben liegt).","g",null,null,"g"]
["MA.2.C.4","Die Schülerinnen und Schüler können in einem Koordinatensystem die Koordinaten von Figuren und Körpern bestimmen bzw. Figuren und Körper aufgrund ihrer Koordinaten darstellen sowie Pläne lesen und zeichnen.","c","...können Objekte in einem Plan darstellen (z.B. Sitzordnung im Klassenzimmer).",null,null,"u","g3"]
[null,null,"d","...können Figuren in einem Koordinatensystem zeichnen, horizontal und vertikal verschieben sowie die Koordinaten der Eckpunkte angeben.",null,null,null,"g2"]
[null,null,"e","...können Pläne und Fotografien zur Orientierung im Raum lesen und nutzen.",null,null,null,"g1"]
[null,null,"f","...können zu Koordinaten Figuren zeichnen sowie die Koordinaten von Punkten bestimmen (z.B. Figuren auf dem Geobrett nach Koordinaten aufspannen und zeichnen).","g",null,null,"g"]
[null,null,"g","...können einen Wohnungsplan nach Massstab zeichnen bzw. entsprechende Pläne lesen.\n...können Wege und Lagebeziehungen skizzieren (z.B. Schulweg) bzw. entsprechende Pläne nutzen.",null,null,"o","ng"]
["MA.3.A.1","Die Schülerinnen und Schüler verstehen und verwenden Begriffe und Symbole zu Grössen, Funktionen, Daten und Zufall.","d","...können mit Münzen und Noten bis 100 Fr. Beträge legen.",null,null,"u","g4"]
[null,null,"e","...verstehen und verwenden die Begriffe Gewicht, Inhalt, Zeitpunkt, Zeitdauer, Sekunde.\n...können sich an Referenzgrössen orientieren: 1 km, 1 dm, 1 mm, 1 kg, 100 g, 1 l, 1 dl, 1 h, 1 min (z.B. 1 kg mit einer Packung Mehl assoziieren).\n...können Masseinheiten und deren Abkürzungen benennen und verwenden: Längen (km, dm, mm), Hohlmasse (l, dl ), Gewichte (kg, g), Zeit (h, min).",null,null,null,"g3","x"]
[null,null,"f","...können Masseinheiten und deren Abkürzungen benennen und verwenden: Hohlmasse (l, dl, cl, ml), Gewichte (t, kg, g, mg), Zeit (h, min, s).\n...können sich an Referenzgrössen orientieren: 1 s, 1 min.\n...können Vorsätze ...verstehen und verwenden: Kilo, Dezi, Centi, Milli.",null,null,null,"g2","x"]
[null,null,"g","...verstehen und verwenden die Begriffe (un)wahrscheinlich, (un)möglich, sicher.",null,null,null,"g1"]
[null,null,"h","...verstehen und verwenden die Begriffe Proportionalität, Flächeninhalt, Volumen, Inhalt, Mittelwert, Kreisdiagramm, Säulendiagramm, Liniendiagramm, Daten, Häufigkeit, Zufall, Speicher.\n...können sich an Referenzgrössen orientieren: 1 m², 1 dm², 1 cm², 1 mm², 1 bit, 1 Byte, 1 kB.\n...können Masseinheiten benennen und deren Abkürzungen verwenden: Flächenmasse (km², m², dm², cm², mm²), Zeit (d, h, min, s).","g",null,null,"g"]
[null,null,"i","...können sich an Referenzgrössen orientieren: 1 m³, 1 dm³, 1 cm³.\n...können Vorsätze ...verstehen und verwenden: Mega, Giga, Tera.",null,null,"o","ng"]
["MA.3.A.2","Die Schülerinnen und Schüler können Grössen schätzen, messen, umwandeln, runden und mit ihnen rechnen.","d","...können Geldbeträge mit Fr. und Rp. bilden, addieren und subtrahieren (z.B. 20 Fr. mit 2 · 5 Fr. + 5 · 2 Fr. bilden; 25 Fr. 60 Rp. + 14 Fr. 30 Rp.).\n...können analoge und digitale Uhrzeiten bestimmen.",null,null,"u","g4","x"]
[null,null,"e","...können Grössen schätzen, messen und in benachbarte Masseinheiten umwandeln: l, dl; m, cm, mm; kg, g (z.B. 2'000 g = 2 kg).\n...können Grössen addieren, subtrahieren und vervielfachen: l, dl; m, cm, mm; kg, g (z.B. 3 cm 5 mm + 2 cm 7 mm).\n...können Längen, Volumen und Gewichte schätzen und mit Repräsentanten vergleichen.\n",null,null,null,"g3"]
[null,null,"f","...können Längen, Gewichte, Inhalte, Zeitpunkte und Zeitdauern schätzen und messen sowie mit einer geeigneten Masseinheit angeben.",null,null,null,"g2","x"]
[null,null,"g","...können mit Längen, Gewichten, Volumen und Zeitangaben rechnen sowie entsprechende Grössen in benachbarte Masseinheiten umwandeln.",null,null,null,"g1","x"]
[null,null,"h","...können Grössen (Geld, Längen, Gewicht bzw. Masse, Zeit, Volumen [l]) schätzen, bestimmen, vergleichen, runden, mit ihnen rechnen, in benachbarte Masseinheiten umwandeln und in zweifach benannten Einheiten schreiben.","g",null,null,"g","x"]
["MA.3.A.3","Die Schülerinnen und Schüler können funktionale Zusammenhänge beschreiben und Funktionswerte bestimmen.","c","...können lineare und nichtlineare Zahlenfolgen weiterführen (z.B. 90, 81, 70, 57, ; 1, 4, 9, 16, ; 1, 3, 6, 10, 15, ).",null,null,null,"g2"]
[null,null,"d","...können Wertetabellen zu proportionalen Zusammenhängen mit Geldbeträgen beschreiben und weiterführen (z.B. 100 g → 5.40 Fr.; 200 g → 10.80 Fr.; 300 g → 16.20 Fr., ).",null,null,null,"g1"]
[null,null,"e","...können funktionale Zusammenhänge in Wertetabellen erfassen (z.B. zurückgelegte Distanzen bei einer Geschwindigkeit von 4.5 km/h nach 10 min, 20 min, 30 min, ).\n...können mit proportionalen Beziehungen rechnen (z.B. 300 g Käse zu 20 Fr./kg; Treibstoffverbrauch für 700 km zu 6 l/100 km).","g",null,null,"g"]
[null,null,"f","...können Anteile bestimmen und vergleichen (z.B. in X mit 2 Spielwarengeschäften leben 12 000 Menschen; in Y mit 8 Spielwarengeschäften leben 30 000 Menschen).",null,null,"o","ng"]
["MA.3.B.1","Die Schülerinnen und Schüler können zu Grössenbeziehungen und funktionalen Zusammenhängen Fragen formulieren, diese erforschen sowie Ergebnisse überprüfen und begründen.","d","...können Beziehungen zwischen Längen, Preisen und Zeiten überprüfen (z.B. grössere Gegenstände sind teurer oder weitere Wege brauchen mehr Zeit).",null,null,"u","g1","x"]
[null,null,"e","...können zu Beziehungen zwischen Grössen Fragen formulieren, erforschen, und funktionale Zusammenhänge überprüfen (z.B. die Füllhöhe von ½ Liter, 1 Liter, 2 Liter in verschiedenen Gefässen; das Verhältnis zwischen Preis und Gewicht eines Produkts; das Gewicht eines Lightgetränks und einer Limonade).","g",null,null,"g"]
[null,null,"f","...können Grössen anderer Kulturen erforschen (z.B. verschiedene Längeneinheiten im Mittelalter der deutschen Schweiz).\n...können Experimente, Messungen und Berechnungen vergleichen (z.B. Wie genau lässt sich die Raumlänge mit Fusslängen messen?).",null,null,"o","ng"]
[null,null,"g","...können funktionale Zusammenhänge, insbesondere zu Preis - Leistung und Weg - Zeit, formulieren und begründen (z.B. Kauf von Getränken, die in verschiedenen Packungsgrössen angeboten werden).",null,null,"o","ng"]
["MA.3.B.2","Die Schülerinnen und Schüler können Sachsituationen zur Statistik, Kombinatorik und Wahrscheinlichkeit erforschen, Vermutungen formulieren und überprüfen.","b","...können systematisch kombinieren und variieren (z.B. Paarbildungen mit 6 Kindern).\n...können zu statistischen Daten Fragen stellen und beantworten (z.B. der längste Schulweg ist mehr als doppelt so lang wie der kürzeste; die meisten Kinder wohnen weniger als 1 km von der Schule entfernt).",null,null,null,"g1","x"]
[null,null,"c","...können auszählbare Kombinationen und Permutationen erforschen, Beobachtungen festhalten und Aussagen überprüfen (z.B. Kombinationen von Zahlen beim Veloschloss; Permutationen mit Buchstaben ADEN, ADNE, AEDN, ).","g",null,null,"g"]
[null,null,"d","...können in auszählbaren Variationen und Kombinationen alle Möglichkeiten systematisch aufschreiben (z.B. Zahlen mit den Ziffern 1, 2, 3 mit und ohne Wiederholung: 123, 132, 213, 231, 312, 321, 112, 121, 211, ).",null,null,"o","ng"]
["MA.3.C.1","Die Schülerinnen und Schüler können Daten zu Statistik, Kombinatorik und Wahrscheinlichkeit erheben, ordnen, darstellen, auswerten und interpretieren.","c","...können Längen und Preise grafisch darstellen (z.B. 1 Fr. oder 1 cm mit je einem Karo).",null,null,"u","g3"]
[null,null,"d","...können Daten zu Längen, Inhalten, Gewichten, Zeitdauern, Anzahlen und Preisen in Tabellen und Diagrammen darstellen und interpretieren (z.B. zu Haustieren).\n...können Zufallsexperimente durchführen, Ergebnisse protokollieren und interpretieren (z.B. 50 mal zwei Würfel werfen).",null,null,null,"g2","x"]
[null,null,"e","...können Daten statistisch erfassen, ordnen, darstellen und interpretieren (z.B. Schulwege: Distanz, Transportmittel, Zeitdauer).",null,null,null,"g1","x"]
[null,null,"f","...können Datensätze nach Kriterien auswerten und in Datensätzen Mittelwert, Maximum und Minimum bestimmen.","g",null,null,"g"]
[null,null,"g","...können Daten zu Längen, Inhalten, Gewichten, Zeitdauern, Anzahlen und Preisen mit dem Computer in Diagrammen darstellen und interpretieren.\n...können die Wahrscheinlichkeit einzelner Ereignisse vergleichen.",null,null,"o","ng"]
["MA.3.C.2","Die Schülerinnen und Schüler können Sachsituationen mathematisieren, darstellen, berechnen sowie Ergebnisse interpretieren und überprüfen.","c","...können zu Rechengeschichten Grundoperationen mit Platzhaltern bzw. Umkehroperationen bilden, diese lösen und interpretieren (z.B. ein Geschenk kostet 36 Fr., 23 Fr. wurden gespart. Wie viel fehlt noch?).",null,null,"u","g2"]
[null,null,"d","...können zu Texten, Tabellen und Diagrammen Fragen stellen, eigene Berechnungen ausführen sowie Ergebnisse interpretieren und überprüfen.",null,null,null,"g1"]
[null,null,"e","...erkennen in Sachsituationen Proportionalitäten (z.B. zwischen Anzahl Schritten und Distanz).\n...können Informationen aus Sachtexten, Tabellen, Diagrammen und Bildern aus den Medien verarbeiten.","g",null,null,"g"]
["MA.3.C.3","Die Schülerinnen und Schüler können Terme, Formeln, Gleichungen und Tabellen mit Sachsituationen konkretisieren.","d","...können Gleichungen mit einem Platzhalter durch Rechengeschichten oder Bilder konkretisieren (z.B. 28 + _ = 50 → ein Bus hat 50 Sitzplätze, 28 sind bereits besetzt).",null,null,"u","g2"]
[null,null,"e","...können Rechentermen und Tabellen eine Bedeutung geben (z.B. 125 Fr. + 4 Fr. + 4 Fr. + 4 Fr. - 34 Fr. → 125 Fr. Ersparnisse. 3 Wochen zu je 4 Franken Sackgeld. Kauf eines Balles für 34 Fr.).",null,null,null,"g1"]
[null,null,"f","...können zu einer proportionalen Wertetabelle Zusammenhänge beschreiben (z.B. die Anzahl min je zurückgelegtem km).","g",null,null,"g"]

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["Deutsch",null,null,null,"Grundanspruch",null,"Gem. mit Nachbarzyklus",null,"Schreib-Atelier","Sprachparcours","Gesprächskreis vor Schreib-Atelier","Differenzierte Beratung"]
[]
[]
[]
[]
[]
["D.1.A.1","Die Schülerinnen und Schüler können Laute, Silben, Stimmen, Geräusche und Töne wahrnehmen, einordnen und vergleichen. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gehörte angemessen schnell zu verstehen.","e","...können nonverbale Mittel (z.B. Gestik, Mimik, Körperhaltung) und paraverbale Mittel (z.B. Intonation, Sprechfluss) in der Hörsituation deuten.\n...können eine Hörerwartung aufbauen und die nötige Ausdauer aufbringen, um einem längeren Hörbeitrag zu folgen.",null,null,"u","g1"]
[null,null,"f","...können in anforderungsreichen Situationen (z.B. Zeitdruck, Nebengeräusche) Emotionen der sprechenden Person einschätzen.\n...können Wörter und Wendungen in unterschiedlichen Situationen verstehen und so ihren rezeptiven Wortschatz erweitern.","g",null,null,"g"]
[null,null,"g","...können unterschiedliche Sprachregister aufgrund des Wortschatzes erkennen (z.B. Fachsprachen, Jugendsprachen, Sportsprachen).",null,null,"o","ng"]
["D.1.B.1","Die Schülerinnen und Schüler können wichtige Informationen aus Hörtexten entnehmen.","d","...können ein globales Hörverständnis zu verschiedenen Hörtexten aufbauen (z.B. Erzählung, Theaterstück, Szene aus Film, Gedicht, Sachtext).\n...können Wichtiges in einfachen Mitteilungen erkennen (z.B. telefonische Auskunft, Lautsprecherdurchsage).\n...können die Bedeutung einfacher unbekannter Wörter aus dem Kontext erschliessen.",null,null,"u","g2"]
[null,null,"e","...können mit Unterstützung eine Hörerwartung aufbauen (z.B. Vorwissen aktivieren, durch vorheriges Lesen der Hörverständnis-Fragen).\n...können Hörtexten folgen, naheliegende implizite Informationen erschliessen und kurze Szenen (aus einer Hörgeschichte) nachspielen.",null,null,null,"g1"]
[null,null,"f","...können unter Anleitung wichtige, auch implizite Informationen eines Hörtextes verstehen und wiedergeben (z.B. Bericht, Vortrag, Hörspiel).\n...können Kernaussagen von Erklärungen und Berichten verstehen, notieren und visualisieren (z.B. Mindmap, Diagramm).\n...können die Bedeutung von unbekannten Wörtern aus dem Kontext erschliessen, erfragen oder mit Unterstützung mit geeigneten Hilfsmitteln (z.B. Wörterbuch, Sachbuch, Internet) nachschlagen und damit ihren rezeptiven Wortschatz erweitern.","g",null,null,"g"]
["D.1.C.1","Die Schülerinnen und Schüler können Gesprächen folgen und ihre Aufmerksamkeit zeigen.","c","...können in vertrauten Kommunikationssituationen Stimmungen wahrnehmen (z.B. emotionale Verletzung, Betroffenheit, Wut, Ärger, Freude).\n...können Gesprächsbeiträgen folgen und sich für sie Bedeutsames merken.\n...können nachfragen, wenn sie etwas in einem Gespräch nicht verstanden haben.",null,null,"u","g2"]
[null,null,"d","...können ihre Aufmerksamkeit in einem längeren Gespräch aufrecht erhalten und sich passend einbringen.\n...können längere Gespräche so verstehen, dass sie deren Inhalt wiedergeben können.",null,null,null,"g1",null,null,"x"]
[null,null,"e","...können verschiedenen, längeren Gesprächen folgen und dabei ihre aktive Beteiligung nonverbal, paraverbal und verbal zeigen (aktives Zuhören).\n...können vertraute Kommunikationssituationen, die Absichten der Sprechenden und die emotionale Wirkung von Gehörtem einschätzen.\n...können im Gespräch gezielt nachfragen, wenn sie etwas genauer wissen möchten. Sie...können damit ihren Wortschatz erweitern.\n...können an einem Gespräch teilnehmen und die entsprechenden Gesprächsregeln meist einhalten (z.B. zuhören, ausreden lassen).","g",null,null,"g",null,null,"x"]
[null,null,"f","...können in Aushandlungs- oder Konfliktsituationen das Gesprächsverhalten der anderen einschätzen und angemessen reagieren.",null,null,"o","ng"]
["D.1.D.1","Die Schülerinnen und Schüler können ihr Hörverhalten und ihr Hörinteresse reflektieren.","b","...können sich Störfaktoren einer Gesprächssituation bewusst machen und sie beim Zuhören berücksichtigen (z.B. Lärmpegel, undeutliche Aussprache).",null,null,null,"g1"]
[null,null,"c","...können mithilfe von Leitfragen beschreiben, welche Hörstrategien sie beim Zuhören anwenden, um das Gehörte zu verstehen (z.B. einen Hörtext in Portionen abspielen, Fragen vor dem Zuhören lesen).\n...können sich unter Anleitung darüber austauschen, welche Wirkung ein Gesprächsbeitrag auf sie hat.","g",null,null,"g"]
["D.2.A.1","Die Schülerinnen und Schüler verfügen über Grundfertigkeiten des Lesens. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gelesene schnell zu verstehen.","d","...erkennen häufig wiederkehrende Morpheme auf einen Blick (z.B. ver-, vor-, nach- als Vormorpheme, bekannte Stamm-Morpheme).",null,null,"u","g2"]
[null,null,"e","...können eine inhaltliche und grammatische Leseerwartung aufbauen.",null,null,null,"g1"]
[null,null,"f","...können einen längeren geübten Text flüssig vorlesen.\n...können Wörter bzw. Wortbilder, die ihnen vertraut sind, schnell erkennen (rezeptiver Wortschatz aktivieren).","g",null,null,"g"]
[null,null,"g","verfügen über ein Lesetempo, das dem Textverstehen dient.",null,null,"o","ng"]
["D.2.B.1","Die Schülerinnen und Schüler können wichtige Informationen aus Sachtexten entnehmen.","d","...können unter Anleitung die Bibliothek als Ort zur Lektüre- und Informationsbeschaffung nutzen.\n...können aus kurzen, mit Titel und Absätzen übersichtlich strukturierten und illustrierten Sachtexten wesentliche Informationen entnehmen.",null,null,"u","g2"]
[null,null,"e","...können übersichtliche Sachtexte mit Fotos und Abbildungen überblicken.\n...können das eigene Vorwissen aktivieren und mithilfe von eigenen oder vorgegebenen Fragen eine Leseerwartung aufbauen.\n...können Abbildungen zum Verstehen des Textes nutzen.\n...können in kurzen Sachtexten mit Unterstützung Wesentliches markieren und Unklarheiten kennzeichnen.",null,null,null,"g1"]
[null,null,"f","...können die Struktur eines Textes erkennen und explizite Informationen entnehmen.\n...können einen übersichtlich strukturierten, kürzeren Text als Ganzes verstehen, auch wenn sie einzelne Wörter nicht verstehen.\n...können mithilfe von zielgerichteten Fragen naheliegende implizite Informationen erschliessen und Abbildungen und Text zueinander in Bezug setzen.\n...können die Bedeutung von unbekannten Wörtern aus dem Kontext erschliessen, erfragen oder mit geeigneten Hilfsmitteln (z.B. Wörterbuch, Sachbuch, Internet) nachschlagen und damit ihren rezeptiven Wortschatz erweitern.","g",null,null,"g"]
[null,null,"g","...können unter Anleitung Informationen aus übersichtlichen Grafiken, Diagrammen und Tabellen entnehmen.\n...können Sachtexte im Rahmen einer Recherche beschaffen (z.B. im Internet, in der Bibliothek) und die darin enthaltenen Informationen mithilfe von Leitfragen für weitere Arbeiten nutzen (z.B. Referat).\n...können Informationen aus unterschiedlichen Sachtexten unter Anleitung verarbeiten (z.B. Stichwortliste, Mindmap, Zeitstrahl).",null,null,"o","ng"]
["D.2.C.1","Die Schülerinnen und Schüler können literarische Texte lesen und verstehen.","d","...können ihr Textverständnis zeigen, indem sie einen Text gestaltend vorlesen (z.B. einzelne Figuren stimmlich unterscheiden).",null,null,"u","g2"]
[null,null,"e","...können mit Unterstützung aufgrund von Cover, Klappentext, Illustrationen und Textausschnitten, (Hör-)Bücher und andere Medien auswählen.\n...können mit Unterstützung (z.B. Vorlesen, Hinweise durch Lehrperson, Hörbuch) Stimmungen, die ein Text vermittelt, wahrnehmen (z.B. Spannung in einem Krimi).",null,null,null,"g1"]
[null,null,"f","...können ein Buch auswählen, indem sie in verschiedenen Büchern schnuppern (z.B. durchblättern, Anfang oder Schluss lesen).\n...können sich in Figuren hineinversetzen, ihr Handeln sowie mit Unterstützung deren Absichten und Motive nachvollziehen und diese mit der eigenen Lebenswelt in Verbindung bringen.\n...können in Gedichten den für sie bedeutsamen Kerngedanken mit Unterstützung formulieren.\n...können ihr Textverständnis zeigen, indem sie einen Text gestaltend vorlesen, dass Unterschiede zwischen erzählend-beschreibenden Passagen und Figurenrede deutlich werden.\n...können sich mit Unterstützung in einer Schulbibliothek orientieren und deren Angebote nutzen.","g",null,null,"g"]
[null,null,"g","...können mit Unterstützung typische Eigenschaften wie gerecht und ungerecht und Absichten der Figuren erschliessen, auch wenn diese nicht explizit erwähnt sind.",null,null,"o","ng"]
["D.2.D.1","Die Schülerinnen und Schüler können ihr Leseverhalten und ihre Leseinteressen reflektieren.","b","...können unter Anleitung und mit passenden Beurteilungshilfen einander Rückmeldungen geben, wie gut sie (vor-)lesen.",null,null,"u","g1"]
[null,null,"c","...können unter Anleitung beschreiben, welche Lesestrategien sie angewendet haben (z.B. überblicken, markieren, Randnotizen).\n...können unter Anleitung darüber nachdenken, wie sie einen Text verstanden haben, und sich über ihr Textverständnis austauschen.\n...können beschreiben, unter welchen Voraussetzungen sie sich auf eine Lektüre einlassen und wie sie ins Lesen versinken können.\n...können beschreiben, wie sie das Lesen von Texten auch ausserhalb des Unterrichts bereichert und inwiefern dies ihren Horizont erweitert.","g",null,null,"g"]
["D.3.A.1","Die Schülerinnen und Schüler können ihre Sprechmotorik, Artikulation, Stimmführung angemessen nutzen. Sie können ihren produktiven Wortschatz und Satzmuster aktivieren, um angemessen flüssig zu sprechen.","c","...können nonverbale (z.B. Gestik, Mimik, Körperhaltung) und paraverbale Mittel (z.B. Atmung, Intonation, Sprechfluss) angemessen verwenden.",null,null,"u","g1"]
[null,null,"d","...können das Zusammenspiel von Verbalem, Paraverbalem und Nonverbalem gestalten.\n...verfügen über einen zunehmend reichhaltigen Wortschatz, um sich präzis auszudrücken.","g",null,null,"g"]
["D.3.B.1","Die Schülerinnen und Schüler können sich in monologischen Situationen angemessen und verständlich ausdrücken.","d","...können eine Geschichte verständlich nacherzählen.\n...können mithilfe eines Schemas ihre Arbeitsergebnisse und Gedanken vortragen (z.B. vorgegebene Textbausteine, Ablauf).\n...können Ergebnisse einer Gruppenarbeit verständlich weitergeben und dabei verschiedene Medien nutzen (z.B. Bild-, Textdokument).",null,null,"u","g2"]
[null,null,"e","...können Strukturierungshilfen für eine Kurzpräsentation nutzen (z.B. Mindmap, Gliederung, Stichworte).\n...können ein Erlebnis mit einem erkennbaren Spannungsbogen erzählen.\n...können eine erfundene Geschichte erzählen (z.B. mithilfe von Bildern, einer Skizze, einer Erzählpartitur).",null,null,null,"g1"]
[null,null,"f","...können ein Buch (Kinder-/Jugendliteratur, Sachbuch) oder einen Film in Standardsprache präsentieren.\n...können eine Geschichte in Standardsprache zusammenhängend erzählen, wobei erstsprachliche und mundartliche Auffälligkeiten vorkommen können.\n...können Arbeitsergebnisse der Klasse präsentieren.\n...können Gedichte und Kurztexte vor einem Publikum wirkungsvoll vortragen.","g",null,null,"g"]
[null,null,"g","...können mit Unterstützung Sachthemen in Büchern und im Internet recherchieren, auswählen, strukturieren und ihr Wissen präsentieren (z.B. Sachvortrag, Beschreibung, Bericht, Podcast).\n...können mithilfe von Stichworten und Notizen eine Präsentation strukturieren.",null,null,"o","ng"]
["D.3.C.1","Die Schülerinnen und Schüler können sich aktiv an einem Dialog beteiligen","d","...können sich in längeren Gesprächen angemessen einbringen und thematisch passende Beiträge beisteuern.\n...können eigene Gesprächsbeiträge aufschieben, damit andere ihren Beitrag zu Ende führen können.",null,null,null,"g1",null,null,"x"]
[null,null,"e","...können ihren Beitrag mit nonverbalen (z.B. Handzeichen) und verbalen Signalen rechtzeitig ankündigen.\n...können ein Gespräch vorbereiten und durchführen (z.B. Telefongespräch, Klassendiskussion).\n...können eine Gruppenarbeit leiten, wenn dafür klare Anweisungen vorliegen (z.B. Zeit einhalten, Resultate festhalten).\n...können sich meist an festgelegte Gesprächsregeln halten (z.B. sich vor dem Reden melden, zu den anderen gerichtet sprechen).\n...können ihre Gedanken im Gespräch einbringen, im Austausch verdeutlichen und ihre Meinung mit einem Argument unterstützen.","g",null,null,"g",null,null,"x"]
[null,null,"f","...können in Konsens- und Konfliktgesprächen ihre eigene Meinung in Mundart und Standardsprache zum Ausdruck bringen und von sich aus mit einem Argument stützen.\n...können zu einfachen Themen und in kurzen Gesprächen die Moderation übernehmen (z.B. Gruppenarbeit eröffnen, Klassenrat).",null,null,"o","ng"]
["D.3.D.1","Die Schülerinnen und Schüler können ihr Sprech-, Präsentations- und Gesprächsverhalten reflektieren.","b","...können eine angenehme und wertschätzende Gesprächsatmosphäre als Bereicherung erfahren und dies in eigenen Worten ausdrücken.",null,null,null,"g1"]
[null,null,"c","...können über Sinn und Funktion von Gesprächsregeln nachdenken.\n...können mithilfe von Kriterien über eine Präsentation und ihre Wirkung nachdenken (z.B. adressatengerecht).\n...können sich darüber austauschen, welche (emotionale) Wirkung ein Gesprächsbeitrag auf sie hat.\n...können ihre Fortschritte in Bezug auf ihr Sprechverhalten in Präsentation und Gespräch mithilfe von Leitfragen beschreiben.","g",null,null,"g",null,null,"x"]
[null,null,"d","...können mithilfe von Leitfragen über die Gesprächsleitung einer Gruppenarbeit nachdenken und Verbesserungsvorschläge machen.\n...können unter Anleitung darüber nachdenken, in welcher Art und Weise sie selber den Gesprächsverlauf beeinflusst haben.",null,null,"o","ng"]
["D.4.A.1","Die Schülerinnen und Schüler können in einer persönlichen Handschrift leserlich und geläufig schreiben und die Tastatur geläufig nutzen. Sie entwickeln eine ausreichende Schreibflüssigkeit, um genügend Kapazität für die höheren Schreibprozesse zu haben. Sie können ihren produktiven Wortschatz und Satzmuster aktivieren, um flüssig formulieren und schreiben zu können.","e","...können mit verschiedenen Schreibgeräten ihre Texte gestalten (z.B. verschiedene Schreibstifte, Tastatur).\n...können mit grundlegenden Elementen der Bedienungsoberfläche eines Textprogramms umgehen.",null,null,"u","g2"]
[null,null,"f","...können die Buchstabenabläufe in einer teilverbundenen oder verbundenen Schrift schreiben.",null,null,null,"g1","o"]
[null,null,"g","...entwickeln Elemente einer persönlichen Handschrift.\n...können in einem dem Formulieren dienlichen Tempo mit verschiedenen Schreibgeräten leserlich schreiben bzw. beherrschen die dafür nötige Feinmotorik (von Hand und mit der Tastatur).\n...können Wörter, Wendungen und Satzmuster in verschiedenen Schreibsituationen angemessen verwenden und ihren produktiven Wortschatz aktivieren (z.B. Notizen machen, Mindmap erstellen, Bericht oder Erzählung verfassen).","g",null,null,"g","o"]
[null,null,"h","...können in einer leserlichen, geläufigen und persönlichen Handschrift schreiben.\n...können in angemessener Schreibflüssigkeit (Handschrift) schreiben, um genügend Kapazität für die höheren Schreibprozesse zu haben (z.B. Formulieren, Erzählfaden entwickeln).",null,null,"o","ng","o"]
["D.4.B.1","Die Schülerinnen und Schüler kennen vielfältige Textmuster und können sie entsprechend ihrem Schreibziel in Bezug auf Struktur, Inhalt, Sprache und Form für die eigene Textproduktion nutzen.","d","...kennen das Muster eines Dialogs, um es für das eigene Schreiben nutzen zu können.",null,null,null,"g1","o"]
[null,null,"e","...kennen Erzählmuster wie Erzählperspektive, Perspektivenwechsel, um sie für das eigene Schreiben nutzen zu können (z.B. Erlebniserzählung aus Sicht von zwei oder mehr Figuren, Parallelgeschichte).\n...kennen inhaltliche und formale Merkmale von dokumentierenden Textsorten (z.B. Lernjournal, Protokoll), um sie für das eigene Schreiben nutzen zu können.","g",null,null,"g","o"]
[null,null,"f","...kennen vielfältige Textmuster (z.B. poetische Formen, Zusammenfassung, Interview, E-Mail, Portfolio, Plakat, Wandzeitung, Präsentationsfolien), um sie für das eigene Schreiben nutzen zu können.",null,null,"o","ng","x"]
["D.4.C.1","Die Schülerinnen und Schüler können ein Repertoire an angemessenen Vorgehensweisen zum Ideenfinden und Planen aufbauen und dieses im Schreibprozess zielführend einsetzen.","c","...können erste Zielvorstellungen davon entwickeln, wozu sie schreiben.\nzeigen die Bereitschaft, während des Schreibens neue Ideen zu entwickeln.",null,null,"u","g2"]
[null,null,"d","...können allein oder in Gruppen verschiedene Schreibideen entwickeln, diese strukturieren und ihren Schreibprozess unter Anleitung planen (z.B. Mindmap, Stichwortliste).",null,null,null,"g1","x",null,"o"]
[null,null,"e","...können verschiedene Vorgehensweisen zur Ideenfindung bei Geschichten und Gedichten selbstständig einsetzen.\n...können verschiedene Recherchiertechniken einsetzen, um die Inhalte für einen Sachtext zu erarbeiten und den Text zu planen.\n...können Medien auswählen und als Informationsquelle für ihr Lernen nutzen (z.B. Lexikon, Suchmaschine, Schulfernsehen), damit sie die Inhalte für einen entsprechenden Sachtext erarbeiten können.","g",null,null,"g","o"]
[null,null,"f","zeigen die Bereitschaft, auch längere Texte immer wieder mit neuen Ideen zu ergänzen und auch bei auftauchenden Problemen den Schreibprozess entsprechend zu planen.\n...können Zielvorstellungen entwickeln und beschreiben, welches Schreibziel sie verfolgen.",null,null,"o","ng","o"]
["D.4.D.1","Die Schülerinnen und Schüler können ihre Ideen und Gedanken in eine sinnvolle und verständliche Abfolge bringen. Sie können in einen Schreibfluss kommen und ihre Formulierungen auf ihr Schreibziel ausrichten.","c","...können ihre Gedanken und Ideen in eine verständliche Abfolge bringen und in passende Worte fassen. Die Schreibsituation und der Schreibprozess werden dabei zunehmend eigenständig gestaltet.\n...können ihre Formulierungen zunehmend dem Schreibziel anpassen (z.B. adressatengerecht ausgerichtet).\n...können ihre Texte auch am Computer entwerfen und Grundfunktionen eines Textverarbeitungsprogramms einsetzen (z.B. Elementen der Bedienungsoberfläche nutzen: Datei öffnen, schreiben, speichern).",null,null,"u","g1"]
[null,null,"d","...können Wörter, Begriffe und Wendungen zum Thema aufbauen und angemessen verwenden.\n...können sich in einen Schreibfluss versetzen (z.B. automatisches Schreiben, Herumgehen und vor sich hin sprechen, gegenseitiges Erzählen, drauflos schreiben und nicht dauernd korrigieren).\n...können ihre Gedanken und Ideen im Text in eine verständliche und sinnvolle Abfolge bringen.\n...können Grundfunktionen von Programmen (z.B. verschieben, kopieren, löschen) nutzen, um ihre Produkte zu erstellen und zu bearbeiten (z.B. Text, Tabelle, Präsentation, Bild).","g",null,null,"g","o"]
["D.4.E.1","Die Schülerinnen und Schüler können ihren Text in Bezug auf Schreibziel und Textsortenvorgaben inhaltlich überarbeiten.","b","...können im Austausch mit anderen (z.B. Schreibkonferenz, Feedback) einzelne positive Aspekte und Unstimmigkeiten im eigenen Texterkennen.",null,null,"u","g2"]
[null,null,"c","...können die Leserperspektive ansatzweise einnehmen (z.B. mit Leitfragen, Denkmuster).",null,null,null,"g1","o"]
[null,null,"d","...können einzelne vorher besprochene Punkte in ihren Texten mithilfe von Kriterien am Computer oder auf Papier überarbeiten.\n...können mithilfe von Kriterien positive Aspekte erkennen sowie Unstimmigkeiten in Bezug auf ihr Schreibziel feststellen und Alternativen finden (z.B. Wörter, Wendungen, Aufbau, Reihenfolge).","g",null,null,"g","o"]
[null,null,"e","...können beim Besprechen ihrer Texte auch die Leserperspektive einnehmen und bei Bedarf zusätzliche textstrukturierende Mittel einsetzen (z.B. Titel, Absatz, Aufzählung).",null,null,"o","ng","o"]
["D.4.F.1","Die Schülerinnen und Schüler können ihren Text in Bezug auf Rechtschreibung und Grammatik überarbeiten.","b","...können ihren Text im Austausch mit anderen sprachformal überarbeiten, wenn die Fehlerstelle markiert ist. Sie können dabei folgende Regeln in typischen Fällen beachten: sch-Schreibung, sp-/st-Schreibung, ng-Schreibung, gebräuchliche abstrakte Nomen gross, Satzschlusszeichen.",null,null,"u","g2","o",null,null,"x"]
[null,null,"c","...können am Computer durch gezieltes Ausprobieren falsche Wortschreibungen korrigieren, wenn der Computer eine Falschschreibung anzeigt.\n...können beim gemeinsamen Überarbeiten auf folgende Regeln achten: ie-Schreibung, e-/ä-Schreibung, Komma bei Aufzählungen.",null,null,null,"g1","o","x","x","x"]
[null,null,"d","zeigen die Bereitschaft, ihren Text auf Fehler hin durchzulesen und entwickeln dabei auch eine Fehlersensibilität.\n...können im Austausch mit anderen die meisten Unkorrektheiten in Wörtern und Sätzen finden und sprachformal überarbeiten, wenn sie dabei Punkt für Punkt vorgehen. Sie beachten dabei folgende Regeln: Wortstammregel bei leicht erkennbaren Stämmen, Doppelkonsonantenregel, Grossschreibung von typischen abstrakten Nomen (z.B. Glück), Kommas zwischen leicht erkennbaren Verbgruppen (Teilsätze). Die Zeichen bei der direkten Rede...können sie mithilfe eines grafischen Schemas setzen.\n...können die rechtschreibrelevanten Grammatikproben gezielt einsetzen.\n...können für Zweifelsfälle das Wörterbuch nutzen.","g",null,null,"g","o","x","x","x"]
[null,null,"e","...können einfache Rechtschreibproblemeerkennen und eine passende Lösungsstrategie wählen (z.B. Stamm erkennen, Analogie suchen, Regelwissen aktivieren, nachschlagen).\n...können am Computer Korrekturprogramme angemessen einsetzen.\n...können im Austausch mit anderen Unkorrektheiten in Wörtern und Sätzen feststellen und korrigieren. Sie beachten dabei folgende Regeln: Grossschreibung von abgeleiteten Nomen mit häufigen Nachmorphemen (z.B. Frei-heit, Entdeck-ung).",null,null,"o","ng","o",null,null,"x"]
["D.4.G.1","Die Schülerinnen und Schüler können über ihren Schreibprozess und ihre Schreibprodukte nachdenken und deren Qualität einschätzen.","b","...können unter Anleitung ihre Vorgehensweisen beim Ideensammeln, Planen und Entwerfen besprechen.",null,null,"u","g2"]
[null,null,"c","...können mithilfe von Kriterien über Textqualitäten sprechen, um damit ein Gefühl für gelungene Textstellen zu entwickeln (z.B. einzelne Wörter oder Sätze, die ihnen besonders gut oder nicht gefallen).\n...können problematische Textstellen finden und alternative Formulierungen vorschlagen.",null,null,null,"g1","o",null,null,"x"]
[null,null,"d","...können im Austausch mit anderen eine Distanz zum eigenen Text aufbauen und ihn mithilfe von Kriterien einschätzen (z.B. in einer Schreibkonferenz).\n...können beschreiben, was sie mit ihrem Text für eine Wirkung erzielen wollten (z.B. Spannung, Überraschung, Ästhetik, Provokation), und im Austausch einschätzen, ob sie diese Wirkung erreicht haben.","g",null,null,"g","x",null,"o"]
[null,null,"e","...können die nötige Ausdauer aufbringen, um über ihre Texte und ihr Schreiben nachzudenken.\n...können im Austausch mit anderen das eigene Schreibziel reflektieren und zur Schreibaufgabe in Bezug setzen.\n...können Möglichkeiten und Grenzen eines Korrekturprogramms reflektieren underkennen mögliche Schwierigkeiten (z.B. Gross-/Kleinschreibung; Schreibungen akzeptieren und im Wörterbuch aufnehmen).",null,null,"o","ng","o"]
["D.5.A.1","Die Schülerinnen und Schüler können Sprache erforschen und Sprachen vergleichen.","b","...können sprachliches Material aus einer vorgegebenen Sammlung auswählen oder dieses aus einer oder mehreren Sprachen selber erstellen (z.B. Laute, Klangbild anderer Sprachen, Wörter, Sätze, Piktogramme, Geheimschriften und andere Schriftarten, Redewendungen, Texte) und ihr Vorgehen nachvollziehbar beschreiben.\n...können ihre Sammlung nach inhaltlichen und formalen Kriterien ordnen, wenn sie dafür die nötigen Kriterien erhalten.\n...können mithilfe eines gezielten Hinweises auf die Ersatz-, Verschiebe-, Erweiterungs- oder Weglassprobe Sprachstrukturen untersuchen.\n...können eigene Vermutungen über das untersuchte Sprachphänomen formulieren.","g",null,null,"g"]
["D.5.B.1","Die Schülerinnen und Schüler können den Gebrauch und die Wirkung von Sprache untersuchen.","c","...können untersuchen, in welchen Situationen Mundart und Standardsprache verwendet werden. Sie denken dabei auch über Funktion und Wirkung dieser beiden Sprachformen nach.\n...können untersuchen, wie sich die sprachlichen Mittel je nach Adressat/in ändern können (z.B. Gesprächsverhalten mit Freunden vs. mit Erwachsenen).\n...können verschiedene Sprachen untersuchen (z.B. in Bezug auf Grussformeln, auf politische Bildung, auf geschlechterbewusste Sprache, auf Gesprächsregeln in vergleichbaren Situationen, in Bezug auf Übersetzungsprobleme).\n...können sich unter Anleitung mit verschiedenen sprachlichen Themen auseinander setzen (z.B. Spracherwerb, Verständlichkeit/Internationalität von Piktogrammen, Geheimsprachen/-schriften).","g",null,null,"g"]
["D.5.C.1","Die Schülerinnen und Schüler können Sprachstrukturen in Wörtern und Sätzen untersuchen.","d","...können Lautung, Wort- und Satzbau in verschiedenen Sprachen (der Klasse) vergleichen (z.B. unterschiedliche Laute, Wortübersetzung, unterschiedliche Wortstellung).\n...können Wirkung und Funktion von Wörtern in Sätzen untersuchen (z.B. Welche Wörter kann man fürs Textverstehen weglassen?).\n...können die Leistung von verschiedenen Schriftsystemen untersuchen (z.B. Alphabet- vs. Piktogramm-Schrift).\n...können unter Anleitung orthografische Regeln untersuchen (z.B. ie-, ck-Regel, e-ä-Schreibung, Trennregel).","g",null,null,"g"]
["D.5.D.1","Die Schülerinnen und Schüler können Grammatikbegriffe für die Analyse von Sprachstrukturen anwenden.","b","...können typische Nomen, Verben und Adjektive mithilfe inhaltlicher Proben bestimmen.\n...können erste Erfahrungen mit den Begriffen Präsens, Präteritum und Perfekt sammeln.\n...können den Begriff Wortstamm (Stamm-Morphem) verwenden und einfache Wortfamilien bilden.\n...können zusammengesetzte Nomen in ihre Stämme zerlegen.",null,null,null,"g1","x",null,"x","x"]
[null,null,"c","...können Nomen, Verb und Adjektiv mithilfe formaler Proben bestimmen.\n...können Präsens, Präteritum und Perfekt sowie Infinitiv und Personalform benennen.\n...können Wortstamm (Stamm-Morphem) bestimmen und Wortfamilien bilden.\n...können Wörter in Morpheme zerlegen. Sie begegnen dabei den Begriffen Stamm-, Vor- und Nachmorphem.\n...können zur Konstruktion eines Verbenfächers Fragen zu einem Verb formulieren.","g",null,null,"g",null,null,null,"x"]
[null,null,"d","...kennen den Begriff Pronomen und können Pronomen in einer Liste von Pronomen nachschlagen.\n...kennen den Begriff Partikel.\n...können Erfahrungen mit den Begriffen: Futur und Plusquamperfekt; vier Fälle; Nominativ, Akkusativ, Dativ und Genitiv sammeln.\n...können einfach strukturierte Sätze in einem Verbenfächer darstellen.",null,null,"o","ng"]
["D.5.E.1","Die Schülerinnen und Schüler können ihr orthografisches Regelwissen in auf die Regel konstruierten Übungen anwenden.","c","...können in einem Wort den Stammerkennen.\n...können Vorgehensweisen für das Nachschlagen in gedruckten und elektronischen Schul-Wörterbüchern nutzen (z.B. das ABC in Gruppen unterteilen, Verben in den Infinitiv setzen).\n...können die Begriffe Vokal und Konsonant verwenden.\n...können folgende Rechtschreibregeln in dafür konstruierten Übungen anwenden, wobei die Regel jeweils vorliegt und keine Ausnahmen vorkommen: ie-Regel; ck-/tz-Regel; f-/v-Regel und e-/ä-Schreibung; Komma bei Aufzählungen von Einzelwörtern; Anführungszeichen bei direkter Rede (ohne Einschübe) mithilfe einer grafischen Vorlage.",null,null,null,"g1","o","x",null,"x"]
[null,null,"d","...können Wörter in ihre Morpheme zerlegen. Sie nutzen dies für die Stammregel.\n...können Wörter mit regulärer Laut-Buchstaben-Zuordnung im gedruckten und elektronischen Schul-Wörterbuch mit Sicherheit auffinden.\n...können folgende Rechtschreibregeln in dafür konstruierten Übungen anwenden, wobei die Regel inklusive relevanter Ausnahmen jeweils vorliegt: ie-Regel, f-/v-Regel und e-/ä-Schreibung (Stammregel), Doppelkonsonantenregel (inkl. ck-/tz-Regel), Grossschreibung für konkrete und gebräuchliche abstrakte Nomen (z.B. Liebe, Wut, Glück), Trennregel, Komma bei Aufzählungen, Komma zwischen übersichtlichen Verbgruppen.","g",null,null,"g","o","x",null,"x"]
[null,null,"e","...können Wörter in ihre Morpheme zerlegen. Sie...können dies für die Gross-Klein-Schreibung nutzen (z.B. Frei-heit, Entdeck-ung).",null,null,"o","ng"]
["D.6.A.1","Die Schülerinnen und Schüler können spielerisch und kreativ gestaltend mit literarischen Texten umgehen.","d","...können die Sichtweise einzelner Figurenerkennen und sich in sie hineinversetzen (z.B. indem sie die Figuren darstellend spielen).",null,null,null,"g1"]
[null,null,"e","...können wesentliche Eigenschaften der Figuren, Orte und Handlungen in altersgerechten Geschichten oder einzelnen Szenenerkennen und auf folgende Arten damit umgehen: gestaltend vorlesen (z.B. Lesetheater), szenisch darstellen (z.B. Standbild, Pantomime, Stegreiftheater), schreibend umsetzen (z.B. Textanfang/-schluss ergänzen, aus der Sicht einer Figur schreiben), zeichnerisch umsetzen (z.B. Figurengalerie).\n...können in einem Lesetagebuch beschreiben, wie sie einen literarischen Text gelesen haben und wie er ihnen gefallen hat. Sie beziehen sich dabei auf den Text.","g",null,null,"g","x",null,"x"]
[null,null,"f","...können aufgrund von vorgegebenen literarischen Mustertexten (z.B. Gedicht) oder Tetxtanfängen (z.B. Geschichte) eigene Texte schreiben und dabei einzelne Merkmale übernehmen.",null,null,"o","ng"]
["D.6.A.2","Die Schülerinnen und Schüler können über literarische Texte und die Art, wie sie die Texte lesen, ein literarisches Gespräch führen. Sie reflektieren dabei, wie sie die Texte verstehen und die Texte auf sie wirken.","d","...können im Gespräch Bezug auf den Text nehmen, umschreiben, was sie gelesen, angeschaut oder gehört haben.\n...können sich auch dann auf literarische Texte einlassen, wenn sie ihnen nicht auf den ersten Blick gefallen.",null,null,"u","g2"]
[null,null,"e","...können im Gespräch unter Anleitung ihre eigene Leseart des literarischen Textes formulieren.\n...können unter Anleitung beschreiben, wie Figuren, Orte oder Handlungen auf sie wirken.",null,null,null,"g1"]
[null,null,"f","entwickeln Interesse am Austausch unterschiedlicher Lese-, Seh- oder Hörerfahrungen eines literarischen Textes und vergleichen ihr Textverstehen.\n...können ihr Verständnis des literarischen Texts mit Textstellen belegen.","g",null,null,"g"]
[null,null,"g","...können im Gespräch verschiedene Bedeutungen und Verstehensweisenerkennen und sind fähig, einfachere Stellen selbstständig zu analysieren.\n...können den anderen literarische Texte empfehlen, die ihnen gefallen. Sie...können dabei ihren Lese-/Hör-/Sehgeschmack erläutern (z.B. mit Textbeispielen).",null,null,"o","ng"]
["D.6.B.1","Die Schülerinnen und Schüler kennen einzelne Autor/innen der Kinder-, Jugend- und Erwachsenenliteratur und können Texte aus verschiedenen Kulturen lesen, hören, sehen und deren Besonderheiten erkennen und wertschätzen.","b","...kennen einzelne Autor/innen der Kinderliteratur und einzelne Aspekte aus deren Leben.",null,null,null,"g1"]
[null,null,"c","...kennen einzelne bedeutende Vertreter/innen von Kinderliteratur auch aus anderen Kulturen und können ihr Wissen über die Autor/innen in Bezug zu einzelnen Texten setzen und schriftlich festhalten (z.B. Lesetagebuch, Plakat).\n...können in Bibliotheken und Buchhandlungen gezielt nach Autor/innen suchen.\n...können beim eigenen Schreiben einfache sprachliche Muster von Autor/innen übernehmen und somit ihren Wortschatz erweitern (z.B. auffallende Wörter und Wendungen).","g",null,null,"g"]
[null,null,"d","entwickeln Interesse für literarische Texte der Kinder- und Jugendliteratur aus verschiedenen Zeiten und Kulturen. Sie...können diese Texte in Bezug zur eigenen Zeit und Kultur setzen.\n...könnenerkennen, wie Autor/innen sprachlich gestalten. Sie...können dabei unter Anleitung sprachliche Muster für ihr eigenes Schreiben nutzen (z.B. Wortwahl, Wendungen, Satzmuster) und reflektieren eigene Gestaltungsprobleme (z.B. Ideen finden, Texte überarbeiten).",null,null,"o","ng"]
["D.6.C.1","Die Schülerinnen und Schüler erfahren, erkennen und reflektieren, dass literarische Texte in Bezug auf Inhalt, Form und Sprache bewusst gestaltet sind, um eine ästhetische Wirkung zu erzielen. Sie kennen wesentliche Merkmale von Genres und literarischen Gattungen.","d","...können unter Anleitung verschiedene Handlungsabsichten von typischen Figurenerkennen und verstehen (z.B. gut/böse; dumm/klug).",null,null,"u","g2","x",null,"x"]
[null,null,"e","...können einfache formale und sprachliche Merkmale von literarischen Texten v.a. bei sprachspielerischen Elementen selbstständigerkennen (z.B. Reim, Vers, Strophe, Wortwahl).",null,null,null,"g1"]
[null,null,"f","...kennen einzelne typische inhaltliche, formale oder sprachliche Merkmale von Erzähltexten (z.B. Märchen, Sage, Fabel, Kurzgeschichte), lyrischen Texten (z.B. Reim) und Theaterstücken/Filmen (z.B. Dialog).\n...können sich mit literarischen Texten auseinandersetzen, wenn ihnen das Textmuster vertraut ist (z.B. Buch, Audiotext, Film), und sich darüber austauschen, inwiefern literarische Texte sie bereichern.\n...können Besonderheiten von fiktionalen und realistischen Textenerkennen in Bezug auf Inhalt (z.B. Spannung, Figuren, Handlungen, Orte), Form (z.B. Reimschema, Aufbau) und Sprache (z.B. besondere Wortwahl, Variation, Wiederholungen).","g",null,null,"g","x",null,"x"]
[null,null,"g","...können unter Anleitung Unterschiede zwischen eigentlicher und übertragener Bedeutung von Aussagenerkennen.\n...können die Figuren selbst und deren Handeln mithilfe von Kategorien wie gerecht/ungerecht beurteilen.",null,null,"o","ng","x",null,"x"]

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["Musik",null,null,null,"Grundanspruch",null,"Gem. mit Nachbarzyklus",null,"a","b","c","d"]
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[null,null,null,null,null,"verbindl. Bsp."]
["MU.1.A.1","Die Schülerinnen und Schüler können sich singend in der Gruppe wahrnehmen und ihre Stimme im chorischen Singen differenziert einsetzen.","e","...können in der Klasse mehrstimmig im Kanon singen.",null,null,"u","g3","o","o","o","o"]
[null,null,"f","...können ihre Stimme im chorischen Singen integrieren und sich für das gemeinsame Musizieren engagieren.",null,null,null,"g2","o","o","o","o"]
[null,null,"g","...können in zweistimmigen Liedern ihre Stimme halten.",null,null,null,"g1"]
[null,null,"h","...können im chorischen Singen den Anweisungen der Lehrperson bezüglich Einsätze, Tempo und Dynamik folgen.","g",null,null,"g"]
[null,null,"i","...können Lieder in der Klasse oder in Gruppen üben (z.B. Ausdauer zeigen, Konzentration beibehalten) sowie Interpretationsmöglichkeiten erproben und vergleichen.",null,null,"o","ng"]
["MU.1.B.1","Die Schülerinnen und Schüler können ihre Stimme und deren klanglichen Ausdruck wahrnehmen, entwickeln und formen.","1e","...können Artikulationen beim Singen differenziert anwenden (Vokale und Konsonanten).",null,null,null,"g3"]
[null,null,"1f","...können ihre Stimme für unterschiedliche Ausdrucksformen und Stimmexperimente einsetzen (z.B. Beatbox, Vocal-Percussion).",null,null,null,"g2"]
[null,null,"1g","...können ihre Stimmlage entdecken, festigen und Töne mit der Stimme sicher treffen.",null,null,null,"g1"]
[null,null,"1h","...können mit ihrer Stimme unterschiedliche Klangfarben erzeugen.","g",null,null,"g"]
[null,"\"","2d","...können beim Sprechen deutlich artikulieren (Wortverständlichkeit).",null,null,"u","g2"]
[null,null,"2e","...können Sprechspiele, Lautmalereien und Zungenbrecher mit und ohne Vorgabe realisieren.",null,null,null,"g1"]
[null,null,"2f","...können Texte mit oder ohne Begleitung rhythmisch darstellen.","g",null,null,"g"]
[null,null,"2g","...können Texte groovebezogen interpretieren und rappen (z.B. HipHop).",null,null,"o","ng"]
["MU.1.C.1","Die Schülerinnen und Schüler können Lieder aus verschiedenen Zeiten, Stilarten und Kulturen singen und verfügen über ein vielfältiges Repertoire.","d","...können Lieder, Kanons und Volkslieder singen und verfügen über ein Repertoire.",null,null,"u","g2"]
[null,null,"e","...können ausgewählte Lieder aus verschiedenen Stilarten singen (z.B. klassische Musik, Pop, Jazz).",null,null,null,"g1"]
[null,null,"f","...können die Eigenart von Liedern aus unterschiedlichen Kulturen singend interpretieren und dem entsprechenden kulturellen Kontext zuordnen (z.B. Liebeslied, Heimatlied, Schweizerische Landeshymne, Lieder zu Festen und Ritualen verschiedener Länder, Jahreszeitenlied).","g",null,null,"g"]
[null,null,"g","...können Beispiele aus der aktuellen Musikszene singen und ihre musikalischen Präferenzen einbringen.",null,null,"o","ng"]
["MU.2.A.1","Die Schülerinnen und Schüler können ihre Umwelt und musikalische Elemente hörend wahrnehmen, differenzieren und beschreiben.","c","...können die Unterschiede von Geräusch, Ton und Mehrklang erkennen, nach ausgewählten Kriterien ordnen und beschreiben.",null,null,null,"g1"]
[null,null,"d","...können musikalische Verläufe hörend verfolgen, zeigen und beschreiben (z.B. Melodieverlauf, Lautstärke).","g",null,null,"g"]
[null,null,"e","...können musikalische Formen unterscheiden und hörend wiedererkennen (z.B. Rondo, Liedform).",null,null,"o","ng"]
["MU.2.B.1","Die Schülerinnen und Schüler können Musik aus verschiedenen Zeiten, Gattungen, Stilen und Kulturräumen erkennen, zuordnen und eine offene Haltung einnehmen.","d","...können exemplarische Musikbeispiele unterscheiden und einen Bezug zu Lebenswelten von Menschen herstellen.",null,null,null,"g2"]
[null,null,"e","...kennen Biografien einiger Komponist/innen und Ausschnitte aus ihren Werken.",null,null,null,"g1"]
[null,null,"f","...können exemplarische Musikstücke in Bezug zu Vergangenheit, Gegenwart und Kulturräumen ordnen.","g",null,null,"g"]
["MU.2.C.1","Die Schülerinnen und Schüler können verschiedene Bedeutungen, Funktionen sowie emotionale und physische Wirkungen von Musik in ihrem Umfeld, in der Gesellschaft und in den Medien erfassen.","1d","...können in Werkbegegnungen Eindrücke beschreiben und typische Aufführungsorte vermuten und zuordnen (z.B. Kirche, Konzert, Tanzmusik).",null,null,null,"g3"]
[null,null,"1e","...können ausgewählten Hörbeispielen Stimmungen und Lebenssituationen zuordnen und beschreiben.","g",null,null,"g2"]
[null,null,"1f","...können bei Musikbeispielen hörend Eindrücke sammeln und diese in einen Bezug zu den eigenen musikalischen Präferenzen bringen.",null,null,"o","g1"]
[null,null,"2a","...kennen die Gefahr von anhaltend lauter Musik und können Schutzmassnahmen für das Gehör treffen (z.B. Kopfhörer, Konzert).","g",null,null,"ng"]
["MU.3.A.1","Die Schülerinnen und Schüler können ihren Körper sensomotorisch differenziert wahrnehmen, einsetzen und musikbezogen reagieren. Sie können sich zu Musik im Raum und in der Gruppe orientieren.","f","...können Musik und musikalische Parameter im Körper empfinden und fantasievoll darstellen (z.B. Refrain eines Liedes, melodische Phrase).",null,null,"u","g1"]
[null,null,"g","...können ihren Körperpuls wahrnehmen, ihren Atem sowie ihre Körperspannung mit Musik in Verbindung bringen.","g",null,null,"g"]
["MU.3.B.1","Die Schülerinnen und Schüler können ihren Körper als Ausdrucksmittel einsetzen und in Verbindung mit Materialien und Objekten zu Musik in Übereinstimmung bringen und in der Gruppe interagieren.","d","...können musikalische Formen und Gestaltungsprinzipien mit Bewegung ausdrücken.",null,null,null,"g1"]
[null,null,"e","...können Assoziationen zu Musik bilden und mit Bewegung darstellen (z.B. sommerlich, heiter, übermütig, monoton, sehnsüchtig, gefährlich).","g",null,null,"g"]
[null,null,"f","...können mit Objekten, Kostümen und Requisiten Bewegungselemente ausformen und damit ausgewählte Musik darstellen.",null,null,"o","ng"]
["MU.3.C.1","Die Schülerinnen und Schüler können ihre Bewegungen koordiniert der Musik anpassen. Sie verfügen über ein Repertoire an Tänzen aus unterschiedlichen Zeiten, Kulturen und Stilen.","d","...können Tanzschritte und Handfassungen in Gruppenformationen ausführen.",null,null,"u","g2"]
[null,null,"e","...können zu einem Musikstück eine einfache vorgegebene Choreographie üben und ausführen.",null,null,null,"g1"]
[null,null,"f","...können Rhythmusmuster in passende Bewegung umsetzen und Grundschritte aus verschiedenen Tanzstilen ausführen (z.B. Polka, Rock 'n' Roll).","g",null,null,"g"]
[null,null,"g","...können zu Musik aus verschiedenen Ländern unterschiedliche Rollen tanzen (z.B. Kreis-, Volks-, Folkloretanz).",null,null,"o","ng"]
["MU.4.A.1","Die Schülerinnen und Schüler können sich als Musizierende wahrnehmen und mit Instrumenten sowie Körperperkussion in ein Ensemble einfügen.","d","...können eine Melodie- oder Rhythmusstimme in der Gruppe spielen (z.B. Ostinato).",null,null,null,"g1"]
[null,null,"e","...spielen mit dem Klasseninstrumentarium und können sich dem Tempo und dem musikalischen Ausdruck der Klasse anpassen.","g",null,null,"g"]
[null,null,"f","...üben einfache Klassenarrangements und können dabei Interpretationsmöglichkeiten ausprobieren, vergleichen und ihre Vorstellung realisieren (z.B. ein Stück lustig, traurig, schleppend, gehetzt spielen).",null,null,"o","ng"]
["MU.4.B.1","Die Schülerinnen und Schüler können Instrumente, Klangquellen und elektronische Medien erkunden, damit experimentieren, improvisieren und nach Vorlagen spielen.","1d","...können sich in Gruppenimprovisationen einlassen, dabei Spielregeln definieren und musizierend miteinander kommunizieren.",null,null,"u","g1"]
[null,null,"1e","...können eine eigene Klangpartitur gestalten und diese mit Instrumenten umsetzen.","g",null,null,"g"]
[null,null,"1f","...können musikalische Impressionen zu Stimmungen und Emotionen erfinden, spielen und Gegensätze herausarbeiten (z.B. heiter/bedrohlich, Glück/Trauer).",null,null,"o","ng"]
[null,"\"","2a","...können Rhythmusstrukturen übernehmen und erfinden und aktuelle Patterns umsetzen (z.B. mit Apps).",null,null,null,"g1"]
[null,null,"2b","...können mit elektronischen Medien (z.B. Smartphone, Keyboard) musikalisch experimentieren.","g",null,null,"g"]
[null,null,"2c","...können Instrumente der aktuellen Musikszene ausprobieren und Erfahrungen im Umgang und Spiel mit diesen Instrumenten sammeln.",null,null,"o","ng"]
["MU.4.C.1","Die Schülerinnen und Schüler kennen unterschiedliche Musikinstrumente und können verschiedene Arten der Klangerzeugung unterscheiden und deren Gesetzmässigkeiten erkennen.","c","...können ausgewählte Instrumente unterscheiden und beschreiben.",null,null,"u","g3"]
[null,null,"d","...können beim Bau von einfachen Instrumenten Gesetzmässigkeiten der Klangerzeugung ermitteln und anwenden (z.B. Erzeugung unterschiedlicher Tonhöhen durch Längenteilung mit HiIfe einer Saite).",null,null,null,"g2"]
[null,null,"e","...können Prinzipien der Klangerzeugung fantasievoll anwenden und in unterschiedlichen Situationen zum musikalischen Gestalten einsetzen (z.B. streichen, schlagen, blasen).",null,null,null,"g1"]
[null,null,"f","...können Instrumentengruppen unterscheiden und einzelne Formationen beschreiben (z.B. Quartett, Orchester).","g",null,null,"g"]
[null,null,"g","...können einzelne Instrumente der aktuellen Musikszene (z.B. Pop, Elektro, zeitgenössische Musik) unterscheiden und erkennen.",null,null,"o","ng"]
[null,null,"h","...können Schallwellen, Obertöne, Klangfärbungen und akustische Phänomene \nhörend verstehen und kommentieren.",null,null,"o","ng"]
["MU.5.A.1","Die Schülerinnen und Schüler können Themen und Eindrücke aus ihrer Lebenswelt alleine und in Gruppen zu einer eigenen Musik formen und darstellen.","c","...können Erlebnisse (z.B. Nachmittag im Schwimmbad) als musikalische Impulse nutzen, diese weiterentwickeln und musikalische Darstellungsformen finden.",null,null,null,"g1"]
[null,null,"d","...können zu Themen (z.B. Geschichte, Kunstwerk, Emotion) eine einfache Musik entwickeln und ausgestalten.","g",null,null,"g"]
["MU.5.B.1","Die Schülerinnen und Schüler können zu bestehender Musik unterschiedliche Darstellungsformen entwickeln.","c","...können zu bestehender Musik eigene musikalische Mitspielaktionen erfinden.",null,null,null,"g1"]
[null,null,"d","...können zu bestehender Musik eine bildnerische, theatralische oder tänzerische Gestaltung entwickeln.","g",null,null,"g"]
[null,null,"e","...können Episoden aus einem Musiktheater in eine szenische Darstellung bringen.",null,null,"o","ng"]
["MU.5.C.1","Die Schülerinnen und Schüler können ihre musikalischen Fähigkeiten präsentieren.","c","...können ein Musikstück allein oder in der Gruppe zur Aufführung bringen (z.B. Musizieren mit Klasseninstrumentarium am Elternabend).",null,null,null,"g1"]
[null,null,"d","...können ein Lied in Form einer ausgearbeiteten Präsentation alleine oder in der Gruppe zur Aufführung bringen.","g",null,null,"g"]
[null,null,"e","...können musikalischen Präsentationen von sich selber und ihren Mitschüler/innen kritisch und gleichzeitig wertschätzend begegnen.",null,null,"o","ng"]
["MU.6.A.1","Die Schülerinnen und Schüler können rhythmische, melodische und harmonische Elemente erkennen, benennen und anwenden.","1e","...können unterschiedliche Taktarten mit Stimme, Bewegung oder Instrument umsetzen (z.B. 2/4, 4/4, 3/4, 6/8).",null,null,null,"g1"]
[null,null,"1f","...können rhythmische Motive mithilfe einer Rhythmussprache anwenden (hören, lesen, spielen).","g",null,null,"g"]
[null,null,"1g","...können rhythmische Motive mit Triolen und ternären Rhythmen lesen und wiedergeben.",null,null,"o","ng"]
[null,"\"","2d","...können nach visuellen Impulsen und Handzeichen einfache Tonfolgen und die Durtonleiter singen.",null,null,"u","g2"]
[null,null,"2e","...können Halb- und Ganztonschritte in der Dur- und Moll-Tonleiter erkennen (lesen, hören, singen).",null,null,null,"g1"]
[null,null,"2f","...können kurze Melodien mit relativen Notennamen singen (z.B. Solmisation).","g",null,null,"g"]
[null,null,"2g","...können die Beziehung zwischen Dur- und paralleler Molltonleiter erkennen (z.B. C-Dur und a-Moll).",null,null,"o","ng"]
[null,"\"","3a","...können die harmonische Funktion der drei Hauptstufen anwenden.",null,null,"o","ng"]
["MU.6.B.1","Die Schülerinnen und Schüler können die traditionelle Musiknotation sowohl lesend als auch schreibend anwenden und kennen grafische Formen der Musikdarstellung.","d","...können kurze Tonfolgen erfinden, erkennen und notieren.",null,null,"u","g3"]
[null,null,"e","...können die Stammtöne benennen und notieren (absolute Notennamen) und kennen die Bedeutung von Vorzeichen ( und ).",null,null,null,"g2"]
[null,null,"f","...können notierte Melodien spielen und kurze Tonfolgen notieren.",null,null,null,"g1"]
[null,null,"g","...können rhythmische Motive mit Sechzehnteln und punktierten Noten lesen und schreiben.","g",null,null,"g"]

{"sheet":"en2","index":77,"n_rows":68,"n_cols":8,"rows_kept":68,"cut":false,"hidden":false,"merged":[[0,4,5,4],[0,6,5,6]]}
["Englisch",null,null,null,"Grundanspruch",null,"Gem. mit Nachbarzyklus"]
[]
[]
[]
[]
[null,null,null,null,null,"verbindl. Bsp."]
["FS1E.1.A.1","Die Schülerinnen und Schüler ...können verschiedenartige Hörtexte und Gespräche verstehen (Sachtexte, ästhetische Texte, Texte im Schulalltag, Gespräche im Kontakt mit Englisch sprechenden Personen).","a","...können vertraute Wörter, ganz einfache Informationen, einfache Aufgaben und Anleitungen verstehen, wenn deutlich gesprochen wird und wenn Illustrationen oder Gestik und Mimik dabei helfen (z.B. Reim, Kinderlied, Anweisung).\n...können einfache und häufige Ausdrücke und einfache Fragen zur eigenen Person verstehen (z.B. Name, Adresse).",null,null,null,"g2"]
[null,null,"b","...können sich bei einfachen kurzen Texten eine Vorstellung vom Inhalt machen, wenn der Text mit Illustrationen oder Gestik unterstützt wird (z.B. Trickfilm, Theaterszene, Lied).\n...können einfachen kurzen Texten grundlegende Informationen entnehmen, wenn langsam, deutlich und mit Pausen gesprochen wird (z.B. Spielanleitung, kleines Experiment).\n...können kurze Gespräche über vertraute Themen verstehen, wenn langsam und deutlich gesprochen wird (z.B. Schule, Familie, Freizeit).",null,null,null,"g1"]
[null,null,"c","...können in einfachen kurzen Texten zu vertrauten Themen die Hauptinformation verstehen, wenn langsam und deutlich gesprochen wird (z.B. Geschichte).\n...können in kurzen, einfachen und klaren Durchsagen die Hauptinformation oder Einzelinformationen verstehen (z.B. Wettervorhersage, Sportresultat).\n...können aus kurzen Mitteilungen zu vertrauten Themen einfache Informationen entnehmen, wenn langsam und deutlich gesprochen wird (z.B. Wegbeschreibung).","g",null,null,"g"]
["FS1E.1.A.2","Die Schülerinnen und Schüler ...können die ästhetische Wirkung von Hörtexten entdecken und beschreiben.","a","...können in einen langsam und deutlich vorgelesenen/gesprochenen Hörtext eintauchen (z.B. einfaches Hörbuch, Geschichte).","g",null,null,"g"]
["FS1E.1.B.1","Die Schülerinnen und Schüler ...können Hörstrategien einsetzen und reflektieren. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Hörstrategien aus Deutsch und anderen Sprachen transferieren und einsetzen (z.B. mehrfach hören, auf Geräusche, Satzmelodie, Gestik und Mimik achten).\n...können unter Anleitung mitteilen, welche Hörstrategien hilfreich sind.",null,null,null,"g2"]
[null,null,"b","...können einzelne Wörter heraushören, die aus anderen Sprachen bekannt sind (z.B. Parallelwörter, bekannte Wörter, Namen, Zahlen).",null,null,null,"g1"]
[null,null,"c","...können Hörstrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen. (z.B. Vorwissen aktivieren, Themaerkennen, auf Bekanntes achten, schriftlichen Begleittext nutzen).","g",null,null,"g"]
["FS1E.1.C.1","Die Schülerinnen und Schüler ...können Inhalte aus Gesprächen und Hörtexten auf Englisch verstehen und sinngemäss ins Deutsche übertragen.","a","...können die Hauptaussagen aus kurzen und einfachen Mitteilungen (z.B. auf Anrufbeantworter, Arbeitsanweisung) verstehen und sinngemäss mündlich oder schriftlich auf Deutsch wiedergeben.","g",null,null,"g"]
["FS1E.2.A.1","Die Schülerinnen und Schüler ...können verschiedenartige Texte lesen und verstehen (Sachtexte, ästhetische Texte, Texte im Schulalltag, Texte im Kontakt mit Englisch sprechenden Personen).","a","...können einzelne Ausdrücke mithilfe von Illustrationen verstehen (z.B. Flyer, Bilderrätsel, Reim).\n...können in ganz einfachem Informationsmaterial oder kurzen Mitteilungen (z.B. Schild, Plakat, Postkarte) grundlegende Informationen finden und verstehen (z.B. Ort, Datum, Zeit).\n...können kurze wiederkehrende Anweisungen verstehen (z.B. im Lehrmittel).",null,null,null,"g2"]
[null,null,"b","...können einfache kurze Texte mithilfe von Illustrationen verstehen (z.B. Bildergeschichte, Comic).\n...können Informationsmaterialien grundlegende Aussagen entnehmen (z.B. Angebot, Preis in Werbetext).\n...können einfache kurze Mitteilungen verstehen (z.B. SMS, Einladung, Arbeitsanweisung).",null,null,null,"g1"]
[null,null,"c","...können eine kurze, klar aufgebaute Geschichte in groben Zügen verstehen, wenn das Thema vertraut ist (z.B. Handlung, wichtigste Akteure oder Figuren).\n...können aus kurzen, klar aufgebauten Texten zu vertrauten Themen grundlegende Informationen entnehmen (z.B. Liste, Kochrezept, Portrait, Limerick).\n...können in einfachen persönlichen Nachrichten konkrete Mitteilungen verstehen (z.B. E-Mail, Chat).","g",null,null,"g"]
["FS1E.2.A.2","Die Schülerinnen und Schüler ...können die ästhetische Wirkung von Lesetexten entdecken und beschreiben.","a","...können in einfachen Texten ästhetische Gestaltungsmittel entdecken (z.B. Reimform, Wiederholung im Vers, Wortspiel).","g",null,null,"g"]
[null,null,"b","...können in einfache, mit Bildern illustrierte kurze Texte eintauchen (z.B. Comic, illustrierte Geschichte).",null,null,"o","ng"]
["FS1E.2.B.1","Die Schülerinnen und Schüler ...können Lesestrategien einsetzen und reflektieren. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Lesestrategien aus Deutsch und anderen Sprachen transferieren und einsetzen (z.B. Bilder und Titel betrachten, Text durch W-Fragen erschliessen, Unbekanntes nachschlagen).\n...können unter Anleitung mitteilen, welche Lesestrategien hilfreich sind.",null,null,null,"g2"]
[null,null,"b","...können einzelne Wörtererkennen, die aus anderen Sprachen bekannt sind (z.B. Parallelwörter, bekannte Wörter, Namen, Zahlen).",null,null,null,"g1"]
[null,null,"c","...können Lesestrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z.B. Vorwissen aktivieren, Themaerkennen, Unbekanntes erschliessen, wiederholtes Lesen, verschiedene Informationsquellen nutzen).","g",null,null,"g"]
["FS1E.2.C.1","Die Schülerinnen und Schüler ...können Inhalte schriftlicher Texte auf Englisch verstehen und sinngemäss ins Deutsche übertragen.","a","...können die Hauptaussagen aus kurzen und einfachen Mitteilungen (z.B. Schild, Plakat) verstehen und sinngemäss mündlich oder schriftlich auf Deutsch wiedergeben.","g",null,null,"g"]
["FS1E.3.A.1","Die Schülerinnen und Schüler ...können an verschiedenen Gesprächen teilnehmen (über Sachthemen, über ästhetische Themen, im Schulalltag, mit Englisch sprechenden Personen).","a","...können mit ganz einfachen Worten Kontakt aufnehmen und sich verständigen (z.B. sich begrüssen, verabschieden, bedanken, etwas bestellen).",null,null,null,"g2"]
[null,null,"b","...können sich in vertrauten Situationen auf einfache Art verständigen, wenn die Gesprächspartner/innen Rücksicht nehmen und behilflich sind (z.B. Spiel, Freizeit, Schule).\n...können einfache Fragen zu vertrauten Themen stellen und mit einzelnen Wörtern, Ausdrücken oder kurzen Sätzen antworten (z.B. Datum, Zeit, Befinden, Farbe).",null,null,null,"g1"]
[null,null,"c","...können in alltäglichen Situationen mit einfachen Worten Informationen austauschen und einholen (z.B. Rollenspiel, Gruppenarbeit).\n...können zu vertrauten Themen einfache Fragen stellen und beantworten, kurz etwas dazu sagen oder auf Gesagtes reagieren (z.B. Unterricht, Einkauf).","g",null,null,"g"]
["FS1E.3.B.1","Die Schülerinnen und Schüler ...können zu verschiedenen Themen und in unterschiedlichen Situationen zusammenhängend sprechen (über Sachthemen, über ästhetische Themen, über Themen und Abläufe im Schulalltag, im Kontakt mit Englisch sprechenden Personen).","a","...können einfache kurze Reime vortragen.\n...können alltägliche und vertraute Dinge benennen (z.B. Schulgegenstände, Esswaren).\n...können mit einfachen Worten über sich selber sprechen (z.B. Name, Alter, Befindlichkeit).",null,null,null,"g2"]
[null,null,"b","...können einfache Lieder mitsingen.\n...können grundlegende Informationen über sich und vertraute Personen geben (z.B. Herkunft, Freunde).\n...können sich über Vorlieben und Abneigungen zu sehr vertrauten Themen äussern (z.B. Essen, Farben, Kleidung).",null,null,null,"g1"]
[null,null,"c","...können ein einfaches kurzes Gedicht vortragen (z.B. Chant, Rap).\n...können sehr vertraute Themen in einem kurzen vorbereiteten Vortrag präsentieren (z.B. Hobby, Tiere, Musik).\n...können Menschen, Gegenstände und Abläufe auf einfache Weise beschreiben (z.B. Aussehen, Tagesablauf, Weg).\n...können sagen, was sie gut ...können, was weniger gut (z.B. Schule, Sport).","g",null,null,"g"]
["FS1E.3.B.2","Die Schülerinnen und Schüler ...können beim Vortragen Texte gestalten und eine ästhetische Wirkung erzielen.","a","...können beim Vortragen von einfachen Texten mit ästhetischen Gestaltungsmitteln spielerisch experimentieren (z.B. Reim, Zungenbrecher, Vers).","g",null,null,"g"]
[null,null,"b","...können verschiedene Textformen kreativ vortragen (z.B. Liedtext, Rap, Gedicht, Lesetheater).",null,null,"o","ng"]
["FS1E.3.C.1","Die Schülerinnen und Schüler ...können Strategien einsetzen und reflektieren, um das Sprechen zu steuern. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Sprechstrategien aus Deutsch und anderen Sprachen transferieren und einsetzen (z.B. Gesprächspartner/innen beobachten, Gestik und Mimik einsetzen, Nichtverstehen signalisieren, auswendig gelernte Wendungen [Chunks] nutzen).\n...können unter Anleitung mitteilen, welche Sprechstrategien hilfreich sind.",null,null,null,"g1"]
[null,null,"b","...können Sprechstrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z.B. zur Erstsprache wechseln, Verstehen oder Nichtverstehen signalisieren, Textbausteine und Notizen nutzen).","g",null,null,"g"]
[null,null,"c","...können Sprechhemmungen überwinden, bei Bedarf mit Unterstützung, und dabei Fehler als Lerngelegenheiten nutzen.",null,null,"o","ng"]
["FS1E.3.D.1","Die Schülerinnen und Schüler ...können Inhalte aus Gesprächen, Hörtexten oder schriftlichen Texten auf Deutsch sinngemäss ins Englische übertragen.","a","...können die Hauptaussagen aus kurzen, einfachen schriftlichen Mitteilungen auf Deutsch (z.B. Schild, Plakat, SMS) sinngemäss auf Englisch wiedergeben.","g",null,null,"g"]
["FS1E.4.A.1","Die Schülerinnen und Schüler ...können verschiedene Texte verfassen (Sachtexte, ästhetische Texte, Texte im Schulalltag, im schriftlichen Kontakt mit Englisch sprechenden Personen).","a","...können mit bekannten Wörtern Listen erstellen und Bilder beschriften (z.B. Leporello, Checkliste).\n...können Formulare mit persönlichen Angaben ergänzen (z.B. Anmeldung).\n...können in kurzen, einfachen Sätzen Informationen über sich selbst geben (z.B. Name, Wohnort, Alter).",null,null,null,"g1"]
[null,null,"b","...können von einer Geschichte die wichtigsten Elemente festhalten (z.B. Cluster, Mindmap).\n...können mit einfachen Worten alltägliche Situationen und Gegenstände beschreiben (z.B. Farbe, Grösse, Material).\n...können mit einfachen Worten Informationen über sich selbst oder vertraute Personen und Sachverhalte verfassen (z.B. Familie, Zimmer, Hobby).\n...können ganz einfache Mitteilungen und Fragen formulieren (z.B. Einladung, SMS, Notiz).","g",null,null,"g"]
["FS1E.4.A.2","Die Schülerinnen und Schüler ...können eigene Texte kreativ und spielerisch gestalten und eine ästhetische Wirkung erzielen.","a","...können mit einfachen ästhetischen Gestaltungsmitteln spielerisch experimentieren (z.B. Wörter zeichnen, Reimwörter).","g",null,null,"g"]
["FS1E.4.B.1","Die Schülerinnen und Schüler ...können Strategien zur Schreibunterstützung einsetzen und reflektieren. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Schreibstrategien aus Deutsch und anderen Sprachen transferieren und einsetzen (z.B. Wörter aus Vorlage neu kombinieren, fehlendes Vokabular durch Symbole, Zeichnungen oder Wörter aus anderen Sprachen ersetzen).\n...können unter Anleitung mitteilen, welche Schreibstrategien hilfreich sind.",null,null,null,"g1"]
[null,null,"b","...können Schreibstrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z.B. Modellsätze verwenden, Wortlisten und Bilderwörterbuch nutzen, Merktechniken, Eselsbrücken).","g",null,null,"g"]
["FS1E.4.C.1","Die Schülerinnen und Schüler ...können Inhalte deutscher Texte sinngemäss ins Englische übertragen.","a","...können zu einfachen schriftlichen Texten auf Deutsch (z.B. Einladung, einfache Sachtexte) Stichworte auf Englisch festhalten.","g",null,null,"g"]
["FS1E.5.A.1","Die Schülerinnen und Schüler ...können ihre Aufmerksamkeit auf sprachliche Vielfalt richten.","a","...können mehrsprachige Situationen bewusst wahrnehmen und benennen (z.B. in der eigenen Klasse, Umgebung, am Ferienort, in Medien).","g",null,null,"g"]
["FS1E.5.A.2","Die Schülerinnen und Schüler ...können ihre Aufmerksamkeit auf sprachliche Phänomene richten.","a","...können einzelne sprachliche Phänomene in verschiedenen Sprachen mit Unterstützung wahrnehmen und Unterschiede oder Ähnlichkeitenerkennen (z.B. verschiedene Schriftsysteme, Begrüssungsrituale).","g",null,null,"g"]
["FS1E.5.B.1","Die Schülerinnen und Schüler verfügen über einen angemessenen Wortschatz, um sich mündlich und schriftlich zu äussern.","a","......verfügen über ein begrenztes Repertoire an einzelnen Wörtern und Wendungen, die sich auf bestimmte Situationen beziehen, um sich kurz und einfach zu vertrauten Themen zu äussern.",null,null,null,"g1"]
[null,null,"b","...verfügen über ein elementares Repertoire an häufigen Wörtern und Wendungen, das ihnen erlaubt, einfache Texte zu alltäglichen Themen zu verfassen sowie an einfachen Gesprächen aktiv teilzunehmen.","g",null,null,"g"]
["FS1E.5.B.2","Die Schülerinnen und Schüler ...können Strategien und Techniken zum Wortschatzerwerb und Regeln der Wortbildung reflektieren und für ihr Lernen nutzen. Sie ...können dabei auf Lernerfahrungen und Kenntnisse in anderen Sprachen zurückgreifen.","a","...können unter Anleitung Strategien und Techniken für das Wortschatzlernen nutzen (z.B. Klebezettel, Wort-Bild-Karten, Parallelwörter).",null,null,null,"g1"]
[null,null,"b","...können Erfahrungen mit Strategien und Techniken zum Wortschatzerwerb reflektieren und unter Anleitung entscheiden, welche ihnen am besten zusagt (z.B. Wortkartei, Wörternetz, Lernspiel, Bildwörterbücher, elektronische Wörterbücher, App).\n...können ausgehend vom bestehenden individuellen Wortschatz mithilfe von Hör-, Lesetexten und Gesprächen ihren produktiven Wortschatz erweitern.","g",null,null,"g"]
["FS1E.5.C.1","Die Schülerinnen und Schüler ...können klar und verständlich sprechen und vorlesen.","a","...können vertraute Wörter und Wendungen so aussprechen oder vorlesen, dass sie meistens verstanden werden.",null,null,null,"g1"]
[null,null,"b","...können häufige Konventionen der Aussprache und Intonation so anwenden, dass sie beim Sprechen und Vorlesen verstanden werden.","g",null,null,"g"]
["FS1E.5.C.2","Die Schülerinnen und Schüler ...können typische Aussprache- und Intonationsregeln der englischen Sprache verstehen.","a","...können einzelne typische Laute wahrnehmen, die sich in Englisch und Deutsch unterscheiden (z.B. th/v).",null,null,null,"g2"]
[null,null,"b","...können die Auswirkung der Intonation auf die Bedeutung einer Aussageerkennen und Schlüsse daraus ziehen (z.B. Intonationsfrage, Befehlsform).",null,null,null,"g1"]
[null,null,"c","...können einzelne spezifische Laute und Lautfolgen der englischen Sprache beobachten, gegebenenfalls mit anderen Sprachen vergleichen und auf Deutsch Vermutungen über das Verhältnis von Schrift und Laut anstellen (z.B. my > [maɪ], live > [lɪv], life > [laɪf]; Wort-und Satzbetonung).","g",null,null,"g"]
["FS1E.5.D.1","Die Schülerinnen und Schüler ...können grammatische Strukturen in Texten erkennen und für das Verständnis nutzen sowie beim Sprechen und Schreiben anwenden.","a","...können beim Sprechen und Schreiben mit Unterstützung sehr einfache grammatische Strukturen verwenden, machen aber je nach Unterstützungsgrad noch häufig Fehler (z.B. regelmässige Pluralform, einzelne Konjugationsformen).\n...können einzelne, formelhafte und auf bestimmte Situationen bezogene grammatische Strukturen mit Unterstützungerkennen und für das Verständnis nutzen (z.B. Negation, Fragewörter).",null,null,null,"g1"]
[null,null,"b","...können beim Sprechen und Schreiben einige einfache grammatische Strukturen verwenden, machen dabei aber noch Fehler (z.B. Konjugationsformen wichtiger Verben, Personalpronomen in Subjektstellung, einfache Frage mit Fragewort).\n...können auf bestimmte Situationen bezogene grammatische Strukturen mit Unterstützungerkennen und für das Verständnis nutzen (z.B. Zeitangaben, Ortsangaben).","g",null,null,"g"]
["FS1E.5.D.2","Die Schülerinnen und Schüler ...können grammatische Strukturen verstehen und mit anderen Sprachen vergleichen.","a","...können unter Anleitung einzelne grammatische Strukturen erforschen, gegebenenfalls mit anderen Sprachen vergleichen und darüber auf Deutsch Vermutungen anstellen (z.B. Singular-Pluralform, bestimmter/unbestimmter Artikel, Wortstellung in einem Fragesatz).","g",null,null,"g"]
["FS1E.5.E.1","Die Schülerinnen und Schüler ...können angemessen korrekt schreiben.","a","...können einzelne Wörter und kurze Wendungen korrekt abschreiben.\n...können einzelne Wörter und kurze Wendungen aufschreiben, dies kann aber noch lautgetreu sein.",null,null,null,"g1"]
[null,null,"b","...können Wendungen und kurze Sätze korrekt abschreiben.\n...können in eigenen kurzen Texten teilweise die korrekte Rechtschreibung benutzen.\n...können in einfachen Sätzen die wichtigsten Satzzeichen anwenden.","g",null,null,"g"]
["FS1E.5.E.2","Die Schülerinnen und Schüler ...können Rechtschreibregeln der englischen Sprache reflektieren und verstehen.","a","...können unter Anleitung elementare Rechtschreibregeln wahrnehmen (z.B. I, what/where/why).",null,null,null,"g1"]
[null,null,"b","...können elementare Rechtschreibregeln erforschen und auf Deutsch Vermutungen darüber anstellen.\n...können eigene Fehler mithilfe von Textvorlagenerkennen und korrigieren.","g",null,null,"g"]
["FS1E.5.F.1","Die Schülerinnen und Schüler ...können ihr eigenes Sprachenlernen reflektieren und planen.","a","...können auf ganz einfache Weise, und unterstützt durch die Lehrperson, über ihre Sprachlernerfahrungen nachdenken und Lernfortschritte festhalten (z.B. im Lernjournal).",null,null,null,"g1"]
[null,null,"b","...können mit Unterstützung ihren Lernstand einschätzen und daraus persönliche Ziele ableiten (z.B. über gezieltes Sammeln von Produkten, Portfolio).","g",null,null,"g"]
["FS1E.6.A.1","Die Schülerinnen und Schüler kennen einige Merkmale des englischsprachigen Kulturraums sowie kulturelle Gemeinsamkeiten und Unterschiede.","a","...kennen einige Kulturerzeugnisse, Eigenheiten und landeskundliche Gegebenheiten des englischsprachigen Kulturraums (z.B. Lieder, Kulinarik, Städte).",null,null,null,"g1"]
[null,null,"b","...kennen einige Gemeinsamkeiten und Unterschiede zwischen den eigenen und anderen Kulturen, insbesondere im englischsprachigen Raum (z.B. häufig beobachtete nonverbale Kommunikation oder Grussformeln, Rituale im Schulalltag, Kinderliteratur).","g",null,null,"g"]
[null,null,"c","...wissen, dass Kenntnisse, die sie über die englischsprachigen Kulturen haben, häufig klischeehafte Aspekte beinhalten und dass in allen Kulturen vielfältige Lebens- und Verhaltensweisen nebeneinander existieren (z.B. Wohnsituation, Essensgewohnheiten, Grussverhalten).",null,null,"o","ng"]
["FS1E.6.B.1","Die Schülerinnen und Schüler ...können über ihre Haltung gegenüber dem englischsprachigen Kulturraum und gegenüber kultureller Vielfalt nachdenken.","a","...können ihre Haltung gegenüber fremden Sprachen und Kulturen ausdrücken.\n...können ihre Eindrücke und Haltung in Bezug auf Kontakte mit dem englischsprachigen Kulturraum beschreiben (z.B. Austauschaktivitäten, Schultraditionen).",null,null,null,"ng"]
["FS1E.6.C.1","Die Schülerinnen und Schüler begegnen Menschen und Erzeugnissen des englischsprachigen Kulturraums virtuell und real.","a","...können kulturelle Merkmale beobachten und beschreiben (z.B. Lebensalltag, Feste, Traditionen).",null,null,null,"g1"]
[null,null,"b","...können Aspekte des Lebensalltags aus dem englischsprachigen Kulturraum mit ihren eigenen Erfahrungen vergleichen (z.B. durch Briefkontakte, Geschichten, Reportagen, Comics, Blog).","g",null,null,"g"]
[null,null,"c","...können mit englischsprachigen Menschen in Kontakt treten und machen dadurch Bekanntschaft mit deren Kulturen (z.B. Brief, Text, Bild, Zeichnung, E-Mail).",null,null,"o","ng"]

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["Französisch",null,null,null,"Grundanspruch",null,"Gem. mit Nachbarzyklus"]
[]
[]
[]
[]
[null,null,null,null,null,"verbindl. Bsp."]
["FS2F.1.A.1","Die Schülerinnen und Schüler können verschiedenartige Hörtexte und Gespräche verstehen (Sachtexte, ästhetische Texte, Texte im Schulalltag, Gespräche im Kontakt mit Französisch sprechenden Personen).","a","...können vertraute Wörter, ganz einfache Informationen, einfache Aufgaben und Anleitungen verstehen, wenn deutlich gesprochen wird und wenn Illustrationen oder Gestik und Mimik dabei helfen (z.B. Reim, Kinderlied, Anweisung).\nkönnen einfache und häufige Ausdrücke und einfache Fragen zur eigenen Person verstehen (z.B. Name, Adresse).",null,null,null,"g1"]
[null,null,"b","...können sich bei einfachen kurzen Texten eine Vorstellung vom Inhalt machen, wenn der Text mit Illustrationen oder Gestik unterstützt wird (z.B. Trickfilm, Theaterszene, Lied).\nkönnen einfachen kurzen Texten grundlegende Informationen entnehmen, wenn langsam, deutlich und mit Pausen gesprochen wird (z.B. Spielanleitung, kleines Experiment).\nkönnen kurze Gespräche über vertraute Themen verstehen, wenn langsam und deutlich gesprochen wird (z.B. Schule, Familie, Freizeit).","g",null,null,"g"]
[null,null,"c","...können in einfachen kurzen Texten zu vertrauten Themen die Hauptinformation verstehen, wenn langsam und deutlich gesprochen wird (z.B. Geschichte).\nkönnen in kurzen, einfachen und klaren Durchsagen die Hauptinformation oder Einzelinforamtionen verstehen (z.B. Wettervorhersage, Sportresultat).\nkönnen aus kurzen Mitteilungen zu vertrauten Themen einfache Informationen entnehmen, wenn langsam und deutlich gesprochen wird (z.B. Wegbeschreibung).",null,null,"o","ng"]
["FS2F.1.A.2","Die Schülerinnen und Schüler können die ästhetische Wirkung von Hörtexten entdecken und beschreiben.","a","...können in einen langsam und deutlich vorgelesenen/gesprochenen Hörtext eintauchen (z.B. einfaches Hörbuch, Geschichte).","g",null,null,"g"]
["FS2F.1.B.1","Die Schülerinnen und Schüler können Hörstrategien einsetzen und reflektieren. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Hörstrategien aus der ersten Fremdsprache und anderen Sprachen transferieren und einsetzen (z.B. mehrfach hören, auf Geräusche, Satzmelodie, Gestik und Mimik achten).\nkönnen unter Anleitung mitteilen, welche Hörstrategien hilfreich sind.",null,null,null,"g2"]
[null,null,"b","...können einzelne Wörter heraushören, die aus anderen Sprachen bekannt sind (z.B. Parallelwörter, bekannte Wörter, Namen, Zahlen).",null,null,null,"g1"]
[null,null,"c","...können Hörstrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z.B. Vorwissen aktivieren, Thema erkennen, auf Bekanntes achten, schriftlichen Begleittext nutzen).","g",null,null,"g"]
["FS2F.1.C.1","Die Schülerinnen und Schüler können Inhalte aus Gesprächen und Hörtexten auf Französisch verstehen und sinngemäss ins Deutsche übertragen.","a","...können die Hauptaussagen aus kurzen und einfachen Mitteilungen (z.B. auf Anrufbeantworter, Arbeitsanweisung) verstehen und sinngemäss mündlich oder schriftlich auf Deutsch wiedergeben.",null,null,null,"ng"]
["FS2F.2.A.1","Die Schülerinnen und Schüler können verschiedenartige Texte lesen und verstehen (Sachtexte, ästhetische Texte, Texte im Schulalltag, Texte im Kontakt mit Französisch sprechenden Personen).","a","...können einzelne Ausdrücke mithilfe von Illustrationen verstehen (z.B. Flyer, Bilderrätsel, Reim).\nkönnen in ganz einfachem Informationsmaterial oder kurzen Mitteilungen (z.B. Schild, Plakat, Postkarte) grundlegende Informationen finden und verstehen (z.B. Ort, Datum, Zeit).\nkönnen kurze wiederkehrende Anweisungen verstehen (z.B. im Lehrmittel).",null,null,null,"g1"]
[null,null,"b","...können einfache kurze Texte mithilfe von Illustrationen verstehen (Bildergeschichte, Bande dessinée).\nkönnen Informationsmaterialien grundlegende Aussagen entnehmen (z.B. Angebot, Preis in Werbetext).\nkönnen einfache kurze Mitteilungen verstehen (z.B. SMS, Einladung, Arbeitsanweisung).","g",null,null,"g"]
[null,null,"c","...können eine kurze, klar aufgebaute Geschichte in groben Zügen verstehen, wenn das Thema vertraut ist (z.B. Handlung, wichtigste Akteure oder Figuren).\nkönnen aus kurzen, klar aufgebauten Texten zu vertrauten Themen grundlegende Informationen entnehmen (z.B. Liste, Kochrezept, Portrait, Limerick).\nkönnen in einfachen persönlichen Nachrichten konkrete Mitteilungen verstehen (z.B. E-Mail, Chat).",null,null,"o","ng"]
["FS2F.2.A.2","Die Schülerinnen und Schüler können die ästhetische Wirkung von Lesetexten entdecken und beschreiben.","a","...können in einfachen Texten ästhetische Gestaltungsmittel entdecken (z.B. Reimform, Wiederholung im Vers, Wortspiel).","g",null,null,"g"]
[null,null,"b","...können in einfache, mit Bilder illustrierte kurze Texte eintauchen (z.B. Bande dessinée, illustrierte Geschichte).",null,null,"o","ng"]
["FS2F.2.B.1","Die Schülerinnen und Schüler können Lesestrategien einsetzen und reflektieren. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Lesestrategien aus der ersten Fremdsprache und anderen Sprachen transferieren und einsetzen (z.B. Bilder und Titel betrachten, Text durch W-Fragen erschliessen, Unbekanntes nachschlagen).\nkönnen unter Anleitung mitteilen, welche Lesestrategien hilfreich sind.",null,null,null,"g2"]
[null,null,"b","...können einzelne Wörter erkennen, die aus anderen Sprachen bekannt sind (z.B. Parallelwörter, bekannte Wörter, Namen, Zahlen).",null,null,null,"g1"]
[null,null,"c","...können Lesestrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z.B. Vorwissen aktivieren, Thema erkennen, Unbekanntes erschliessen, wiederholtes Lesen, verschiedene Informationsquellen nutzen).","g",null,null,"g"]
["FS2F.2.C.1","Die Schülerinnen und Schüler können Inhalte schriftlicher Texte auf Französisch verstehen und sinngemäss ins Deutsche übertragen.","a","...können die Hauptaussagen aus kurzen und einfachen Mitteilungen (z.B. Schild, Plakat) verstehen und sinngemäss mündlich oder schriftlich auf Deutsch wiedergeben.",null,null,null,"ng"]
["FS2F.3.A.1","Die Schülerinnen und Schüler können an verschiedenen Gesprächen teilnehmen (über Sachthemen, über ästhetische Themen, im Schulalltag, mit Französisch sprechenden Personen).","a","...können mit ganz einfachen Worten Kontakt aufnehmen und sich verständigen (z.B. sich begrüssen, verabschieden, bedanken, etwas bestellen).",null,null,null,"g1"]
[null,null,"b","...können sich in vertrauten Situationen auf einfache Art verständigen, wenn die Gesprächspartner/innen Rücksicht nehmen und behilflich sind (z.B. Spiel, Freizeit, Schule).\nkönnen einfache Fragen zu vertrauten Themen stellen und mit einzelnen Wörtern, Ausdrücken oder kurzen Sätzen antworten (z.B. Datum, Zeit, Befinden, Farbe).","g",null,null,"g"]
[null,null,"c","...können in alltäglichen Situationen mit einfachen Worten Informationen austauschen und einholen (z.B. Rollenspiel, Gruppenarbeit).\nkönnen zu vertrauten Themen einfache Fragen stellen und beantworten, kurz etwas dazu sagen oder auf Gesagtes reagieren (z.B. Unterricht, Einkauf).",null,null,"o","ng"]
["FS2F.3.B.1","Die Schülerinnen und Schüler können zu verschiedenen Themen und in unterschiedlichen Situationen zusammenhängend sprechen (über Sachthemen, über ästhetische Themen, über Themen und Abläufe im Schulalltag, im Kontakt mit Französisch sprechenden Personen).","a","...können einfache kurze Reime vortragen.\nkönnen alltägliche und vertraute Dinge benennen (z.B. Schulgegenstände, Esswaren).\nkönnen mit einfachen Worten über sich selber sprechen (z.B. Name, Alter, Befindlichkeit).",null,null,null,"g1"]
[null,null,"b","...können einfache Lieder mitsingen.\nkönnen grundlegende Informationen über sich und vertraute Personen geben (z.B. Herkunft, Freunde).\nkönnen sich über Vorlieben und Abneigungen zu sehr vertrauten Themen äussern (z.B. Essen, Farben, Kleidung).","g",null,null,"g"]
[null,null,"c","...können ein einfaches kurzes Gedicht vortragen (z.B. Chant, Rap).\nkönnen sehr vertraute Themen in einem kurzen vorbereiteten Vortrag präsentieren (z.B. Hobby, Tiere, Musik).\nkönnen Menschen, Gegenstände und Abläufe auf einfache Weise beschreiben (z.B. Aussehen, Tagesablauf, Weg).\nkönnen sagen, was sie gut können, was weniger gut (z.B. Schule, Sport).",null,null,"o","ng"]
["FS2F.3.B.2","Die Schülerinnen und Schüler können beim Vortragen Texte gestalten und eine ästhetische Wirkung erzielen.","a","...können beim Vortragen von einfachen Texten mit ästhetischen Gestaltungsmitteln spielerisch experimentieren (z.B. Reim, Zungenbrecher, Vers).","g",null,null,"g"]
[null,null,"b","...können verschiedene Textformen kreativ vortragen (z.B. Liedtext, Rap, Chant, Gedicht, Lesetheater).",null,null,"o","ng"]
["FS2F.3.C.1","Die Schülerinnen und Schüler können Strategien einsetzen und reflektieren, um das Sprechen zu steuern. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Sprechstrategien aus der ersten Fremdsprache und anderen Sprachen transferieren und einsetzen (z.B. Gesprächspartner beobachten, Gestik und Mimik einsetzen, Nichtverstehen signalisieren, auswendig gelernte Wendungen [Chunks] nutzen).\nkönnen unter Anleitung mitteilen, welche Sprechstrategien hilfreich sind.",null,null,null,"g1"]
[null,null,"b","...können Sprechstrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z. B. zur Erstsprache wechseln, Verstehen oder Nichtverstehen signalisieren, Textbausteine und Notizen nutzen).","g",null,null,"g"]
[null,null,"c","...können Sprechhemmungen überwinden, bei Bedarf mit Unterstützung, und dabei Fehler als Lerngelegenheiten nutzen.",null,null,"o","ng"]
["FS2F.3.D.1","Die Schülerinnen und Schüler können Inhalte aus Gesprächen, Hörtexten oder schriftlichen Texten auf Deutsch sinngemäss ins Französische übertragen.","a","...können die Hauptaussagen aus kurzen, einfachen schriftlichen Mitteilungen auf Deutsch (z.B. Schild, Plakat, SMS) sinngemäss auf Französisch wiedergeben.",null,null,null,"ng"]
["FS2F.4.A.1","Die Schülerinnen und Schüler können verschiedene Texte verfassen (Sachtexte, ästhetische Texte, Texte im Schulalltag, im schriftlichen Kontakt mit Französisch sprechenden Personen).","a","...können mit bekannten Wörtern Listen erstellen und Bilder beschriften (z.B. Leporello, Checkliste).\nkönnen Formulare mit persönlichen Angaben ergänzen (z.B. Anmeldung).\nkönnen in kurzen, einfachen Sätzen Informationen über sich selbst geben (z.B. Name, Wohnort, Alter).",null,null,null,"g1"]
[null,null,"b","...können von einer Geschichte die wichtigsten Elemente festhalten (z.B. Cluster, Mindmap).\nkönnen mit einfachen Worten alltägliche Situationen und Gegenstände beschreiben (z.B. Farbe, Grösse, Material).\nkönnen mit einfachen Worten Informationen über sich selbst oder vertraute Personen und Sachverhalte verfassen (z.B. Familie, Zimmer, Hobby).\nkönnen ganz einfache Mitteilungen und Fragen formulieren (z.B. Einladung, SMS, Notiz).","g",null,null,"g"]
["FS2F.4.A.2","Die Schülerinnen und Schüler können eigene Texte kreativ und spielerisch gestalten und eine ästhetische Wirkung erzielen.","a","...können mit einfachen ästhetischen Gestaltungsmitteln spielerisch experimentieren (z.B. Wörter zeichnen, Reimwörter).","g",null,null,"g"]
["FS2F.4.B.1","Die Schülerinnen und Schüler können Strategien zur Schreibunterstützung einsetzen und reflektieren. Dabei nutzen sie auch in anderen Sprachen aufgebaute Strategien.","a","...können unter Anleitung bekannte Schreibstrategien aus der ersten Fremdsprache und anderen Sprachen transferieren und einsetzen (z.B. Wörter aus Vorlage neu kombinieren, fehlendes Vokabular durch Symbole, Zeichnungen oder Wörter aus anderen Sprachen ersetzen).\nkönnen unter Anleitung mitteilen, welche Schreibstrategien hilfreich sind.",null,null,null,"g1"]
[null,null,"b","...können Schreibstrategien einsetzen, wenn sie dabei teilweise unterstützt werden, und sich über deren Nutzen austauschen (z.B. Modellsätze verwenden, Wortlisten und Bilderwörterbuch nutzen, Merktechniken, Eselsbrücken).","g",null,null,"g"]
["FS2F.4.C.1","Die Schülerinnen und Schüler können Inhalte deutscher Texte sinngemäss ins Französische übertragen.","a","...können zu einfachen schriftlichen Texten auf Deutsch (z.B. Einladung, einfache Sachtexte) Stichworte auf Französisch festhalten.",null,null,null,"ng"]
["FS2F.5.A.1","Die Schülerinnen und Schüler können ihre Aufmerksamkeit auf sprachliche Vielfalt richten.","a","...können mehrsprachige Situationen bewusst wahrnehmen und benennen (z.B. in der eigenen Klasse, Umgebung, am Ferienort, in Medien).","g",null,null,"g"]
["FS2F.5.A.2","Die Schülerinnen und Schüler können ihre Aufmerksamkeit auf sprachliche Phänomene richten.","a","...können einzelne sprachliche Phänomene in verschiedenen Sprachen mit Unterstützung wahrnehmen und Unterschiede oder Ähnlichkeiten erkennen (z.B. verschiedene Schriftsysteme, Begrüssungsrituale).","g",null,null,"g"]
["FS2F.5.B.1","Die Schülerinnen und Schüler verfügen über einen angemessenen Wortschatz, um sich mündlich und schriftlich zu äussern.","a","...verfügen über ein begrenztes Repertoire an einzelnen Wörtern und Wendungen, die sich auf bestimmte Situationen beziehen, um sich kurz und einfach zu vertrauten Themen zu äussern.",null,null,null,"g1"]
[null,null,"b","...verfügen über ein elementares Repertoire an häufigen Wörtern und Wendungen, das ihnen erlaubt, einfache Texte zu alltäglichen Themen zu verfassen sowie an einfachen Gesprächen aktiv teilzunehmen.","g",null,null,"g"]
["FS2F.5.B.2","Die Schülerinnen und Schüler können Strategien und Techniken zum Wortschatzerwerb und Regeln der Wortbildung reflektieren und für ihr Lernen nutzen. Sie können dabei auf Lernerfahrungen und Kenntnisse in anderen Sprachen zurückgreifen.","a","...können unter Anleitung Strategien und Techniken für das Wortschatzlernen nutzen (z.B. Klebezettel, Wort-Bild-Karten, Parallelwörter).",null,null,null,"g1"]
[null,null,"b","...können Erfahrungen mit Strategien und Techniken zum Wortschatzerwerb reflektieren und unter Anleitung entscheiden, welche ihnen am besten zusagt (z.B. Wortkartei, Wörternetz, Lernspiel, Bildwörterbücher, elektronische Wörterbücher, App).\nkönnen ausgehend vom bestehenden individuellen Wortschatz mithilfe von Hör-, Lesetexten und Gesprächen ihren produktiven Wortschatz erweitern.","g",null,null,"g"]
["FS2F.5.C.1","Die Schülerinnen und Schüler können klar und verständlich sprechen und vorlesen.","a","...können vertraute Wörter und Wendungen so aussprechen oder vorlesen, dass sie meistens verstanden werden.",null,null,null,"g1"]
[null,null,"b","...können häufige Konventionen der Aussprache und Intonation so anwenden, dass sie beim Sprechen und lauten Lesen verstanden werden.","g",null,null,"g"]
["FS2F.5.C.2","Die Schülerinnen und Schüler können typische Aussprache- und Intonationsregeln der französischen Sprache verstehen.","a","...können einzelne typische Laute wahrnehmen, die sich in Französisch und Deutsch unterscheiden (z.B. j/en/oi).",null,null,null,"g2"]
[null,null,"b","...können die Auswirkung der Intonation auf die Bedeutung einer Aussage erkennen und Schlüsse daraus ziehen (z.B. Intonationsfrage, Befehlsform).",null,null,null,"g1"]
[null,null,"c","...können einzelne spezifische Laute und Lautfolgen der französischen Sprache beobachten, gegebenenfalls mit anderen Sprachen vergleichen und auf Deutsch Vermutungen über das Verhältnis von Schrift und Laut anstellen (z.B. ou > [u], au > [o], on > [ɔ], ch > [∫]; Wort-und Satzbetonung).","g",null,null,"g"]
["FS2F.5.D.1","Die Schülerinnen und Schüler können grammatische Strukturen in Texten erkennen und für das Verständnis nutzen sowie beim Sprechen und Schreiben anwenden.","a","...können beim Sprechen und Schreiben mit Unterstützung sehr einfache grammatische Strukturen verwenden, machen aber je nach Unterstützungsgrad noch häufig Fehler (z.B. regelmässige Pluralform, einzelne Konjugationsformen).\nkönnen einzelne, formelhafte und auf bestimmte Situationen bezogene grammatische Strukturen mit Unterstützung erkennen und für das Verständnis nutzen (z.B. Negation, Fragewörter).","g",null,null,"g"]
[null,null,"b","...können beim Sprechen und Schreiben einige einfache grammatische Strukturen verwenden, machen dabei aber noch Fehler (z.B. Konjugationsformen wichtiger Verben, Personalpronomen in Subjektstellung, einfache Frage mit Fragewort).\nkönnen auf bestimmte Situationen bezogene grammatische Strukturen mit Unterstützung erkennen und für das Verständnis nutzen (z.B. Zeitangaben, Ortsangaben).",null,null,"o","ng"]
["FS2F.5.D.2","Die Schülerinnen und Schüler können grammatische Strukturen verstehen und mit anderen Sprachen vergleichen.","a","...können unter Anleitung einzelne grammatische Strukturen erforschen, gegebenenfalls mit anderen Sprachen vergleichen und darüber auf Deutsch Vermutungen anstellen (z.B. Singular-Pluralform, bestimmter/unbestimmter Artikel, Wortstellung in einem Fragesatz).","g",null,null,"g"]
["FS2F.5.E.1","Die Schülerinnen und Schüler können angemessen korrekt schreiben.","a","...können einzelne Wörter und kurze Wendungen korrekt abschreiben.\nkönnen einzelne Wörter und kurze Wendungen aufschreiben, dies kann aber noch lautgetreu sein.",null,null,null,"g1"]
[null,null,"b","...können Wendungen und kurze Sätze korrekt abschreiben.\nkönnen in eigenen kurzen Texten teilweise die korrekte Rechtschreibung benutzen.\nkönnen in einfachen Sätzen die wichtigsten Satzzeichen anwenden.","g",null,null,"g"]
["FS2F.5.E.2","Die Schülerinnen und Schüler können Rechtschreibregeln der französischen Sprache reflektieren und verstehen.","a","...können unter Anleitung elementare Rechtschreibregeln wahrnehmen (z.B. é, Schreibung von Nasallauten).",null,null,null,"g1"]
[null,null,"b","...können elementare Rechtschreibregeln erforschen und auf Deutsch Vermutungen darüber anstellen.\nkönnen eigene Fehler mithilfe von Textvorlagen erkennen und korrigieren.","g",null,null,"g"]
["FS2F.6.A.1","Die Schülerinnen und Schüler kennen einige Merkmale des französischsprachigen Kulturraums sowie kulturelle Gemeinsamkeiten und Unterschiede.","a","...kennen einige Kulturerzeugnisse, Eigenheiten und landeskundliche Gegebenheiten des französischsprachigen Kulturraums (z.B. Lieder, Kulinarik, Städte).",null,null,null,"g1"]
[null,null,"b","...kennen einige Gemeinsamkeiten und Unterschiede zwischen den eigenen und anderen Kulturen, insbesondere im französischsprachigen Raum (z.B. häufig beobachtete nonverbale Kommunikation oder Grussformeln, Rituale im Schulalltag, Kinderliteratur).","g",null,null,"g"]
[null,null,"c","...wissen, dass Kenntnisse, die sie über die französischsprachigen Kulturen haben, häufig klischeehafte Aspekte beinhalten und dass in allen Kulturen vielfältige Lebens- und Verhaltensweisen nebeneinander existieren (z.B. Wohnsituation, Essensgewohnheiten, Grussverhalten).",null,null,"o","ng"]
["FS2F.6.B.1","Die Schülerinnen und Schüler können über ihre Haltung gegenüber dem französischsprachigen Kulturraum und gegenüber kultureller Vielfalt nachdenken.","a","...können ihre Haltung gegenüber fremden Sprachen und Kulturen ausdrücken.\nkönnen ihre Eindrücke und Haltung in Bezug auf Kontakte mit dem französischsprachigen Kulturraum beschreiben (z.B. Austauschaktivitäten, Schultraditionen).",null,null,null,"ng"]
["FS2F.6.C.1","Die Schülerinnen und Schüler begegnen Menschen und Erzeugnissen des französischsprachigen Kulturraums virtuell und real.","a","...können kulturelle Unterschiede beobachten und beschreiben (z.B. Lebensalltag, Feste, Traditionen).",null,null,null,"g1"]
[null,null,"b","...können Aspekte des Lebensalltags aus dem französischsprachigen Kulturraum mit ihren eigenen Erfahrungen vergleichen (z.B. durch Briefkontakte, Geschichten, Reportagen, Bandes dessinées, Blog).","g",null,null,"g"]
[null,null,"c","...können mit französischsprachigen Menschen in Kontakt treten und machen dadurch Bekanntschaft mit deren Kulturen (z.B. Brief, Text, Bild, Zeichnung, E-Mail).",null,null,"o","ng"]
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["NT",null,null,null,"Grundanspruch"]
[]
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["NT.1.1","Die Schülerinnen und Schüler können Wege zur Gewinnung naturwissenschaftlicher Erkenntnisse beschreiben und deren kulturelle Bedeutung reflektieren.","a1","...können beschreiben, wie naturwissenschaftliche Erkenntnisse gewonnen werden (z.B. Was ist eine Beobachtung? Was ist eine naturwissenschaftliche Frage? Was ist eine Hypothese? Was ist ein Experiment? Welche Rolle spielen die Untersuchungsbedingungen?). ​",null,"Naturwissenschaftliche Beobachtung",null,"g2"]
[null,null,"a2","...können naturwissenschaftliche Erkenntnisse von nicht naturwissenschaftlichen unterscheiden und an Beispielen verdeutlichen (z.B. Chemie versus Alchemie, Astronomie versus Astrologie).",null,"Naturwissenschaftliches Experimentieren",null,"g1"]
[null,null,"b","...können Informationen zu ausgewählten Persönlichkeiten (z.B. Galilei, le Verrier, Adams und Galle, Curie, Einstein, das Team um Watson und Crick) erschliessen und daraus ableiten, was Naturwissenschaftler/innen machen bzw. wie sie zu ihren Erkenntnissen gelangen.","g",null,null,"g"]
[null,null,"c","...können angeleitet Informationen über eine naturwissenschaftliche Erkenntnis zusammenstellen sowie nachvollziehen und kommunizieren, wie diese Erkenntnis unser Weltbild verändert hat (z.B. Kopernikanische Wende, Entdeckung des Magensaftes, Gravitationsgesetz, Rutherfords Streuversuch, Atomtheorie, Entdeckung der Kernenergie, Penizillin, Entdeckung der Gene, Urknalltheorie).",null,null,null,"ng"]
[null,null,"d","...können generalisieren, wie naturwissenschaftliche Erkenntnisgewinnung abläuft, welchen Prinzipien sie unterliegt und diese nicht naturwissenschaftlicher Erkenntnisgewinnung gegenüberstellen.",null,"Prinzipien der Naturwissenschaften: grundsätzliche Verstehbarkeit der Welt, Einfachheit der Lösung, Objektivität und Reproduzierbarkeit, Beständigkeit und Vorläufigkeit, Grenzen der Erkenntnisse",null,"ng"]
["NT.1.2","Die Schülerinnen und Schüler können technische Alltagsgeräte bedienen und ihre Funktionsweise erklären.","a1","...können die Funktionsweise einfacher technischer Geräte erfassen und Komponenten nachbauen (z.B. Handbohrmaschine, Heissluftballon). ",null,"Einfache technische Geräte: Funktionsweise",null,"g2"]
[null,null,"a2","...können eine einfache Fehlersuche bei nicht funktionierenden Geräten durchführen und die Fehl- oder Nichtfunktion genau beschreiben (z.B. defekte Lampe, Sicherung, Kabel richtig einstecken).",null,"Einfache Fehlersuche",null,"g1"]
[null,null,"b1","...können Anwendungsmöglichkeiten technischer Geräte unter unterschiedlichen Rahmenbedingungen bzw. Einflüssen testen (z.B. erhöhte Reibung, tiefere Temperatur).","g","Testverfahren",null,"g"]
[null,null,"b2","...können technische Geräte austesten, hinterfragen und dazu Verbesserungen vorschlagen (z.B. Schattenwurf und Neigungswinkel bei Solarzellen).","g",null,null,"g"]
[null,null,"c","...können Grundprinzipien von Alltagsgeräten erkennen, vergleichen und präsentieren (z.B. wärmeerzeugende Geräte, Wärmepumpe, Lampen, Übersetzung Fahrrad, Zapfenzieher, Personenlift, Sicherungsautomat, Lautsprecher, Leuchtdiode, Solarzellen).",null,null,null,"ng"]
[null,null,"d","...können die grundlegende Funktionsweise aktueller Technologien aufgrund von Sachtexten erfassen und künftige Anwendungsmöglichkeiten unter unterschiedlichen Rahmenbedingungen skizzieren (z.B. Geothermie, Informations- und Kommunikationstechnologie, Handy in Funkzellen, GPS, Flachbildschirm, Endoskop, Induktionsherd).",null,null,null,"ng"]
["NT.1.3","Die Schülerinnen und Schüler können die Nachhaltigkeit naturwissenschaftlich-technischer Anwendungen diskutieren.","a","...können sich angeleitet über die Bedeutung von naturwissenschaftlich-technischen Anwendungen für den Menschen informieren, insbesondere in den Bereichen Gesundheit, Sicherheit und Ethik (z.B. Gentechnik, Nanostoffe, Haltbarmachung von Milch, Antibiotika).","g",null,null,"g"]
[null,null,"b","...können sich angeleitet über die Nachhaltigkeit von naturwissenschaftlich-technischen Anwendungen informieren sowie Chancen und Risiken diskutieren (z.B. Verbrennungsmotoren, Kernenergie, Herstellung von Düngemittel, Computer).",null,null,null,"ng"]
[null,null,"c","...können selbstständig Sachinformationen zu naturwissenschaftlich-technischen Themenbereichen recherchieren, reflektieren und präsentieren (z.B. Auswirkungen bei Rohstoffmangel).",null,null,null,"ng"]
["NT.2.1","Die Schülerinnen und Schüler können Stoffe untersuchen, beschreiben und ordnen.","a","...können Stoffeigenschaften nach Anleitung bestimmen, dazu geeignete Messverfahren und -geräte einsetzen. ​","g","Schmelz- und Siedetemperatur, Dichte, Löslichkeit, pH-Wert, Brennbarkeit; Messgeräte\n",null,"g"]
[null,null,"b","...können Versuchsergebnisse vergleichen und Messgenauigkeit diskutieren.",null,"Messverfahren, Messgenauigkeit",null,"ng"]
[null,null,"c","...können Versuche zur Unterscheidung oder Gruppierung von Stoffen selbstständig planen, durchführen und auswerten.",null,null,null,"ng"]
["NT.2.2","Die Schülerinnen und Schüler können Stoffe aufgrund ihrer Eigenschaften gezielt trennen.","a","...können Stoffe aufgrund ihrer Zusammensetzung benennen und nach ausgewählten naturwissenschaftlichen Prinzipien ordnen. ​",null,"Reinstoff/Gemisch, Gemischarten, Metall/Nichtmetall, Element/Verbindung",null,"g2"]
[null,null,"b","...können einfache Gemische mit ausgewählten Methoden nach Anleitung trennen und das Vorgehen fachlich korrekt beschreiben.",null,"Extraktion, Chromatografie, Destillation",null,"g1"]
[null,null,"c","...können Anwendungen der Trennverfahren im Alltag und bei Alltagsprodukten erkennen (z.B. Tee-, Kaffeezubereitung, Wäschereinigung, Kläranlage, Ölabscheider, Magnetscheide).","g",null,null,"g"]
["NT.3.1","Die Schülerinnen und Schüler können Stoffumwandlungen untersuchen und beschreiben.","a","...können Sicherheitsvorschriften und Regeln im Umgang mit Chemikalien und Gerätschaften einhalten. ​",null,"Laborführerschein: Gefahren- und Sicherheitshinweise nach globalem Klassifikations- und Einstufungssystem für Chemikalien GHS",null,"g1"]
[null,null,"b","...können ausgewählte Stoffumwandlungen (z.B. Kerzen- und Brennerflammen, Verbrennung, Gerinnung von Eiklar) beobachten, untersuchen, als materielle und energetische Umwandlung erkennen und in Fachsprache beschreiben.","g","Chemische Reaktion,\nReaktionsschema in Worten",null,"g"]
[null,null,"c","...können angeleitet Reaktionen mit Sauerstoff durchführen, protokollieren, Fragen stellen, Vermutungen formulieren und diese experimentell überprüfen.",null,"Oxide, Korrosion/Korrosionsschutz",null,"ng"]
[null,null,"d","...können Zusammenhänge und Gesetzmässigkeiten bei chemischen Reaktionen vermuten und überprüfen (z.B. Einfluss der Temperatur, Erhaltung der Masse).",null,null,null,"ng"]
["NT.3.2","Die Schülerinnen und Schüler können Stoffumwandlungen einordnen und erklären.","a1","...können in der Entstehungsgeschichte des Periodensystems der Elemente PSE die Bedeutung des systematischen Beschreibens und Ordnens erkennen.",null,"Element Metalle, Nichtmetalle, Edelgase",null,"g2"]
[null,null,"a2","...können aus dem Periodensystem Informationen zu den Elementen herauslesen.",null,null,null,"g1"]
[null,null,"b1","...können eine chemische Reaktion mit dem Teilchenmodell veranschaulichen","g","Kugelmodell",null,"g"]
[null,null,"b2","...können Energiediagramme skizzieren und ausgewählten chemischen Reaktionen zuordnen.","g","Energiediagramme",null,"g"]
[null,null,"c1","...können am Beispiel der Entwicklungsgeschichte des Kern-Hülle-Modells die Bedeutung der Grenzen von Modellen erkennen. ​",null,"Masse-Ladungsmodell nach Thompson, Kern-Hülle-Modell nach Rutherford",null,"ng"]
[null,null,"c2","...können Atome mit dem Kern-Hülle-Modell darstellen sowie Protonen und Neutronen als Kernbausteine benennen.",null,"PSE: Ordnungszahl, Atommasse, Hauptgruppen; Isotop",null,"ng"]
[null,null,"d1","...können Zusammenhänge zwischen Schalenmodell und PSE aufzeigen ​",null,"Schalenmodell",null,"ng"]
[null,null,"d2","...können Stoffumwandlungen als Veränderung in der Anordnung von Teilchen und als Veränderung chemischer Bindungen erklären. ​",null,"Wertigkeit, Donator-Akzeptor-Konzept bei Redoxreaktionen, \n Bindungstypen, Edelgasregel",null,"ng"]
[null,null,"e1","...können die Vielfalt der Stoffe und deren Eigenschaften auf Anordnung und Kombination verschiedener Atome zurückführen.",null,"Ionen-, Metall-, Molekülbindung; Modifikation",null,"ng"]
[null,null,"e2","...können Gesetzmässigkeiten mit Modellen erklären (z.B. Erhaltung der Masse, Reaktionsgeschwindigkeit).",null,null,null,"ng"]
["NT.3.3","Die Schülerinnen und Schüler können Stoffe als globale Ressource erkennen und nachhaltig damit umgehen.","a","...können in ausgewählten Medien Informationen zusammentragen und die Umwandlungsschritte vom Rohstoff zu einem Produkt mit geeigneten Darstellungsformen präsentieren (z.B. Flusswasser - Trinkwasser, Steinsalz - Kochsalz, Rohöl - Fraktionsprodukte). ",null,"Rohstoff und Produkt",null,"g2"]
[null,null,"b","...können Stoffkreisläufe erklären und darstellen.",null,"Rohstoff-, Kohlenstoffkreislauf",null,"g1"]
[null,null,"c1","...können aufzeigen, welche lokalen und globalen Folgen die Nutzung von Rohstoffen auf die Umwelt hat und Möglichkeiten zum nachhaltigen Umgang mit globalen Ressourcen zusammenstellen und einschätzen.","g","Globale Ressourcen: Wasser, Luft, fossile Brennstoffe, Uran; Endlichkeit der Ressourcen",null,"g"]
[null,null,"c2","...können Informationsquellen beurteilen und einschätzen, ob mit den Informationen bestimmte Interessen vertreten werden.","g",null,null,"g"]
[null,null,"d1","...können selbstständig in Medien nach Informationen zum Recycling von Stoffen suchen und das eigene Recyclingverhalten reflektieren.",null,"Wertstoffkreislauf, PET",null,"ng"]
[null,null,"d2","...können Ideen zur Abfallverminderung, zur Verbesserung des Recyclingverhaltens sowie Visionen für weitere Recyclingkreisläufe entwickeln und deren Realisierungsmöglichkeiten einschätzen.",null,null,null,"ng"]
["NT.4.1","Die Schülerinnen und Schüler können Energieformen und -umwandlungen analysieren.","a","...können Vorgänge beschreiben, bei denen eine Energieform in eine andere Energieform umgewandelt wird (z.B. Verbrennung von Treibstoff, Verwertung der Nahrung im Körper, den Berg hinunterschlitteln, einen Backofen benutzen, eine Glüh-, Halogen- oder Energiesparlampe verwenden). ​",null,"Energieformen qualitativ: Lage-, Bewegungs-, elektrische, chemische und thermische Energie",null,"g4"]
[null,null,"b","...können Energieumwandlungsketten schematisch darstellen sowie Energieformen und -wandler benennen (z. B. Bewegungsenergie - Energiewandler Generator - elektrische Energie - Energiewandler Heizung - thermische Energie)",null,"Energieumwandlungsketten",null,"g3"]
[null,null,"c1","...kennen die Bedeutung der Systemgrenzen bei der Beschreibung von Energieumwandlungsprozessen.",null,null,null,"g2"]
[null,null,"c2","...können das Prinzip der Energieerhaltung beschreiben und mithilfe von Beispielen verdeutlichen.",null,null,null,"g1"]
[null,null,"d1","...können die umgewandelte Energie pro Zeit als Leistung experimentell erfassen und beschreiben (z.B. mechanische Leistung beim Treppensteigen als gewonnene Lageenergie pro Zeit, elektrische Leistung beim Wasserkochen als benötigte elektrische Energie pro Zeit).","g",null,null,"g"]
[null,null,"d2","...können die Arbeit als eine der massgeblichen Grössen im Prozess der Energieumwandlung identifizieren und beschreiben.","g",null,null,"g"]
[null,null,"e1","...können in verschiedenen Situationen Lage-, Bewegungs- und elektrische Energie berechnen (z.B. verschieden schwere Steine werden in verschiedene Höhen gehoben, verschieden lange Laufzeiten von elektrischen Geräten).",null,null,null,"ng"]
[null,null,"e2","...können mechanische und elektrische Leistung berechnen.",null,null,null,"ng"]
[null,null,"f","...können Energieumwandlungen in lebenden Systemen als solche erkennen und beschreiben.",null,"Fotosynthese, Zellatmung",null,"ng"]
["NT.4.2","Die Schülerinnen und Schüler können Herausforderungen zu Speicherung, Bereitstellung und Transport von Energie beschreiben und reflektieren.","a","...können verschiedene Möglichkeiten der Isolation an Alltagsbeispielen beschreiben sowie die jeweilige Wirkung vergleichen (z.B. Thermoskanne versus Glaskanne, grobmaschiger Wollpullover versus Baumwollhemd).",null,"Wärmeleitung, Wärmestrahlung, Wärmeströmung; Isolation",null,"g3"]
[null,null,"b","...können mithilfe von Alltagsbeispielen zeigen, dass bei Energieumwandlungen fast immer ein Teil der Energie in thermische Energie umgewandelt wird.",null,"Energieentwertung",null,"g2"]
[null,null,"c","...können verschiedene Möglichkeiten der Speicherung und Bereitstellung elektrischer Energie benennen und beschreiben (z.B. Batterie, Schwungrad, Dynamo, Generatoren in Energiewerken).",null,null,null,"g1"]
[null,null,"d1","...können verschiedene Formen der Energiebereitstellung recherchieren und diese vergleichend analysieren.","g","Erneuerbare und fossile Energieträger",null,"g"]
[null,null,"d2","...können den Wirkungsgrad von Energiewandlern vergleichen und bewerten (z.B. nicht nutzbare Energieformen, Inexistenz eines Perpetuum mobile).","g",null,null,"g"]
[null,null,"e","...wissen, wie Energie unter verschiedenen Rahmenbedingungen gespeichert und transportiert werden kann und können jeweilige Vor- und Nachteile diskutieren.",null,null,null,"ng"]
[null,null,"f","...können die Erkenntnisse über Energie in Alltagssituationen anwenden und im Umgang mit Energieressourcen reflektiert handeln.",null,null,null,"ng"]
["NT.5.1","Die Schülerinnen und Schüler können Bewegungen und Wirkungen von Kräften analysieren.","a","...können gleichförmige Bewegungen von Körpern in Diagrammen erkennen und darstellen.",null,null,null,"g3"]
[null,null,"b","...können Wirkungen von Kräften untersuchen und beschreiben (z.B. verformte Plastilinkugel nach dem Herunterfallen, Bedeutung der Gurte beim Autofahren, Veränderung der Flugbahn eines Balls durch Krafteinwirkung). ​",null,"Angriffspunkt, Richtung und Betrag einer Kraft; Verformung, Bewegungs- und Lageänderungen durch Krafteinwirkung",null,"g2"]
[null,null,"c","...können experimentell zeigen und in Diagrammen darstellen, dass die Gewichtskraft proportional zur Masse ist.",null,"Umgang mit einem Kraftmesser",null,"g1"]
[null,null,"d1","...können Kräfte einordnen und darstellen. ","g","Kräftediagramm",null,"g"]
[null,null,"d2","...können experimentell zeigen, dass bei einfachen Maschinen die benötigten Kräfte verringert werden können (z.B. Hebel, schiefe Ebene, Flaschenzug, Ketten-/Zahnradgetriebe).","g",null,null,"g"]
[null,null,"e","...können begründen, dass bei einfachen Maschinen die benötigten Kräfte verringert werden können, sich gleichzeitig aber die Strecke, entlang der die Kräfte wirken, verlängert (z.B. Hebel, schiefe Ebene, Flaschenzug).",null,"Goldene Regel der Mechanik",null,"ng"]
[null,null,"f","...können beschleunigte Bewegungen von Körpern in Diagrammen erkennen und darstellen.",null,null,null,"ng"]
["NT.5.2","Die Schülerinnen und Schüler können Grundlagen der Elektrik verstehen und anwenden.","a","...können erklären und mit einfachen Experimenten zeigen, dass der elektrische Strom verschiedene Wirkungen hat (z.B. Licht-, Wärme-, magnetische und chemische Wirkung).",null,null,null,"g2"]
[null,null,"b","...können Veränderungen in Stromkreisen mithilfe geeigneter Messgeräte untersuchen und einfache Regeln aufstellen (z.B. mehr/weniger Lämpchen, Serie-/Parallelschaltung).",null,null,null,"g1"]
[null,null,"c","...können die massgeblichen Grössen eines einfachen Stromkreises miteinander in Beziehung setzen und Gesetzmässigkeiten experimentell herleiten.","g","Stromstärke, Spannung, Widerstand, Ohm'sches Gesetz",null,"g"]
[null,null,"d","...können die massgeblichen Grössen eines verzweigten Stromkreises miteinander in Beziehung setzen, Gesetzmässigkeiten experimentell herleiten sowie entsprechende Versuchsprotokolle anfertigen. ​",null,"Knoten- und Maschenregel",null,"ng"]
[null,null,"e","...können die Funktionsweisen von Elektromotor und Generator beschreiben.",null,null,null,"ng"]
["NT.5.3","Die Schülerinnen und Schüler können elektrische und elektronische Schaltungen untersuchen und analysieren.","a","...können Schalter, Dioden und veränderbare Widerstände sachgemäss in einen Stromkreis einbauen und die prinzipielle Funktionsweise beschreiben (z.B. Bimetallstreifen, Reedkontakt, Relais, Leuchtdiode, Fotowiderstand, Heiss- oder Kaltleiterwiderstand). ​",null,"Schaltplan, Vorwiderstand, Sperr- und Durchlassrichtung, Sensoren",null,"g1"]
[null,null,"b","...können einfache Anwendungsprobleme analysieren und eine entsprechende Schaltung entwerfen (z.B. Thermoschalter im Haarföhn oder Rauchmelder).","g",null,null,"g"]
[null,null,"c","...können die Entwicklung der Halbleitertechnologie recherchieren und die Bedeutung für die Gesellschaft diskutieren.",null,null,null,"ng"]
[null,null,"d1","...können einfache Transistorschaltungen bauen und analysieren (z.B. Alarmanlage oder Feuchtigkeitsmelder). ​",null,"Schalter, Verstärker, Steuer-, Arbeitsstromkreis",null,"ng"]
[null,null,"d2","...können die prinzipielle Funktionsweise von Halbleitern beschreiben. ",null,"n- und -p-Leiter, Dotierung",null,"ng"]
["NT.6.1","Die Schülerinnen und Schüler können Sinnesreize und deren Verarbeitung beschreiben, analysieren und beurteilen.","a","...können den Bau und die Vielfalt der Sinnesorgane in Beziehung zur Lebensweise ausgewählter Tiere setzen (z.B. unterschiedliche Anordnung der Augen bei Fluchttieren und Raubtieren, Seitenlinienorgan der Fische).",null,null,null,"g2"]
[null,null,"b","...können beobachten, beschreiben und dokumentieren, wie ein bestimmter Reiz eine entsprechende Reaktion auslöst (z.B. Stimme und Körpergeruch führen zu Zuneigung oder Abneigung).",null,null,null,"g1"]
[null,null,"c","...können Reiz und Reaktion in das Zusammenspiel von Sinnesorgan, Nerven, Gehirn und Muskeln bzw. Drüsen einordnen.","g","Reflex, unbewusste Reaktion, bewusste Reaktion",null,"g"]
[null,null,"d","...können mit einfachen Versuchen nachweisen, dass jeder Mensch bzw. jedes Lebewesen die Welt anders wahrnimmt (z.B. unterschiedliche Farbwahrnehmungen in der Dämmerung, unterschiedliches Geschmacksempfinden der Zunge). ",null,"Intersubjektive Wahrnehmung der Welt",null,"ng"]
["NT.6.2","Die Schülerinnen und Schüler können Hören und Sehen analysieren.","a","...können die Schallausbreitung als fortschreitende Verdichtung der Luft beschreiben und mithilfe von entsprechenden Modellen erklären (z.B. grosse Spiralfeder, Magnete).",null,null,null,"g2"]
[null,null,"b","...können mögliche Hörschäden mit unterschiedlichen Schalleinwirkungen in Beziehung setzen (z.B. Trommelfellriss durch lauten Knall, Lücken im Hörbereich durch Dauerbeschallung) und entsprechendes Verhalten daraus ableiten.",null,null,null,"g1"]
[null,null,"c1","...können die Funktionsweise des menschlichen Ohres beschreiben (z.B. Stereohören, Schallverstärkung, Frequenzverarbeitung, Hinhören/Weghören).","g",null,null,"g"]
[null,null,"c2","...können die Funktionsweise des menschlichen Auges beschreiben (z.B. Stereosehen, Farbsehen, Akkommodieren).","g",null,null,"g"]
[null,null,"d","...können Fehlsichtigkeiten und deren Korrekturen beschreiben (z.B. Kurz-, Weit- und Alterssichtigkeit).",null,null,null,"ng"]
["NT.6.3","Die Schülerinnen und Schüler können optische Phänomene untersuchen.","a","...können die Eigenschaften von Konvex- und Konkavlinsen experimentell bestimmen und entsprechende Versuchsprotokolle anfertigen.",null,"Brennpunkt",null,"g1"]
[null,null,"b1","...können die Entstehung von Spiegelbildern und Abbildungen mit Linsen mithilfe des Modells des Lichtstrahls resp. Lichtbündels erklären.","g",null,null,"g"]
[null,null,"b2","...können den Aufbau von optischen Geräten darstellen und die wichtigsten Bestandteile benennen (z.B. Fernrohr, Mikroskop, Fotoapparat).","g",null,null,"g"]
[null,null,"c","...können die Bedingungen für Totalreflexion experimentell bestimmen und ein Versuchsprotokoll anfertigen.",null,null,null,"ng"]
[null,null,"d","...können das Phänomen der optischen Hebung mithilfe des Strahlengangmodells erklären.",null,null,null,"ng"]
[null,null,"e","...können die Entstehung der Abbildung in/mit optischen Geräten mithilfe des Strahlengangmodells erklären (z.B. Fernrohr, Mikroskop, Fotoapparat).",null,null,null,"ng"]
["NT.7.1","Die Schülerinnen und Schüler können Aspekte der Anatomie und Physiologie des Körpers erklären.","a","...können ihren eigenen Körper sowie Funktions- und Strukturmodelle dazu nutzen, um das Zusammenspiel von Bau und Funktion des Bewegungsapparates zu analysieren (z.B. Biomechanik der Muskelansatzstellen).",null,"Biomechanik: Bau und Funktion des Bewegungsapparats",null,"g1"]
[null,null,"b","...können mithilfe ausgewählter Medien, Modelle oder realer Objekte das Zusammenspiel von Bau und Funktion eines inneren Organs analysieren (z.B. Physiologie der Lungenbläschen).","g","Physiologie: Bau und Funktion innerer Organe",null,"g"]
[null,null,"c","...können zum exemplarisch erarbeiteten Verständnis von Physiologie und Anatomie Gesetzmässigkeiten ableiten und diese erklären (z.B. Agonist - Antagonist, Röhrenknochen - Platte Knochen; Resorption benötigt grosse Oberfläche).",null,"anatomische und physiologische Gesetzmässigkeiten",null,"ng"]
["NT.7.2","Die Schülerinnen und Schüler können Stoffwechselvorgänge analysieren und Verantwortung für den eigenen Körper übernehmen.","a","...können die Organe als Komponenten eines Systems erkennen, das die vier zentralen Stoffwechselvorgänge Aufnahme, Transport, Umwandlung und Abgabe umschliesst. ​",null,"Aufnahme: Lunge, Verdauungsorgane; Transport: Blut, Blutkreislauf, Herz; Umwandlung: Leber, Fettgewebe, Knochen, Muskeln, Hirn; Abgabe: Niere, Lunge Verdauungsorgane, Haut",null,"g1"]
[null,null,"b","...können körpereigene Phänomene mit Stoffwechselvorgängen erklären (z.B. unterschiedliche Gelbfärbung des Urins, Verdauungskoma). ​","g","Aktion und Reaktion bei Stoffwechselvorgängen",null,"g"]
[null,null,"c","...können Ergebnisse experimenteller Untersuchungen (z.B. Nährstoffnachweise in Lebensmitteln, Verdauung im Reagenzglas) dazu nutzen, um die Ansprüche des eigenen Körpers einzuschätzen und entsprechend zu handeln.",null,"Nährstoffexperimente, Ernährung, Bewegung, Schlaf",null,"ng"]
["NT.7.3","Die Schülerinnen und Schüler verfügen über ein altersgemässes Grundwissen über die menschliche Fortpflanzung, sexuell übertragbare Krankheiten und Möglichkeiten zur Verhütung.","a","...kennen die Wirk- und Anwendungsweise verschiedener Mittel und Methoden zur Empfängnisverhütung und können deren Risiken und Nebenwirkungen vergleichen.",null,"Fortpflanzung, Verhütung",null,"g2"]
[null,null,"b","...wissen um die Verantwortung beider Geschlechter für Empfängnis und Verhütung.",null,null,null,"g1"]
[null,null,"c","...kennen Krankheiten, die häufig sexuell übertragen werden, und können erläutern, wie man sich davor schützt.","g","HIV,\nGeschlechtskrankheiten",null,"g"]
[null,null,"d","...kennen altersgemässe Medien und Informationsquellen zur Sexualaufklärung.",null,null,null,"ng"]
["NT.7.4","Die Schülerinnen und Schüler können Massnahmen gegen häufige Erkrankungen beurteilen.","a","...können verschiedene Verursacher von Erkrankungen unterscheiden und kennen prinzipielle Reaktionsweisen des Immunsystems (z.B. Antikörper blockieren Viren in der Blutbahn). ​",null,"Krankheitsverursacher: Viren, Bakterien, Pilze; Immunsystem",null,"g1"]
[null,null,"b","...können präventiv (z.B. Hände waschen, Impfung) und kurativ (z.B. körperliche Ruhe bei einer Grippe) angemessen auf häufige Erkrankungen reagieren.","g","Prävention, Therapie",null,"g"]
[null,null,"c","...können grundlegende Wirkungsweisen von Medikamenten verstehen (z.B. keine Wirkung ohne Nebenwirkung), unterscheiden und abgrenzen (z.B. gegenüber Placebo). ",null,"Wirkung, Nebenwirkung",null,"ng"]
["NT.8.1","Die Schülerinnen und Schüler können Artenvielfalt in Beziehung zur Evolutionstheorie setzen.","a","...können Ordnungssysteme der Lebewesen hinterfragen und als Modelle erkennen (z.B. Stammbäume).",null,"Biologische Ordnungssysteme",null,"g1"]
[null,null,"b","...können zentrale Prinzipien der Evolutionstheorie an Beispielen erkennen und Gesetzmässigkeiten nachvollziehen.","g","Evolutionstheorie: Mutation, Rekombination, Selektion",null,"g"]
[null,null,"c","...können die Veränderlichkeit der Arten erfassen, auftretende Probleme benennen und begründete Vermutungen äussern (z.B. Was spricht dafür, dass Teichfrosch, Wasserfrosch und Seefrosch verschiedene Arten sind, was dagegen?).",null,"Artkonzept",null,"ng"]
["NT.8.2","Die Schülerinnen und Schüler können Wachstum und Entwicklung von Organismen erforschen und in Grundzügen erklären.","a","...können mikroskopische Phänomene an Zellen beobachten, dokumentieren und deren Funktionen präsentieren (z.B. Plasmaströme in Wasserpestzellen mikroskopieren und erläutern). ​",null,"Zellen, Mikroskopieren",null,"g1"]
[null,null,"b","...können Experimente zu Wachstum und Entwicklung von Pflanzen planen, durchführen und dokumentieren (z.B. Keimungs- und Wachstumsexperimente).","g","Pflanzenwachstum, Pflanzenentwicklung, Experimentierprozess",null,"g"]
[null,null,"c","...können Informationen zu Zellteilung, -streckung und -differenzierung recherchieren und damit Ergebnisse von Keimungs- und Wachstumsexperimenten interpretieren.",null,"Zellteilung, Zellstreckung, Zelldifferenzierung",null,"ng"]
["NT.8.3","Die Schülerinnen und Schüler können Grundlagen der Genetik analysieren und erklären.","a","...können den Zusammenhang von DNS, Genen, Proteinen und Merkmalsausprägungen darstellen.",null,"Molekulare Genetik: DNS, Gene, Proteine, Phäne",null,"ng"]
[null,null,"b1","...können Ursachen und Wirkungen von Mutationen beschreiben und zur Erklärung von Merkmalsveränderungen herbeiziehen. ​",null,"Mutationen, gentechnische Veränderung, gentechnisch veränderte Organismen",null,"ng"]
[null,null,"b2","...können aus dem Grundverständnis der molekularen Genetik das Prinzip der Gentechnik ableiten.",null,null,null,"ng"]
[null,null,"c","...können die Gesetzmässigkeiten der Vererbung erkennen und zur Erklärung von Phänomen herbeiziehen. ​",null,"Klassische Genetik: Wahrscheinlichkeit, Mendelsche Regel",null,"ng"]
["NT.9.1","Die Schülerinnen und Schüler können aquatische Ökosysteme untersuchen und beurteilen.","a","...können mit geeigneten Instrumenten Daten über abiotische (z.B. Strömungsgeschwindigkeit, Wassertemperatur) und biotische Faktoren (z.B. Leitorganismen für Wassergüte wie Eintagsfliegenlarven) zu aquatischen Ökosystemen sammeln, ordnen und auswerten.",null,"Aquatisches Ökosystem, abiotische und biotische Faktoren",null,"g1"]
[null,null,"b","...können die Planung sowie die Durchführung der Beobachtungen und Experimente kriteriengeleitet prüfen und mögliche Optimierungen vorschlagen.","g","Methodenkritik",null,"g"]
[null,null,"c","...können vertiefende Informationen zu aquatischen Ökosystemen oder zum Wasser als Lebensgrundlage suchen, mit Modellen deuten und einschätzen. ",null,"Nahrungskette, Nahrungsnetze, Konkurrenz",null,"ng"]
["NT.9.2","Die Schülerinnen und Schüler können Wechselwirkungen innerhalb und zwischen terrestrischen Ökosystemen erkennen und charakterisieren.\n","a","...können Wechselwirkungen zwischen mehreren terrestrischen Ökosystemen erkennen und beschreiben (z.B. Verinselung von Lebensräumen).",null,"terrestrisches Ökosystem",null,"g1"]
[null,null,"b1","...können Untersuchungen zur Wechselwirkung zwischen Pflanzen und Böden planen, durchführen und auswerten (z.B. Veränderungen des pH-Wertes mit zunehmender Entfernung von einem Baumstamm, Zunahme des Sandanteils von der Bodenoberfläche in den Untergrund). ​","g","Bodeneigenschaften und Zeigereigenschaften von Pflanzen",null,"g"]
[null,null,"b2","...können auf der Basis der gesammelten Daten Schlussfolgerungen zu den vermuteten Wechselwirkungen innerhalb von terrestrischen Ökosystemen ziehen sowie diese gewichten und generalisieren.","g",null,null,"g"]
[null,null,"c","...können Informationen und Informationsquellen zum Boden als Ressource einordnen, Schlussfolgerungen für eine nachhaltige Nutzung ziehen und diese beurteilen.­",null,"Bodennutzung, Nährstoffkreisläufe",null,"ng"]
["NT.9.3","Die Schülerinnen und Schüler können Einflüsse des Menschen auf regionale Ökosysteme erkennen und einschätzen.","a","...können den eigenen Beobachtungen zum Einfluss des Menschen auf Ökosysteme Informationen aus verschiedenen Quellen gegenüberstellen und daraus Schlussfolgerungen ziehen (z.B. naturnahe und naturfremde Ufer, Nährstoffanreicherung in Gewässern).",null,"anthropogene Einflüsse",null,"g1"]
[null,null,"b","...können zum Einfluss des Menschen auf Ökosysteme verschiedene Perspektiven einnehmen und prüfen, welche langfristigen Folgen zu erwarten sind (z.B. intensive und extensive Bewirtschaftung, invasive Pflanzen und Tiere). ","g","Naturnutzung, Naturschutz",null,"g"]
[null,null,"c","...können aufgrund von Fakten eigene Ideen und Visionen zu einem verantwortungsvollen Umgang mit der Natur entwickeln und begründen.",null,null,null,"ng"]

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["RZG",null,null,null,"Grundanspruch"]
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["RZG.1.1","Die Schülerinnen und Schüler können die Erde als Planeten beschreiben.","a","...können Merkmale der Erde als Planeten beschreiben.",null,"Gestalt der Erde, Neigung der Erdachse, Rotation, Erdrevolution",null,"g1"]
[null,null,"b","...können Phänomene erklären, die sich aus Stellung und Bewegung der Erde im Sonnensystem ergeben.","g","Jahreszeiten, Tageslängen, Zeitzonen",null,"g"]
[null,null,"c","...können verschiedene Weltbilder zeitlich und räumlich einordnen.",null,"Weltbilder",null,"ng"]
["RZG.1.2","Die Schülerinnen und Schüler können Wetter und Klima analysieren.","a","...können verschiedene Landschaftszonen beschreiben und ihnen die sie kennzeichnenden klimatischen Grundlagen (z.B. Klimadiagramme) zuordnen. ​",null,"Kalte Zone, gemässigte Zone, Subtropenzone und Tropenzone; Höhenstufen; kontinentale und ozeanische Lage",null,"g2"]
[null,null,"b","...können Grosswetterlagen und grossräumige Windsysteme benennen und die daraus entstehenden typischen Wetterabläufe erklären. ​",null,"tropische Zirkulation; europäische Grosswetterlagen: Föhn, Frontverlauf, Bise",null,"g1"]
[null,null,"c","...können sich über den Klimawandel informieren, Ursachen erläutern und Auswirkungen des Klimawandels auf verschiedene Regionen der Welt, insbesondere die Schweiz, einschätzen. ","g","Treibhauseffekt; Extremereignisse: Hochwasser",null,"g"]
[null,null,"d","...können die aktuelle Situation in die Klimaentwicklung einordnen sowie Beiträge zur Begrenzung des Klimawandels in der Zukunft formulieren.",null,null,null,"ng"]
["RZG.1.3","Die Schülerinnen und Schüler können Naturphänomene und Naturereignisse erklären.","a","...können Naturphänomene und Naturlandschaften (z.B. Glazial-, Auen-, Vulkanlandschaft) beschreiben und deren Entstehung als Ergebnis endogener und exogener Prozesse erklären.",null,"Plattentektonik, Erosion, Ablagerung",null,"g2"]
[null,null,"b","...können sich über aktuelle Naturereignisse informieren und deren Ursachen erklären.",null,"Vulkanismus, Erdbeben, Murgang, Felssturz",null,"g1"]
[null,null,"c","...können die Auswirkungen von Naturereignissen auf Lebenssituationen von Menschen und auf die Umwelt benennen und einschätzen.","g",null,null,"g"]
[null,null,"d","...können Naturlandschaften und Spuren von Naturereignissen an ausserschulischen Lernorten erkennen und untersuchen.",null,null,null,"ng"]
["RZG.1.4","Die Schülerinnen und Schüler können natürliche Ressourcen und Energieträger untersuchen.","a","...können für den Menschen wichtige natürliche Ressourcen (z.B. Gesteine, mineralische Rohstoffe, Wasser, Boden) und deren Nutzung nennen. ",null,"Rohstoff, Ressource",null,"g2"]
[null,null,"b","...können zwischen erneuerbaren und nicht-erneuerbaren Energieträgern unterscheiden (z.B. Sonnenstrahlen, Wasserkraft, Erdöl, Holz) und deren Vor- und Nachteile vergleichen.",null,"Energieträger",null,"g1"]
[null,null,"c","...können Auswirkungen analysieren, die durch die Gewinnung, den Abbau und die Nutzung natürlicher Ressourcen auf Mensch und Umwelt entstehen.","g",null,null,"g"]
[null,null,"d","...können Probleme benennen, die sich aus dem begrenzten Vorkommen von natürlichen Ressourcen ergeben und daraus entstehende Interessenskonflikte untersuchen.",null,null,null,"ng"]
[null,null,"e","...reflektieren das eigene Verhalten im Hinblick auf einen nachhaltigen Umgang mit natürlichen Ressourcen.",null,null,null,"ng"]
["RZG.2.1","Die Schülerinnen und Schüler können Bevölkerungsstrukturen und -bewegungen erkennen und einordnen.","a","...können Bevölkerungsverteilungen und -entwicklungen in ausgewählten Regionen der Welt beschreiben und anhand von Bevölkerungsdiagrammen vergleichen. ​",null,"Globales Bevölkerungswachstum",null,"g1"]
[null,null,"b","...können aktuelle Bevölkerungsbewegungen erkennen, diese räumlich und zeitlich strukturieren sowie Gründe für Migration erklären. ​","g","Migration in die Schweiz; wirtschaftliche, soziale, ökologische und politische Migrationsgründe",null,"g"]
[null,null,"c","...können diskutieren, welche Auswirkungen Migration auf die betroffenen Personen und die Aufnahmegesellschaft hat.",null,null,null,"ng"]
["RZG.2.2","Die Schülerinnen und Schüler können Lebensweisen von Menschen in verschiedenen Lebensräumen vergleichen.","a","...können eigene Vorstellungen von vertrauten und fremden Lebensweisen darstellen, mit anderen vergleichen und ordnen. ​",null,"Mental Maps",null,"g2"]
[null,null,"b","...können vergangene und gegenwärtige Lebensweisen in verschiedenen Räumen untersuchen, charakterisieren und vergleichen.­ ",null,"Daseinsgrundfunktionen",null,"g1"]
[null,null,"c","...können soziale Ungleichheiten beschreiben, deren Ursachen erklären und Lebensbedingungen in verschiedenen Lebensräumen bewerten.","g","Armut, Hunger, Bildung",null,"g"]
[null,null,"d","...können Auswirkungen von sozialen Ungleichheiten untersuchen, Massnahmen zu deren Verringerung beurteilen (z.B. Millenniumsziele, Entwicklungszusammenarbeit) und entsprechende eigene Ideen entwickeln.",null,null,null,"ng"]
["RZG.2.3","Die Schülerinnen und Schüler können die Dynamik in städtischen und ländlichen Räumen analysieren.","a","...können ihre Vorstellungen von städtischen und ländlichen Räumen darstellen, mit anderen vergleichen und hinterfragen.",null,null,null,"g2"]
[null,null,"b","...können Merkmale und Funktionen von städtischen und ländlichen Räumen erkennen und vergleichen. ​",null,"Zentrums-, Erholungs-, Wohnfunktion, Bevölkerungsverteilung, Nationalitäten",null,"g1"]
[null,null,"c","...können Entwicklungen und Veränderungen in städtischen und ländlichen Räumen untersuchen und benennen. ​","g","Agglomeration, Siedlungsentwicklung, Verstädterung, Landflucht, Push/Pullfaktoren, Segregation",null,"g"]
[null,null,"d","...können Wechselwirkungen zwischen städtischen und ländlichen Räumen hinterfragen und daraus resultierende Auswirkungen auf Mensch und Umwelt ableiten.",null,null,null,"ng"]
["RZG.2.4","Die Schülerinnen und Schüler können Mobilität und Transport untersuchen.","a","...können an Beispielen aus der Schweiz und im weltweiten Kontext die Entwicklung des Transports von Personen und Gütern, sowie die Entwicklung der Nachrichtentechnik analysieren.",null,null,null,"g1"]
[null,null,"b","...können die Auswirkungen von Transport und Mobilität auf Mensch, Umwelt und Raumstrukturen untersuchen und benennen. ​","g","öffentlicher Verkehr, Individualverkehr",null,"g"]
[null,null,"c","...kennen Kriterien für ein nachhaltiges und sicheres Mobilitätsverhalten und können diese für die Reflexion des eigenen Mobilitätsverhaltens anwenden.",null,null,null,"ng"]
["RZG.2.5","Die Schülerinnen und Schüler können die Bedeutung des Tourismus einschätzen.","a","...können das Verhalten von Tourist/innen beschreiben und im Vergleich mit statistischen Kennzahlen einordnen (z.B. Destinationen, Zweck, Dauer, Form, Übernachtung, Verkehrsmittel).",null,null,null,"g3"]
[null,null,"b","...können Formen des Tourismus am Beispiel des Schweizer Alpenraumes und des Mittelmeerraumes beschreiben sowie die wirtschaftliche Bedeutung für ausgewählte Regionen charakterisieren.",null,"Individualtourismus, Massentourismus, sanfter Tourismus",null,"g2"]
[null,null,"c","...können den Einfluss touristischer Aktivitäten auf Gebirgs- und Küstenregionen einschätzen und deren Auswirkungen für Mensch und Umwelt benennen. ​",null,"Winter- und Sommertourismus, Verkehr, Infrastruktur, Landschaftsveränderungen",null,"g1"]
[null,null,"d","...können die Anliegen des nachhaltigen Tourismus erklären und reflektieren sie in Bezug auf die eigene Feriengestaltung.","g",null,null,"g"]
["RZG.3.1","Die Schülerinnen und Schüler können natürliche Systeme und deren Nutzung erforschen.","a","...können natürliche Systeme charakterisieren und räumlich einordnen. ​",null,"Regenwald, Meer, Arktis/Antarktis, Gebirge, Wüsten, Städte",null,"g2"]
[null,null,"b","...können Nutzungsformen natürlicher Systeme (z.B. Landwirtschaft, Fischfang, Rohstoffgewinnung, Tourismus, Besiedlung) untersuchen und den Nutzungswandel im Verlauf der Zeit beschreiben. ​",null,"Kulturlandschaftswandel in der Schweiz",null,"g1"]
[null,null,"c","...können die Auswirkungen der Nutzung natürlicher Systeme auf das Landschaftsbild und den Verbrauch natürlicher Ressourcen ableiten. ​","g","Desertifikation, Waldrodung, Bewässerung",null,"g"]
[null,null,"d","...können sich über Interessenskonflikte bei der Nutzung natürlicher Systeme informieren, diese abwägen und Eingriffe des Menschen in natürliche Systeme bewerten.",null,null,null,"ng"]
[null,null,"e","...können Schutzmassnahmen von natürlichen Systemen bewerten (z.B. Nationalparks, Umweltlabels, Kampagnen) und über mögliche nachhaltige Nutzungen nachdenken.",null,null,null,"ng"]
["RZG.3.2","Die Schülerinnen und Schüler können wirtschaftliche Prozesse und die Globalisierung untersuchen.","a","...können verschiedene Wirtschaftsräume beschreiben und unterscheiden.",null,"Agrarräume, Industrieregionen, Dienstleistungszentren",null,"g2"]
[null,null,"b","...können landwirtschaftliche Produktionsformen hinsichtlich ihrer Auswirkungen auf die Landschaft, den Verbrauch natürlicher Ressourcen und die Arbeitssituation der Menschen vergleichen und einschätzen sowie regionale und globale Verflechtungen erläutern. ​",null,"Landwirtschaftliche Produktionsformen: Berglandwirtschaft, Plantage",null,"g1"]
[null,null,"c","...können die Produktion von industriellen Gütern und die Bereitstellung von Dienstleistungen hinsichtlich ihrer räumlichen und sozialen Auswirkungen untersuchen, sowie regionale und globale Verflechtungen erläutern.","g","Bedarf an Ressourcen wie Boden, Wasser, Arbeitskräfte",null,"g"]
[null,null,"d","...können räumliche Veränderungen beschreiben, die sich aufgrund des Strukturwandels ergeben haben (z.B. Landwirtschaft - Industrie - Dienstleistung). ​",null,"Umnutzung und Aufwertung ehemaliger Industriezentren; Rolle der Kommunikationsmedien",null,"ng"]
[null,null,"e","...setzen sich mit der nachhaltigen Produktion von Gütern auseinander und können Erkenntnisse in Bezug auf das eigene Verhalten reflektieren.",null,null,null,"ng"]
["RZG.3.3","Die Schülerinnen und Schüler können Prozesse der Raumplanung nachvollziehen.","a","...können die gesellschaftliche Bedeutung geografischer und raumplanerischer Fragestellungen in Medien erkennen, sie auswerten und darüber diskutieren.",null,null,null,"g1"]
[null,null,"b","...können fachliche Grundlagen bei raumplanerischen Prozessen erarbeiten (z.B. Siedlungsraumgestaltung, Umzonung), verschiedene Positionen dazu nennen und sich eine eigene Meinung bilden. ","g","Raumplanung, Zersiedlung, Landschaftsschutz, nachhaltige Raumentwicklung",null,"g"]
["RZG.4.1","Die Schülerinnen und Schüler können Orte lokalisieren.","a","...können zu Lernsituationen passende Orte auf Karten, analogen und digitalen Globen sowie Satellitenbildern in verschiedenen Massstabsebenen einzeichnen und auffinden. ​",null,"Kontinente, Ozeane, Gebirge, Länder, Ortschaften, Gewässer, Grosslandschaften",null,"g2"]
[null,null,"b","...können die Lage von ausgewählten Orten mithilfe von Raummerkmalen geografisch charakterisieren (z.B. am Meer, im Alpenvorland, in aridem Gebiet).",null,null,null,"g1"]
[null,null,"c","...können Orte in räumliche Orientierungsraster einordnen.","g","Gradnetz, Vegetationszonen, Plattengrenzen; Wirtschaftsräume",null,"g"]
["RZG.4.2","Die Schülerinnen und Schüler können Karten und Orientierungsmittel auswerten.","a","...können verschiedene Kartendarstellungen (z.B. euro- oder polzentriert, verzerrte Kartogramme) beschreiben und vergleichen.",null,null,null,"g3"]
[null,null,"b","...können verschiedene Karten und Orientierungsmittel zur Beantwortung von Fragestellungen nutzen und auswerten. ",null,"Orientierungsmittel: Sachtext, Bild, Blockbild, Profil, Statistik, Diagramm, Modell",null,"g2"]
[null,null,"c","...können Kartenskizzen und einfache Karten zeichnen.",null,null,null,"g1"]
[null,null,"d","...können räumliche Situationen und Problemstellungen in Modellen darstellen (z.B. Tellurium, Sandkasten, Grundwassermodell) und mithilfe einfacher Experimente untersuchen.","g",null,null,"g"]
["RZG.4.3","Die Schülerinnen und Schüler können sich im Realraum orientieren.","a","...können mithilfe von Karten und Orientierungsmitteln den eigenen Standort bestimmen sowie Orte und Objekte im Realraum auffinden. ​",null,"Koordinaten",null,"g1"]
[null,null,"b","...können sich mithilfe von Orientierungsmitteln (z.B. Kompass, GPS, Rallyekarte, Verkehrsnetzplan) im Realraum fortbewegen.","g",null,null,"g"]
[null,null,"c","...können einfache Kartierungen zu ausgewählten Fragestellungen im Realraum vornehmen.",null,null,null,"ng"]
["RZG.5.1","Die Schülerinnen und Schüler können Entstehung und Entwicklung der Schweiz erklären.","a","...können wichtige Ereignisse aus Entstehung und Entwicklung der Eidgenossenschaften kurz erklären und berühmten Bildern zuordnen",null,"Ursprungsmythen, Eidgenossenschaften, Gegensatz Stadtorte-Landorte, Konfessionelle Spaltung",null,"g2"]
[null,null,"b","...können Entstehung und Entwicklung der Schweiz als Bundesstaat schildern und in einen europäischen Zusammenhang stellen. ​",null,"Helvetik, Bundesstaat, Nation",null,"g1"]
[null,null,"c","...können zu einem wichtigen Ereignis der Schweizer Geschichte im 20. Jahrhundert Ursachen, Verlauf und Folgen aufzeigen. ​","g","Schweiz während der Zeit der Weltkriege; Landesstreik; Schweiz im Kalten Krieg, in der Hochkonjunktur; Frauenstimmrecht",null,"g"]
[null,null,"d","...können zu ausgewählten Veränderungen in der Schweiz der letzten 200 Jahre selbstständig Materialien finden und damit die Veränderungen veranschaulichen (z.B. Umwelt, Alltag, Geschlecht, Migration, Religion).",null,null,null,"ng"]
["RZG.5.2","Die Schülerinnen und Schüler können aufzeigen, wie Menschen in der Schweiz durch wirtschaftliche Veränderungen geprägt werden und wie sie die Veränderungen gestalten.","a","...können die Entwicklung der Erwerbssektoren am Beispiel der Schweiz aufzeigen und erläutern (z.B. Veränderungen der Anzahl Bauernhöfe in der Schulgemeinde, Entwicklung der Anzahl Beschäftigten in den drei Erwerbssektoren im 19. und 20. Jahrhundert in der Schweiz). ​",null,"Wandel von der Agrar- zur Industrie- und zur Dienstleistungsgesellschaft; Schweiz als Auswanderungs- und Einwanderungsland",null,"g1"]
[null,null,"b","...können die Veränderung eines Berufs im Laufe der Zeit darstellen (z.B. mit Bild-, Textquellen). ​","g","Technischer Fortschritt",null,"g"]
[null,null,"c","...können Auswirkungen von wirtschaftlichen Veränderungen auf einzelne Menschen erklären (z.B. Technisierung, Inflation, Hochkonjunktur, Energieknappheit).",null,null,null,"ng"]
["RZG.5.3","Die Schülerinnen und Schüler können das Alltagsleben von Menschen in der Schweiz in verschiedenen Jahrhunderten vergleichen.","a","...können die Veränderungen eines Ortes im Verlaufe der Zeit dokumentieren und erklären (z.B. Schulhaus, Dorfplatz, Stadtbild, Strasse, Tal). ​",null,"Schulgeschichte, Orts- und Regionalgeschichte",null,"g2"]
[null,null,"b","...können einzelne Aspekte des Alltagslebens aus verschiedenen Zeiten vergleichen und Ursachen von Veränderungen benennen (z.B. Wohnen, Ernährung, Freizeit). ​",null,"Alltags­geschichte",null,"g1"]
[null,null,"c","...können einzelne Schweizerinnen und Schweizer porträtieren, die einen wichtigen Beitrag zur Entwicklung des Zusammenlebens oder der sozialen Gerechtigkeit in der Schweiz und der Welt geleistet haben (z.B. Niklaus von Flüe, Huldrych Zwingli, Guillaume-Henri Dufour, Alfred Escher, Emilie Kempin-Spyri, Henry Dunant, Marie Heim-Vögtlin, Robert Grimm, Denis de Rougemont, Henri Guisan, Gertrud Kurz, Emilie Lieberherr). ​","g","Kulturelle und religiöse Minderheiten, Gerechtigkeit, Zivilcourage",null,"g"]
[null,null,"d","...können eine Quelle oder eine Darstellung zum Alltag eines Menschen in der Schweiz in einer Bibliothek oder einem Archiv finden, lesen und analysieren (z.B. zu Familie, Gesundheit, Mobilität).",null,null,null,"ng"]
["RZG.6.1","Die Schülerinnen und Schüler können die Geschichte vom Beginn der Neuzeit bis heute in ausgewählten Längsschnitten erzählen.","a","...können mit Materialien aufzeigen, wie sich das Bild der Welt zu Beginn der Neuzeit verändert hat (z.B. mit Karten, Bildern zu Entdeckungsreisen). ​",null,"Neuzeit: Kulturbegegnungen, Weltbild",null,"g2"]
[null,null,"b","...können an einem geschichtlichen Umbruch der frühen Neuzeit darlegen, wie sich Denken und Leben von Menschen verändert haben. ​",null,"Europäische Expansion, Reformation, Absolutismus, Aufklärung",null,"g1"]
[null,null,"c","...können einen groben Überblick zur Geschichte vom Beginn der Neuzeit bis heute entwickeln (z.B. mit einem einfachen Zeitstrahl, einer Tabelle mit Informationen aus verschiedenen Kontinenten). ​","g","Vergangenheit, Gegenwart, Zukunft",null,"g"]
[null,null,"d","...können eine kurze historische Darstellung einer ausgewählten Region vom Beginn der Neuzeit bis heute verfassen (z.B. zum Heimatland, zum Ferienziel, zu den USA, zum Nahen Osten, zu China).",null,null,null,"ng"]
["RZG.6.2","Die Schülerinnen und Schüler können Kontinuitäten und Umbrüche im 19. Jahrhundert charakterisieren.","a","...können Ursachen und Folgen der Französischen Revolution erklären. ​",null,"Ständegesellschaft; Französische Revolution: Freiheit, Gleichheit",null,"g2"]
[null,null,"b","...können zu einem Aspekt der Industrialisierung verschiedene Informationen finden und miteinander vergleichen (z.B. ein Bild, eine Textquelle, ein Erlebnisbericht zur Dampfmaschine). ​",null,"Industrialisierung, Soziale Frage, Kinderarbeit",null,"g1"]
[null,null,"c","...können mit vorgegebenen Materialien eine kurze, historisch sachgerechte Geschichte zum 19. Jahrhundert erzählen. ​","g","Imperialismus, Kolonialismus, Nationalismus",null,"g"]
[null,null,"d","...können Materialien zu Erfindungen und Entdeckungen im 19. Jahrhundert erschliessen und damit Ursache, Verlauf und Wirkung der Veränderung darstellen.",null,null,null,"ng"]
["RZG.6.3","Die Schülerinnen und Schüler können ausgewählte Phänomene der Geschichte des 20. und 21. Jahrhunderts analysieren und deren Relevanz für heute erklären.","a","...können darlegen, warum das 20. Jahrhundert als Zeitalter der Extreme bezeichnet wird. ​",null,"Weltkriege, Faschismus, Kommunismus, Holocaust, Kalter Krieg, Unabhängigkeitsbewegung, Globalisierung, Bürgerkrieg, Terrorismus",null,"g1"]
[null,null,"b","...können die Geschichte von ausgewählten Institutionen und Menschen erzählen, die sich im 20. und 21. Jahrhundert für Freiheit, Frieden, Wohlstand, Gerechtigkeit oder Nachhaltige Entwicklung einsetzten (z.B. Bertha von Suttner, Martin Luther King, Mutter Theresa, Nelson Mandela, Mahathma Ghandi). ​","g","Humanitäres Völkerrecht, Rotes Kreuz, Flucht, Migration, Asyl",null,"g"]
[null,null,"c","...können anhand vorgegebener Materialien Geschichten von Krieg betroffener Menschen aus den letzten 50 Jahren erzählen und diese in einen geschichtlichen Zusammenhang stellen.",null,null,null,"ng"]
["RZG.7.1","Die Schülerinnen und Schüler können sich an ausserschulischen geschichtlichen Bildungsorten zurechtfinden und sie zum Lernen nutzen.","a","...können nach einem Museumsbesuch einen Ausstellungsgegenstand beschreiben und dazu eine Geschichte erzählen.",null,"Museum",null,"g2"]
[null,null,"b","...können eine Karte relevanter Denkmäler und historisch bedeutsamer Orte in der eigenen Umgebung erstellen.",null,"Denkmal, historischer Schauplatz, Erinnerungsort",null,"g1"]
[null,null,"c","...können erklären, woran ein ausgewähltes Denkmal erinnert. ​","g","Recherche",null,"g"]
[null,null,"d","...können Mitschülerinnen/Mitschüler durch einen Teil eines Museums oder eines historischen Schauplatzes führen und dabei ausgewählte Gegenstände bzw. Orte erklären.",null,null,null,"ng"]
["RZG.7.2","Die Schülerinnen und Schüler können Geschichte zur Bildung und Unterhaltung nutzen.","a","...können zu einem selber gewählten geschichtlichen Thema unterschiedliche Materialien finden, diese fachgerecht beschreiben und nach Quellenarten ordnen. ​",null,"Textquelle, Bildquelle, historische Karikatur, Fotografie, historische Karte und Geschichtskarte",null,"g2"]
[null,null,"b","...können eine populäre Geschichtsdarstellung zu einem historischen Thema zusammenfassen und in einen historischen Zusammenhang stellen.",null,"populäre Geschichtsdarstellung: historischer Comic, Spielfilm, historisches Jugendbuch",null,"g1"]
[null,null,"c","...können zu einer ausgewählten populären Geschichtsdarstellung weitere Materialien finden und diese mit der Darstellung vergleichen.","g","Quelle und Darstellung, Quellenkritik",null,"g"]
[null,null,"d","...können erklären, wie Geschichte ihr Leben beeinflusst hat und worin für sie selber der Nutzen der Beschäftigung mit Geschichte liegt.",null,null,null,"ng"]
["RZG.7.3","Die Schülerinnen und Schüler können aus Gesprächen mit Zeitzeugen Erkenntnisse über die Vergangenheit gewinnen.","a","...können zur Geschichte des eigenen Lebens Quellen finden und in eine Erzählung integrieren.",null,"Biografie: Fotografien, Gegenstände, Urkunden",null,"g2"]
[null,null,"b","...können bei einem historischen Gegenstand darstellen, wie Menschen damit umgegangen sind und wozu er diente (z.B. altes Spinnrad, Waschbrett, Setzkasten, Dreschflegel).",null,"historischer Gegenstand",null,"g1"]
[null,null,"c","...können zu einem geschichtlichen Ereignis oder Phänomen ein Zeitzeugeninterview durchführen und dokumentieren.","g","Zeitzeugen-Interview",null,"g"]
[null,null,"d","...können ein selber durchgeführtes Zeitzeugeninterview mit anderen Quellen anreichern (z.B. mit Fotografien, Zeitungsberichten, Statistiken) und in einen geschichtlichen Zusammenhang stellen.",null,null,null,"ng"]
["RZG.8.1","Die Schülerinnen und Schüler können die Schweizer Demokratie erklären und mit anderen Systemen vergleichen.","a","...können darlegen, wie Demokratie entstanden ist, wie sie sich weiterentwickelt hat und sich von anderen Regierungsformen unterscheidet.",null,"Demokratie, Volkssouveränität, Machtbegrenzung, Bürgerrecht",null,"g2"]
[null,null,"b","...können die drei Gewalten auf Gemeinde-, Kantons- und Bundesebene unterscheiden und aufzeigen, welche Aufgaben sie lösen.",null,"Verfassung, Gewaltenteilung, Regierung, Parlament, Gericht",null,"g1"]
[null,null,"c","...können wichtige Besonderheiten der Schweizer Demokratie sowie die daraus resultierenden Rechte und Pflichten erklären. ​","g","Föderalismus, Volk, Gemeinde, direkte Demokratie, Initiative, Referendum, Parteien, Verbände",null,"g"]
[null,null,"d","...können zu aktuellen Problemen und Kontroversen Stellung beziehen, dabei persönliche Erfahrungen im schulischen und ausserschulischen Alltag einbeziehen und die Positionen begründen (z.B. Verhältnis von Staat und Wirtschaft, Siedlungsraumgestaltung).",null,null,null,"ng"]
["RZG.8.2","Die Schülerinnen und Schüler können die Entwicklung, Bedeutung und Bedrohung der Menschenrechte erklären.","a","...können Kinder- und Menschenrechte erläutern.",null,"Grundrechte, Menschenrechte, Menschenwürde",null,"g1"]
[null,null,"b","...können die Bedeutung von Kinder- und Menschenrechten für den eigenen Alltag und die Schulgemeinschaft erkennen und einschätzen.","g","Diskriminierung",null,"g"]
[null,null,"c","...können historische Beispiele schildern, die zu einer besseren Durchsetzung der Kinder- und Menschenrechte geführt haben.",null,null,null,"ng"]
["RZG.8.3","Die Schülerinnen und Schüler können die Positionierung der Schweiz in Europa und der Welt wahrnehmen und beurteilen.","a","...können ausgewählte Ziele und Anliegen sowie die Entwicklung einer internationalen Organisation beschreiben, bei der die Schweiz Mitglied ist.",null,"UNO",null,"g1"]
[null,null,"b","...können Phasen der europäischen Einigung aufzählen und dabei die Position der Schweiz charakterisieren.","g","Neutralität; Europarat; OSZE",null,"g"]
[null,null,"c","...können unterschiedliche Positionen zum Verhältnis Schweiz - Europa skizzieren und selber dazu Stellung nehmen.",null,null,null,"ng"]

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["Deutsch",null,null,null,"Grundanspruch",null,"Gem. mit Nachbarzyklus"]
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["D.1.A.1","Die Schülerinnen und Schüler können Laute, Silben, Stimmen, Geräusche und Töne wahrnehmen, einordnen und vergleichen. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gehörte angemessen schnell zu verstehen.","g","...können unterschiedliche Sprachregister aufgrund des Wortschatzes erkennen (z.B. Fachsprachen, Jugendsprachen, Sportsprachen).",null,null,"m","g1"]
[null,null,"h","..können Wörter und Wendungen in unterschiedlichen Situationen verstehen, sie Sprachregistern zuordnen und so ihren rezeptiven Wortschatz differenzieren.","g",null,null,"g"]
["D.1.B.1","Die Schülerinnen und Schüler können wichtige Informationen aus Hörtexten entnehmen.","g","...können komplexere, mehrteilige Aufträge verstehen und ausführen. \n...können längeren Theaterstücken, Filmen und Hörspielen folgen.\n...können die Bedeutung von unbekannten Wörtern erfragen oder mit geeigneten Hilfsmitteln erschliessen und differenzieren damit ihren rezeptiven Wortschatz aus.","g",null,null,"g"]
[null,null,"h","...können fehlende Informationen (z.B. bei einem Vortrag, Fernsehsendung) selbstständig erkennen, erfragen oder mit geeigneten Hilfsmitteln erschliessen.\n...können ein gezieltes Hörverständnis verschiedener Hörtexte aufbauen, um das Wichtigste zusammenzufassen (z.B. Bericht, Vortrag, Theaterstück).",null,null,null,"ng"]
["D.1.C.1","Die Schülerinnen und Schüler können Gesprächen folgen und ihre Aufmerksamkeit zeigen.","f","...können in Aushandlungs- oder Konfliktsituationen das Gesprächsverhalten der anderen einschätzen und angemessen reagieren.",null,null,"m","g1"]
[null,null,"g","...können in Diskussionen und Debatten das Gesprächsverhalten und die darin liegende Strategie der anderen einschätzen, um mit eigenen Beiträgen angemessen reagieren zu können.\n...können im Gespräch gezielt nachfragen, um eine Begründung einzufordern.\n...können sich in einem Gespräch mit unbekannten Erwachsenen (in einem Vorstellungsgespräch, Schnupperlehre) auf die Person und die Situation einstellen.","g",null,null,"g"]
[null,null,"h","...können in Konfliktsituationen die eigenen und die Emotionen der anderen wahrnehmen und im Gespräch thematisieren.\n...können verschiedene Gesprächsbeiträge so zusammenfassen, dass die wesentlichen Elemente des ganzen Gesprächs deutlicher werden.\n...können nonverbale und paraverbale Signale im Gespräch bewusst einsetzen, um die eigene Absicht durchzusetzen.",null,null,null,"ng"]
["D.1.D.1","Die Schülerinnen und Schüler können ihr Hörverhalten und ihr Hörinteresse reflektieren.","d","...können mithilfe von Leitfragen das eigene Verständnis und den Aussagegehalt des Gesagten beurteilen.\n...können mithilfe von Leitfragen beschreiben, wo sie beim Zuhören Probleme hatten und wie sie ihre Hörstrategien anpassen könnten (z.B. Notizen machen).\n...können mit Unterstützung beschreiben, was ihnen das Zuhören erleichtert (z.B. sich in Bezug auf Thema, Person, Gesprächssituation vorbereiten, nachfragen).\n...können unter Anleitung das eigene Hör- bzw. Gesprächsverhalten reflektieren, um daraus fürs nächste Gespräch Schlussfolgerungen zu ziehen.","g",null,null,"g"]
[null,null,"e","...können darüber nachdenken, wie sie einen Hörtext, Film oder Redebeitrag verstanden haben und welche Informationen für ihr Ziel besonders relevant sind.\n...können ihr Verständnis eines Redebeitrags mit Bezug auf das Gehörte begründen.\n...können über die unterschiedliche Aussagekraft von vorgebrachten Argumenten nachdenken.",null,null,null,"ng"]
["D.2.A.1","Die Schülerinnen und Schüler verfügen über Grundfertigkeiten des Lesens. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gelesene schnell zu verstehen.","g","...verfügen über ein Lesetempo, das dem Textverstehen dient.",null,null,"m","g1"]
[null,null,"h","...können einen geübten Text flüssig, mit angemessener Intonation und verständlich vorlesen\n...können Wörter und Wendungen in unterschiedlichen Texten verstehen, sie Sprachregistern zuordnen (z.B. Fachsprache) und so ihren rezeptiven Wortschatz differenzieren.","g",null,null,"g"]
[null,null,"f","...können einen längeren geübten Text flüssig vorlesen.\nkönnen Wörter bzw. Wortbilder, die ihnen vertraut sind, schnell erkennen (rezeptiver Wortschatz aktivieren).","g",null,null,"g"]
[null,null,"g","...verfügen über ein Lesetempo, das dem Textverstehen dient.",null,null,"m","ng"]
["D.2.B.1","Die Schülerinnen und Schüler können wichtige Informationen aus Sachtexten entnehmen.","g","...können unter Anleitung Informationen aus übersichtlichen Grafiken, Diagrammen und Tabellen entnehmen.\nkönnen Sachtexte im Rahmen einer Recherche beschaffen (z.B. im Internet, in der Bibliothek) und die darin enthaltenen Informationen mithilfe von Leitfragen für weitere Arbeiten nutzen (z.B. Referat).\nkönnen Informationen aus unterschiedlichen Sachtexten unter Anleitung verarbeiten (z.B. Stichwortliste, Mindmap, Zeitstrahl).",null,null,"m","g1"]
[null,null,"h","...können wesentliche Informationen aus diskontinuierlichen Sachtexten für den eigenen Wissensaufbau entnehmen, indem sie auch Zusammenhänge zwischen Text und Abbildungen herstellen (z.B. Artikel aus Internet, Anleitung).\n...können einen übersichtlich strukturierten Text als Ganzes verstehen sowie zentrale Elemente erkennen und mit der eigenen Lebenswelt in Verbindung bringen (z.B. Artikel aus Jugendzeitschrift).\n...können mit Unterstützung längere diskontinuierliche Sachtexte überblicken und sich im Text orientieren.\n...können mit Unterstützung die Bedeutung von unbekannten Wörtern aus dem Kontext oder mit geeigneten Hilfsmitteln (z.B. Wörterbuch, Sachbuch, Internet) erschliessen und differenzieren damit ihren rezeptiven Wortschatz aus.\n...können Informationen aus unterschiedlichen Sachtexten verarbeiten (z.B. Stichwortliste weiterführen, Mindmap ergänzen, Zeitstrahl bezeichnen).\n...können das Angebot einer Bibliothek nutzen und bei Bedarf Unterstützung selbstständig anfordern (z.B. für die Berufsfindung).","g",null,null,"g"]
[null,null,"i","...können sich eine eigene Meinung zu Aussagen und Wertvorstellungen aus Texten bilden und diese präsentieren.\n...können Sachtexte aus dem Internet auf ihre Vertrauenswürdigkeit kritisch hinterfragen.",null,null,null,"ng"]
["D.2.C.1","Die Schülerinnen und Schüler können literarische Texte lesen und verstehen.","g","...können mit Unterstützung typische Eigenschaften wie gerecht und ungerecht und Absichten der Figuren erschliessen, auch wenn diese nicht explizit erwähnt sind.",null,null,"m","g1"]
[null,null,"h","...können ihr Leseinteresse beschreiben, entsprechend Bücher auswählen und selbstständig lesen.\n...können mit Unterstützung implizite Informationen aus Geschichten verstehen, insbesondere Absichten und Eigenschaften von Figuren.\n...können den für sie bedeutsamen Kerngedanken eines Gedichts formulieren.\n...können ihren Wortschatz mithilfe der eigenen Lektüre differenzieren.\n...können ihr Textverständnis zeigen, indem sie einen Text gestaltend vorlesen, sodass die Stimmung und Stimmungswechsel, die Figuren deutlich werden.\n...können das Angebot einer Bibliothek nutzen und bei Bedarf selbstständig Unterstützung anfordern.","g",null,null,"g"]
[null,null,"i","...können sich eine Meinung zu einem Text bilden und diese begründen.\n...können Eigenschaften, Stimmungen und Absichten der Figuren erschliessen und erklären, auch wenn diese nicht explizit erwähnt sind.",null,null,null,"ng"]
["D.2.D.1","Die Schülerinnen und Schüler können ihr Leseverhalten und ihre Leseinteressen reflektieren.","d","...können unter Anleitung beschreiben, auf welche Weise sie eine vorgegebene Lesestrategie angewendet haben und wie sie diese verbessern könnten.\n...können mithilfe von Rückfragen beschreiben, wieso beim Textverstehen Probleme aufgetaucht sind und welche Schlüsse sie daraus ziehen.\n...können sich darüber austauschen, welche Leseinteressen sie haben, und können ihre Lektürewahl begründen.","g",null,null,"g"]
[null,null,"e","...können erläutern, warum sie welche Lesestrategie gewählt haben.\n...können beschreiben, wo beim Textverstehen Probleme aufgetaucht sind und wie sie ihre Lesestrategien anpassen könnten.\n...können darüber nachdenken, wie sie einen Text verstanden haben und welche Informationen für ihr Leseziel (z.B. Informationen für eine Präsentation) besonders relevant sind.\n...können ihr Textverstehen mit Bezug auf den Text begründen und sich mit anderen über Gelesenes selbstständig austauschen.",null,null,null,"ng"]
["D.3.A.1","Die Schülerinnen und Schüler können ihre Sprechmotorik, Artikulation, Stimmführung angemessen nutzen. Sie können ihren produktiven Wortschatz und Satzmuster aktivieren, um angemessen flüssig zu sprechen.","e","...können Standardsprache flüssig sprechen, wobei diese mundartlich und erstsprachlich gefärbt sein darf.\n...können das Zusammenspiel von Verbalem, Nonverbalem und Paraverbalem zielorientiert einsetzen (z.B. Vorstellungsgespräch).\n...können ihr Sprechtempo und die Sprechweise der Situation angemessen steuern.\n...können Wörter, Wendungen und Satzmuster in für sie neuen Situationen angemessen verwenden.","g",null,null,"g"]
[null,null,"f","...können der Hochlautung nahe Standardsprache sprechen, wobei diese leicht mundartlich und erstsprachlich gefärbt sein kann.\n...können ihr Sprechtempo und ihre Stimmführung gezielt variieren.",null,null,null,"ng"]
["D.3.B.1","Die Schülerinnen und Schüler können sich in monologischen Situationen angemessen und verständlich ausdrücken.","g","...können mit Unterstützung Sachthemen in Büchern und im Internet recherchieren, auswählen, strukturieren und ihr Wissen präsentieren (z.B. Sachvortrag, Beschreibung, Bericht, Podcast).\nkönnen mithilfe von Stichworten und Notizen eine Präsentation strukturieren.",null,null,"m","g1"]
[null,null,"h","...können sich in der Standardsprache weitgehend sicher ausdrücken, wobei einzelne erstsprachliche und mundartliche Elemente vorkommen können.\n...können eine Geschichte adressatenorientiert (nach-)erzählen und mit der Stimme gestalten (z.B. eigenes Erlebnis, aus einem Buch, einem Film).\n...können Arbeitsergebnisse und Sachthemen der Klasse strukturiert präsentieren und die wesentlichen Aspekte hervorheben sowie dabei Medien ziel- und adressatenorientiert nutzen.","g",null,null,"g"]
[null,null,"i","...können sich in der Standardsprache gewandt und sicher ausdrücken, wobei nur selten störende Fehlleistungen auftreten.\n...können eine Präsentation mit geeigneten sprachlichen Mitteln (z.B. rhetorische Frage, Wiederholungen, Stimme) und angemessenem Medieneinsatz gestalten.",null,null,null,"ng"]
["D.3.C.1","Die Schülerinnen und Schüler können sich aktiv an einem Dialog beteiligen","f","...können in Konsens- und Konfliktgesprächen ihre eigene Meinung in Mundart und Standardsprache zum Ausdruck bringen und von sich aus mit einem Argument stützen.\nkönnen zu einfachen Themen und in kurzen Gesprächen die Moderation übernehmen (z.B. Gruppenarbeit eröffnen, Klassenrat).",null,null,"m","g2"]
[null,null,"g","...können im Gespräch auf vorhergehende Aussagen Bezug nehmen.\n...kennen wichtige Aspekte eines Vorstellungsgesprächs (z.B. Ablauf, Auftreten, Gesprächsregeln) und können diese in einem gespielten Vorstellungsgespräch anwenden.",null,null,null,"g1"]
[null,null,"h","...können mithilfe von Leitfragen ein Vorstellungsgespräch so vorbereiten, dass sie sich zielorientiert ausdrücken (z.B. Betriebs-, Berufskenntnisse, eigene Interessen).\n...können in Mundart und Standardsprache Gesprächsbeiträge und Argumente aufgreifen und ihre eigenen Argumente darauf beziehen.\n...können sich selbstständig an Gesprächsregeln halten und nötigenfalls erweitern und modifizieren bzw. im Gespräch thematisieren (z.B. sich vor dem Reden melden, zu den anderen gerichtet sprechen).\n...können sich in einem gespielten Vorstellungsgespräch überzeugend präsentieren und Antworten auf unerwartete Fragen finden.","g",null,null,"g"]
[null,null,"i","...können ein Gespräch moderieren (vorbereiten, durchführen, auswerten).\n...können mit ihren Beiträgen ein Gespräch aufrechterhalten und zielorientiert lenken.\n...können sich an einem Gespräch mit unterschiedlichen Gesprächspartner/innen eigenständig und adressatengerecht beteiligen (Peers, Erwachsene, vertraut/unvertraut).",null,null,null,"ng"]
[null,null,"j","...können eine Diskussion selbstständig vorbereiten und leiten.\n...können das Wichtige von Gesprächsbeiträgen zusammenfassen, um das Gespräch zu strukturieren.\n...können in Debatten argumentieren und einen Perspektivenwechsel vollziehen.\n...können ein Gespräch mit unbekannten Personen eröffnen.",null,null,null,"ng"]
["D.3.D.1","Die Schülerinnen und Schüler können ihr Sprech-, Präsentations- und Gesprächsverhalten reflektieren.","d","...können mithilfe von Leitfragen über die Gesprächsleitung einer Gruppenarbeit nachdenken und Verbesserungsvorschläge machen.\nkönnen unter Anleitung darüber nachdenken, in welcher Art und Weise sie selber den Gesprächsverlauf beeinflusst haben.",null,null,"m","g1"]
[null,null,"e","...können mithilfe von Rückfragen beschreiben, welche Vorgehensweisen oder Sprechstrategien sie angewendet haben, um ihre Meinung zu vertreten.\n...können mithilfe von Kriterien eine eigene Präsentation beurteilen.\n...können über die gewählten Gesprächsformen nachdenken und über deren Angemessenheit sprechen (z.B. Mundart-Standard-Wechsel, Höflichkeit, Jugendsprache).\n...können mithilfe von Leitfragen beschreiben, wo sie im Gespräch oder bei einer Präsentation Probleme beim Sprechen oder Erklären hatten.","g",null,null,"g"]
[null,null,"f","...können mithilfe von Leitfragen über ein Gespräch, seinen Verlauf und seine Wirkung nachdenken, sich darüber austauschen und daraus Schlüsse für nächste Gespräche ziehen.\n...können über die unterschiedliche Aussagekraft von eigenen Argumenten nachdenken.",null,null,null,"ng"]
["D.4.A.1","Die Schülerinnen und Schüler können in einer persönlichen Handschrift leserlich und geläufig schreiben und die Tastatur geläufig nutzen. Sie entwickeln eine ausreichende Schreibflüssigkeit, um genügend Kapazität für die höheren Schreibprozesse zu haben. Sie können ihren produktiven Wortschatz und Satzmuster aktivieren, um flüssig formulieren und schreiben zu können.","h","...können in einer leserlichen, geläufigen und persönlichen Handschrift schreiben.\nkönnen in angemessener Schreibflüssigkeit (Handschrift) schreiben, um genügend Kapazität für die höheren Schreibprozesse zu haben (z.B. Formulieren, Erzählfaden entwickeln).",null,null,"m","g1"]
[null,null,"i","...können ausreichend automatisiert (Handschrift und Tastatur) schreiben, um genügend Kapazität für die höheren Schreibprozesse zu haben (z.B. Ideen finden, planen, formulieren, überarbeiten).\n...können den entsprechenden Wortschatz (z.B. textverknüpfende Mittel) aktivieren, um Sätze und Texte angemessen zu strukturieren.","g",null,null,"g"]
["D.4.B.1","Die Schülerinnen und Schüler kennen vielfältige Textmuster und können sie entsprechend ihrem Schreibziel in Bezug auf Struktur, Inhalt, Sprache und Form für die eigene Textproduktion nutzen.","f","...kennen vielfältige Textmuster (z.B. poetische Formen, Zusammenfassung, Interview, E-Mail, Portfolio, Plakat, Wandzeitung, Präsentationsfolien), um sie für das eigene Schreiben nutzen zu können.",null,null,"m","g2"]
[null,null,"g","...kennen Merkmale eines Bewerbungsschreibens und eines Lebenslaufs, um sie für das eigene Schreiben von Bewerbungen nutzen zu können.",null,null,null,"g1"]
[null,null,"h","...kennen vielfältige Textmuster (z.B. Erzählung, Argumentation, Zeitungsbericht, Geschäftsbrief, Blog-Beitrag, Lernjournal, Flyer, Präsentationsfolien), um sie für das eigene Schreiben nutzen zu können.\n...kennen Formulierungsmuster, die typisch für verschiedene Textsorten sind (z.B. Geschäftsbrief vs. E-Mail vs. privater Brief), um sie für das eigene Schreiben nutzen zu können.\n...kennen alle Teile von Bewerbungsunterlagen (Lebenslauf, Bewerbungsbrief).","g",null,null,"g"]
["D.4.C.1","Die Schülerinnen und Schüler können ein Repertoire an angemessenen Vorgehensweisen zum Ideenfinden und Planen aufbauen und dieses im Schreibprozess zielführend einsetzen.","f","...zeigen die Bereitschaft, auch längere Texte immer wieder mit neuen Ideen zu ergänzen und auch bei auftauchenden Problemen den Schreibprozess entsprechend zu planen.\nkönnen Zielvorstellungen entwickeln und beschreiben, welches Schreibziel sie verfolgen.",null,null,"m","g1"]
[null,null,"g","...können Strategien zur Ideenfindung und Planung selbstständig so einsetzen, dass sich diese gegenseitig unterstützen.\n...können Medien für den eigenen Lernprozess beim Ideenfinden und Planen selbstständig einsetzen (z.B. Sachbuch, Zeitschrift, Tool, soziales Netzwerk).","g",null,null,"g"]
[null,null,"h","...können mit Unterstützung längere Texte und grössere Schreibprojekte mit mehreren Texten planen.\n...können an verschiedene Adressat/innen schreiben und kooperativ planen.\n...können das eigene Repertoire an Strategien beim Planen ihrer Texte selbstständig, situationsangemessen und auf das Schreibziel ausgerichtet einsetzen",null,null,null,"ng"]
["D.4.D.1","Die Schülerinnen und Schüler können ihre Ideen und Gedanken in eine sinnvolle und verständliche Abfolge bringen. Sie können in einen Schreibfluss kommen und ihre Formulierungen auf ihr Schreibziel ausrichten.","e","...können vorgegebene Wörter als Formulierungshilfen nutzen und so ihren produktiven Wortschatz erweitern.\n...kennen angemessene Vorgehensweisen, um Schreibblockaden zu überwinden (z.B. sich bewegen, etwas trinken, kritzeln, mit jemanden reden).\n...können ihre Gedanken und Ideen im Text in eine verständliche und sinnvolle Abfolge bringen und eine gezielte Wirkung erzeugen.","g",null,null,"g"]
[null,null,"f","...können textstrukturierende Mittel (z.B. Titel, Absätze) und textverknüpfende Mittel (z.B. Pronomen, Partikel) beim Entwerfen gezielt setzen, um den Text klarer zu strukturieren.\n...können einzelne Mittel zur Leserführung beim Entwerfen eines längeren Textes einsetzen (z.B. Überleitung, Untertitel, Wiederaufnahme).\n...können Vorlagen zur Strukturierung und Gestaltung von Texten verwenden.",null,null,null,"ng"]
["D.4.E.1","Die Schülerinnen und Schüler können ihren Text in Bezug auf Schreibziel und Textsortenvorgaben inhaltlich überarbeiten.","e","...können beim Besprechen ihrer Texte auch die Leserperspektive einnehmen und bei Bedarf zusätzliche textstrukturierende Mittel einsetzen (z.B. Titel, Absatz, Aufzählung).",null,null,"m","g1"]
[null,null,"f","...können im Austausch mit anderen am Computer oder auf Papier positive Aspekte erkennen sowie Unstimmigkeiten in Bezug auf ihr Schreibziel und Textsortenvorgaben feststellen und mit Hilfsmitteln Alternativen finden (z.B. Wörterbuch, Internet).\n...können einzelne dieser Überarbeitungsprozesse selbstständig ausführen, wenn sie dabei Punkt für Punkt vorgehen.\n...können Bewerbungsunterlagen mit Unterstützung (z.B. Lehrperson, Textbausteine) inhaltlich auf ihre Bewerbungssituation anpassen.","g",null,null,"g"]
[null,null,"g","...können einzelne Überarbeitungsprozesse am Computer und auf Papier selbstständig ausführen, reflektieren und zielführende Strategien für das inhaltliche Überarbeiten finden.\n...können in Überarbeitungsprozessen Mittel zur Leserführung gezielt einsetzen, um den Text leserfreundlicher zu gestalten (z.B. Überleitung, Wiederaufnahme).",null,null,null,"ng"]
["D.4.F.1","Die Schülerinnen und Schüler können ihren Text in Bezug auf Rechtschreibung und Grammatik überarbeiten.","e","...können einfache Rechtschreibprobleme erkennen und eine passende Lösungsstrategie wählen (z.B. Stamm erkennen, Analogie suchen, Regelwissen aktivieren, nachschlagen).\nkönnen am Computer Korrekturprogramme angemessen einsetzen.\nkönnen im Austausch mit anderen Unkorrektheiten in Wörtern und Sätzen feststellen und korrigieren. Sie beachten dabei folgende Regeln: Grossschreibung von abgeleiteten Nomen mit häufigen Nachmorphemen (z.B. Frei-heit, Entdeck-ung).",null,null,"m","g1"]
[null,null,"f","...können Texte sprachformal überarbeiten. Sie beachten dabei folgende Regeln inklusive wichtiger Ausnahmen: Wortstammregel, Doppelkonsonantenregel, Grossschreibung von konkreten und abstrakten Nomen sowie abgeleitete Nomen mit Nachmorphemen, Komma zwischen leicht erkennbaren Verbgruppen.\n...können Wortschreibungen kritisch hinterfragen und mit dem Schul-Wörterbuch oder mit Nachfragen klären.\n...können Bewerbungsunterlagen mit Unterstützung (z.B. Lehrperson, Textbausteine) durch mehrfaches Überarbeiten fehlerfrei herstellen.","g",null,null,"g"]
[null,null,"g","...können selbstständig auf Papier oder am Computer ihre Texte sprachformal überarbeiten.",null,null,null,"ng"]
["D.4.G.1","Die Schülerinnen und Schüler können über ihren Schreibprozess und ihre Schreibprodukte nachdenken und deren Qualität einschätzen.","e","...können die nötige Ausdauer aufbringen, um über ihre Texte und ihr Schreiben nachzudenken.\nkönnen im Austausch mit anderen das eigene Schreibziel reflektieren und zur Schreibaufgabe in Bezug setzen.\nkönnen Möglichkeiten und Grenzen eines Korrekturprogramms reflektieren und erkennen mögliche Schwierigkeiten (z.B. Gross-/Kleinschreibung; Schreibungen akzeptieren und im Wörterbuch aufnehmen).",null,null,"m","g1"]
[null,null,"f","...können im Austausch mit anderen mithilfe von Kriterien einzelne Qualitäten ihres Textes besprechen, einschätzen und reflektieren und über die Qualität der Alternativen nachdenken.\n...können wirkungsvolle und gelungene Textstellen identifizieren, beschreiben und daraus für ihr Schreiben Konsequenzen benennen.\n...können ihre Schreibsituation und ihr Vorgehen beim Schreiben reflektieren und mit dem Vorgehen anderer vergleichen.","g",null,null,"g"]
[null,null,"g","...können im Austausch mit anderen über ihre Texte ihr Repertoire an Schreibstrategien reflektieren und ausbauen.\n...können allein oder im Gespräch die kommunikative und ästhetische Wirkung und Qualitäten ihrer Texte mithilfe von Kriterien differenziert einschätzen.",null,null,null,"ng"]
["D.5.A.1","Die Schülerinnen und Schüler können Sprache erforschen und Sprachen vergleichen.","c","...können selbstständig Ersatz-, Verschiebe-, Erweiterungs- und Weglassprobe anwenden, um Sprachstrukturen (nach formalen Kriterien) zu untersuchen.\n...können ihr Vorgehen beim Sammeln, Auswählen und Ordnen begründen (z.B. im Vergleich von zwei Phänomenen in einer Sprache oder von einem Phänomen in zwei Sprachen) und die verschiedenen Lösungen miteinander vergleichen.","g",null,null,"g"]
[null,null,"d","...können eigene Vermutungen über das untersuchte Sprachphänomen begründen, indem sie die grammatischen Proben und Begriffe zur Begründung nutzen.",null,null,null,"ng"]
["D.5.B.1","Die Schülerinnen und Schüler können den Gebrauch und die Wirkung von Sprache untersuchen.","d","...können den Gebrauch von sprachlichen Mitteln untersuchen (z.B. Chat eher mündlich, Präsentation eher schriftlich, Bewerbungsschreiben und -gespräch sehr formell, kulturelle Prägung).\n...können unter Anleitung verschiedene sprachliche Themen auch in Bezug auf mehrere Sprachen entlang von vorgegebenen Fragen untersuchen (z.B. Entwicklung der Schrift/Rechtschreibung, Sprachwandel in Bezug auf Verwendung in verschiedenen Medien).\n...können die Vor- und Nachteile verschiedener Medien (z.B. Brief vs. Telefonat vs. SMS, Zeitungsartikel) für unterschiedliche kommunikative Funktionen reflektieren (z.B. Manipulation, technische Abhängigkeit, Medien als vierte Gewalt).","g",null,null,"g"]
["D.5.C.1","Die Schülerinnen und Schüler können Sprachstrukturen in Wörtern und Sätzen untersuchen.","e","...können die Lautstruktur sowie Wort- und Satzbau in der Standardsprache und in der Mundart untersuchen und sie mit anderen Sprachen vergleichen (z.B. Verfahren der Wortbildung wie Kurzwörter, Neubildungen, unterschiedliche Morphem-Struktur in Sprachen, Pronomengebrauch in den Schulsprachen, unterschiedliche Satzverknüpfungen).\n...können verschiedene Schreibweisen untersuchen (z.B. SMS-Schreibweise: shön vs. schön, lg, 4u) und Vor- und Nachteile beschreiben.\n...können die Bedeutung von Rechtschreibregeln reflektieren.","g",null,null,"g"]
["D.5.D.1","Die Schülerinnen und Schüler können Grammatikbegriffe für die Analyse von Sprachstrukturen anwenden.","d","...kennen den Begriff Pronomen und können Pronomen in einer Liste von Pronomen nachschlagen.\nkennen den Begriff Partikel.\nkönnen Erfahrungen mit den Begriffen: Futur und Plusquamperfekt; vier Fälle; Nominativ, Akkusativ, Dativ und Genitiv sammeln.\nkönnen einfach strukturierte Sätze in einem Verbenfächer darstellen.",null,null,"m","g1"]
[null,null,"e","...können Präpositionen mihilfe einer reduzierten Liste benennen.\n...können in typischen Fällen Nominativ, Akkusativ, Dativ und Genitiv mithilfe der Ersatzprobe bestimmen.\n...können Wörter in Stamm-, Vor- und Nachmorphem zerlegen.\n...können einen Verbenfächer bilden und die Satzglieder Nominal- und Präpositionalgruppe unterscheiden.","g",null,null,"g"]
[null,null,"f","...können Nomen, Verb und Adjektiv mithilfe formaler Kriterien sowie Pronomen mithilfe der umfassenden Pronomenliste bestimmen sowie den Rest als Partikel benennen.\n...können die Partikeln Präposition und Konjunktion in typischen Fällen bestimmen.\n...können Präsens, Präteritum, Perfekt und Futur sowie Infinitiv und Personalform bestimmen.\n...können Stamm-, Vor- und Nachmorphem bestimmen.\n...können mithilfe eines Verbenfächers Satzglieder bestimmen.\n...kennen die Begriffe Subjekt und Objekt.",null,null,null,"ng"]
[null,null,"g","...kennen die Begriffe Indikativ, Imperativ, Konjunktiv I und II sowie Aktiv und Passiv.\n...können einen Verbenfächer bilden und formal die Satzglieder Nominal- und Präpositionalgruppe unterscheiden.\n...können bei klaren Beispielen zwischen Subjekt und Objekt unterscheiden.\n...können einfache und zusammengesetzte Sätze unterscheiden.",null,null,null,"ng"]
["D.5.E.1","Die Schülerinnen und Schüler können ihr orthografisches Regelwissen in auf die Regel konstruierten Übungen anwenden.","e","...können Wörter in ihre Morpheme zerlegen. Sie können dies für die Gross-Klein-Schreibung nutzen (z.B. Frei-heit, Entdeck-ung).",null,null,"m","g1"]
[null,null,"f","...können folgende Rechtschreibregeln in dafür konstruierten Übungen anwenden: Nomen aus Verben mit vorhergehender Präposition plus Artikel in typischen Fällen (z.B. beim Essen, nach dem Essen), Höflichkeitspronomen \"Sie\" in Briefen.","g",null,null,"g"]
[null,null,"g","...können Strategien nutzen, um auch Wörter mit nicht-eindeutiger Laut-Buchstaben-Zuordnung im gedruckten und elektronischen Wörterbuch aufzufinden.\n...können folgende Rechtschreibregel in dafür konstruierten Übungen anwenden: Nomen aus Adjektiven mit vorhergehendem Pronomen in typischen Fällen (z.B. alles Gute, etwas Schönes, viel Schlechtes); Komma bei infinitivischen Verbgruppen, bei Einschüben und Relativsätzen.",null,null,null,"ng"]
["D.6.A.1","Die Schülerinnen und Schüler können spielerisch und kreativ gestaltend mit literarischen Texten umgehen.","f","...können aufgrund von vorgegebenen literarischen Mustertexten (z.B. Gedicht) oder Tetxtanfängen (z.B. Geschichte) eigene Texte schreiben und dabei einzelne Merkmale übernehmen.",null,null,"m","g1"]
[null,null,"g","...können die Innensicht und Gedanken von Figuren in eindeutigen Situationen erkennen und imaginieren (z.B. szenische Darstellung, innerer Monolog).\n...können einzelne Textteile in eine logische Abfolge bringen, um den Aufbau des literarischen Textes zu verstehen.\n...können ihre Gedanken und Gefühle beim Lesen eines literarischen Textes reflektieren (z.B. im Lesetagebuch).","g",null,null,"g"]
[null,null,"h","...können historische Informationen und Tatsachen aus der realen Welt in einem Buch finden, sie mit anderen Quellen vergleichen und darstellen (z.B. auf einem Plakat).\n...können nach dem Muster eines literarischen Textes (z.B. Gedicht, Kurzgeschichte, Fantasy, Fotoroman) selber einen Text mit den entsprechenden Merkmalen schreiben.",null,null,null,"ng"]
[null,null,"j","...können eine Geschichte aus der Sicht einer einzelnen Figur darstellen, um Innensicht, Gedanken und Beweggründe des Handelns zu verstehen (z.B. Briefwechsel, Tagebuch).\n...können detailliert mit Bezug zum Text darstellen, wie Figuren, Orte oder Handlungen der Geschichte auf sie wirken.",null,null,null,"ng"]
["D.6.A.2","Die Schülerinnen und Schüler können über literarische Texte und die Art, wie sie die Texte lesen, ein literarisches Gespräch führen. Sie reflektieren dabei, wie sie die Texte verstehen und die Texte auf sie wirken.","g","...können im Gespräch verschiedene Bedeutungen und Verstehensweisen erkennen und sind fähig, einfachere Stellen selbstständig zu analysieren.\nkönnen den anderen literarische Texte empfehlen, die ihnen gefallen. Sie können dabei ihren Lese-/Hör-/Sehgeschmack erläutern (z.B. mit Textbeispielen).",null,null,"m","g1"]
[null,null,"h","...können ihr Leseverhalten reflektieren: Wann und wo lesen sie was?\n...können im Gespräch ihr Verstehen eines literarischen Textes formulieren und dieses dialogisch weiterentwickeln.\n...können im Gespräch verschiedene Bedeutungen eines literarischen Textes erkennen und daher unterschiedliche Verstehensweisen entwickeln.","g",null,null,"g"]
[null,null,"i","...können sich darauf einlassen, ihr erstes Verstehen eines literarischen Textes zu hinterfragen und zu relativieren.\n...können erkennen, dass andere einen literarischen Text anders verstehen.",null,null,null,"ng"]
[null,null,"j","...können Nicht-Verstandenes erkennen, reflektieren und sind bereit, es im Gespräch zu formulieren. Sie halten die sich daraus ergebenden Ungereimtheiten und Ambivalenzen aus.\n...können im literarischen Gespräch ihr Verstehen bzw. Nicht-Verstehen erläutern und beziehen sich dabei auf den literarischen Text.",null,null,null,"ng"]
["D.6.B.1","Die Schülerinnen und Schüler kennen einzelne Autor/innen der Kinder-, Jugend- und Erwachsenenliteratur und können Texte aus verschiedenen Kulturen lesen, hören, sehen und deren Besonderheiten erkennen und wertschätzen.","d","...entwickeln Interesse für literarische Texte der Kinder- und Jugendliteratur aus verschiedenen Zeiten und Kulturen. Sie können diese Texte in Bezug zur eigenen Zeit und Kultur setzen.\nkönnen erkennen, wie Autor/innen sprachlich gestalten. Sie können dabei unter Anleitung sprachliche Muster für ihr eigenes Schreiben nutzen (z.B. Wortwahl, Wendungen, Satzmuster) und reflektieren eigene Gestaltungsprobleme (z.B. Ideen finden, Texte überarbeiten).",null,null,"m","g1"]
[null,null,"e","...können über einzelne bedeutende Autor/innen der Kinder- und Jugendliteratur Informationen sammeln und dieses Wissen in Bezug zu einzelnen Texten setzen.\n...kennen einzelne ausgewählte Texte bedeutender Vertreter/innen der deutschen Literatur.\n...können sich mit literarischen Texten aus anderen Kulturen auseinandersetzen und unter Anleitung Unterschiede zur eigenen Kultur erkennen und diese darstellen.","g",null,null,"g"]
[null,null,"f","...kennen mehrere Werke einer ausgewählten Autorin/eines ausgewählten Autors und können diese in Bezug zu deren Zeit und Kultur setzen.\n...können literarische Texte kritisch lesen und unter Anleitung deren kulturelle Bedingtheit erkennen (z.B. eine andere Kultur, eine Person aus einer anderen Kultur/mit einer anderen Lebensweise wird stereotyp dargestellt).",null,null,null,"ng"]
["D.6.C.1","Die Schülerinnen und Schüler erfahren, erkennen und reflektieren, dass literarische Texte in Bezug auf Inhalt, Form und Sprache bewusst gestaltet sind, um eine ästhetische Wirkung zu erzielen. Sie kennen wesentliche Merkmale von Genres und literarischen Gattungen.","g","...können unter Anleitung Unterschiede zwischen eigentlicher und übertragener Bedeutung von Aussagen erkennen.\nkönnen die Figuren selbst und deren Handeln mithilfe von Kategorien wie gerecht/ungerecht beurteilen.",null,null,"m","g1"]
[null,null,"h","...können sich mit unvertrauten literarischen Texten auseinandersetzen (z.B. aus einer anderen Zeit, Theater, unbekanntes Filmgenre) und sich darüber austauschen.\n...können eindeutige oder gebräuchliche inhaltliche Gestaltungsprinzipien der Texte erkennen (z.B. Elemente von Spannung, Motive).\n...können unterschiedliche Wirkung von Fiktion und Realität in komplexeren Geschichten erklären.\n...kennen einzelne typische inhaltliche, formale oder sprachliche Merkmale von Erzähltexten (z.B. Kurzgeschichte, Roman) und lyrischen Texten (z.B. Ballade).","g",null,null,"g"]
[null,null,"i","...können typische Perspektiven von Figuren in literarischen Texten nachvollziehen.\n...können die Sprechweise der Figuren analysieren, um die Figuren und deren Motive genauer zu erfassen.",null,null,null,"ng"]

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["MA.3.A.1","Die Schülerinnen und Schüler verstehen und verwenden Begriffe und Symbole zu Grössen, Funktionen, Daten und Zufall.","a","...können Gegenstände und Situationen mit lang/kurz (zeitlich und räumlich) schnell/langsam, vorher/nachher, breit/schmal, dick/dünn, gross/klein, schwer/leicht beschreiben.",null,null,null,"g2"]
[null,null,"c","...verstehen und verwenden die Begriffe Länge, Meter, Zentimeter, Zeit, Stunden, Minuten, Franken, Rappen, Preis.\n...können sich an Referenzgrössen orientieren: 1 Zentimeter, 1 Meter.\n...können Masseinheiten zu Geld und Länge und die Abkürzungen Fr., Rp., cm, m verwenden.",null,null,null,"g"]
["MA.3.A.2","Die Schülerinnen und Schüler können Grössen schätzen, messen, umwandeln, runden und mit ihnen rechnen.","a","...können Längen und Volumen verteilen (z.B. eine Schnur in etwa gleiche Teile schneiden oder Wasser auf Becher verteilen).\n...können den Tagesverlauf in Morgen, Mittag, Nachmittag, Abend und Nacht einteilen (z.B. den Tagesabschnitten Aktivitäten zuordnen).",null,null,null,"g2"]
[null,null,"b","...können ganze Frankenbeträge bis 20 Franken legen sowie addieren und subtrahieren.\n...können die Uhrzeit auf halbe Stunden bestimmen.",null,null,null,"g1"]
[null,null,"d","...können Geldbeträge mit Fr. und Rp. bilden, addieren und subtrahieren (z.B. 20 Fr. mit 2 · 5 Fr. + 5 · 2 Fr. bilden; 25 Fr. 60 Rp. + 14 Fr. 30 Rp.).\n...können analoge und digitale Uhrzeiten bestimmen.",null,null,"m","ng"]
["MA.3.B.1","Die Schülerinnen und Schüler können zu Grössenbeziehungen und funktionalen Zusammenhängen Fragen formulieren, diese erforschen sowie Ergebnisse überprüfen und begründen.","c","...können Sachsituationen bezüglich Anzahlen, Strecken, Zeitpunkten, Zeitdauern und Preisen erforschen sowie Zusammenhänge beschreiben und erfragen (z.B. Zeitdauer für den Hin- und Rückweg mit dem Hinweg vergleichen).",null,null,null,"g"]
[null,null,"d","...können Beziehungen zwischen Längen, Preisen und Zeiten überprüfen (z.B. grössere Gegenstände sind teurer oder weitere Wege brauchen mehr Zeit).",null,null,"m","ng"]
["MA.3.B.2","Die Schülerinnen und Schüler können Sachsituationen zur Statistik, Kombinatorik und Wahrscheinlichkeit erforschen, Vermutungen formulieren und überprüfen.","a","...können Anordnungen variieren, ordnen und notieren (z.B. zweistellige Zahlen mit den Ziffern 1, 2, 3; gleich lange Wege in einem schematischen Stadtplan; Sitzordnungen von drei Kindern).\n...können die Beeinflussbarkeit von Situationen einschätzen (z.B. Beeinflussbarkeit des Wetters; Beeinflussbarkeit der Dauer des Schulwegs).",null,null,null,"g"]

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["MA.3.A.1","Die Schülerinnen und Schüler verstehen und verwenden Begriffe und Symbole zu Grössen, Funktionen, Daten und Zufall.","e","...verstehen und verwenden die Begriffe Gewicht, Inhalt, Zeitpunkt, Zeitdauer, Sekunde.\n...können sich an Referenzgrössen orientieren: 1 km, 1 dm, 1 mm, 1 kg, 100 g, 1 l, 1 dl, 1 h, 1 min (z.B. 1 kg mit einer Packung Mehl assoziieren).\n...können Masseinheiten und deren Abkürzungen benennen und verwenden: Längen (km, dm, mm), Hohlmasse (l, dl ), Gewichte (kg, g), Zeit (h, min).",null,null,null,"g3"]
[null,null,"f","...können Masseinheiten und deren Abkürzungen benennen und verwenden: Hohlmasse (l, dl, cl, ml), Gewichte (t, kg, g, mg), Zeit (h, min, s).\n...können sich an Referenzgrössen orientieren: 1 s, 1 min.\n...können Vorsätze ...verstehen und verwenden: Kilo, Dezi, Centi, Milli.",null,null,null,"g2"]
["MA.3.A.2","Die Schülerinnen und Schüler können Grössen schätzen, messen, umwandeln, runden und mit ihnen rechnen.","d","...können Geldbeträge mit Fr. und Rp. bilden, addieren und subtrahieren (z.B. 20 Fr. mit 2 · 5 Fr. + 5 · 2 Fr. bilden; 25 Fr. 60 Rp. + 14 Fr. 30 Rp.).\n...können analoge und digitale Uhrzeiten bestimmen.",null,null,"u","g4"]
[null,null,"f","...können Längen, Gewichte, Inhalte, Zeitpunkte und Zeitdauern schätzen und messen sowie mit einer geeigneten Masseinheit angeben.",null,null,null,"g2"]
[null,null,"g","...können mit Längen, Gewichten, Volumen und Zeitangaben rechnen sowie entsprechende Grössen in benachbarte Masseinheiten umwandeln.",null,null,null,"g1"]
[null,null,"h","...können Grössen (Geld, Längen, Gewicht bzw. Masse, Zeit, Volumen [l]) schätzen, bestimmen, vergleichen, runden, mit ihnen rechnen, in benachbarte Masseinheiten umwandeln und in zweifach benannten Einheiten schreiben.",null,null,null,"g"]
["MA.3.B.1","Die Schülerinnen und Schüler können zu Grössenbeziehungen und funktionalen Zusammenhängen Fragen formulieren, diese erforschen sowie Ergebnisse überprüfen und begründen.","d","...können Beziehungen zwischen Längen, Preisen und Zeiten überprüfen (z.B. grössere Gegenstände sind teurer oder weitere Wege brauchen mehr Zeit).",null,null,"u","g1"]
["MA.3.B.2","Die Schülerinnen und Schüler können Sachsituationen zur Statistik, Kombinatorik und Wahrscheinlichkeit erforschen, Vermutungen formulieren und überprüfen.","b","...können systematisch kombinieren und variieren (z.B. Paarbildungen mit 6 Kindern).\n...können zu statistischen Daten Fragen stellen und beantworten (z.B. der längste Schulweg ist mehr als doppelt so lang wie der kürzeste; die meisten Kinder wohnen weniger als 1 km von der Schule entfernt).",null,null,null,"g1"]
["MA.3.C.1","Die Schülerinnen und Schüler können Daten zu Statistik, Kombinatorik und Wahrscheinlichkeit erheben, ordnen, darstellen, auswerten und interpretieren.","d","...können Daten zu Längen, Inhalten, Gewichten, Zeitdauern, Anzahlen und Preisen in Tabellen und Diagrammen darstellen und interpretieren (z.B. zu Haustieren).\n...können Zufallsexperimente durchführen, Ergebnisse protokollieren und interpretieren (z.B. 50 mal zwei Würfel werfen).",null,null,null,"g2"]
[null,null,"e","...können Daten statistisch erfassen, ordnen, darstellen und interpretieren (z.B. Schulwege: Distanz, Transportmittel, Zeitdauer).",null,null,null,"g1"]

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[null,null,null,null,null,null,"u/o","g","u"]
["D.1.A.1","Die Schülerinnen und Schüler können Laute, Silben, Stimmen, Geräusche und Töne wahrnehmen, einordnen und vergleichen. Sie können ihren rezeptiven Wortschatz aktivieren, um das Gehörte angemessen schnell zu verstehen.","g","...können unterschiedliche Sprachregister aufgrund des Wortschatzes erkennen (z.B. Fachsprachen, Jugendsprachen, Sportsprachen).",null,null,"m","g1"]

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["Sprachparcour (S)"]
[]
[]
[]
["Kompetenzen",null,"Die Schülerinnen und Schüler…"]
[]
["Personale Kompetenzen","Selbstreflexion: \nEigene Ressourcen kennen und nutzen",null,"…können auf ihre Stärken zurückgreifen und diese gezielt einsetzen."]
[null,null,null,"…können Fehler analysieren und über alternative Lösungen nachdenken."]
[null,null,null,"…können eigene Einschätzungen und Beurteilungen mit solchen von aussen vergleichen und Schlüsse ziehen (Selbst- und Fremdeinschätzung)."]
[null,null,null,"…können aus Selbst- und Fremdeinschätzungen gewonnene Schlüsse umsetzen."]
[null,"Selbstständigkeit: \nSchulalltag und Lernprozesse zunehmend selbstständig bewältigen, Ausdauer entwickeln",null,"…können Herausforderungen annehmen und konstruktiv damit umgehen."]
[null,null,null,"…können sich Unterstützung und Hilfe holen, wenn sie diese benötigen."]
[null,null,null,"…können Strategien einsetzen, um eine Aufgabe auch bei Widerständen und Hindernissen zu Ende zu führen."]
["Soziale Kompetenzen","Dialog- und Kooperationsfähigkeit: \nSich mit Menschen austauschen, zusammenarbeiten",null,"…können sich aktiv und im Dialog an der Zusammenarbeit mit anderen beteiligen."]
[null,"Konfliktfähigkeit: \nKonflikte benennen, Lösungsvorschläge suchen, Konflikte lösen",null,"…können Kritik angemessen, klar und anständig mitteilen und mit konstruktiven Vorschlägen verbinden."]
[null,null,null,"…können Kritik annehmen und die eigene Position hinterfragen."]
["Methodische Kompetenzen","Sprachfähigkeit: \nEin breites Repertoire sprachlicher Ausdrucksformen entwickeln",null,"…können sprachliche Ausdrucksformen erkennen und ihre Bedeutung verstehen."]
[null,"Aufgaben/Probleme lösen: \nLernstrategien erwerben, Lern- und Arbeitsprozesse planen, durchführen und reflektieren",null,"…können die Aufgaben- und Problemstellung sichten und verstehen und fragen bei Bedarf nach."]
[null,null,null,"…können einschätzen, wie schwer oder leicht ihnen die Aufgaben/Problemlösungen fallen werden."]
[null,null,null,"…können bekannte Muster hinter der Aufgabe/dem Problem erkennen und daraus einen Lösungsweg ableiten."]
[null,null,null,"…können neue Herausforderungen erkennen und kreative Lösungen entwerfen."]