The curriculum of elementary schools in the state Bayern of Germany is in 2000 published and currently in effect. This study analyses the structural relation between general principles and details of this curriculum. It is an empirical integrating curriculum based on the many-sided model(Mehr-Ebenen-Modell). The purpose of the analysis is, by showing the structural characteristics of this curriculum, to find out how the intentions of german education-politics in 2000 are related to the particular viewpoints of each subject: It means, what the general intentions and purpose of education-politics are, how they are interpreted and realized in details. But the concrete contents of general features and the analysis of curriculums of each subject are not in this study included. The curriculum of the state Bayern, which are revised every 10 years, are constructed from an totally empirical point of view. And the effective time division of curriculums of each subject allows the integrating learner-oriented qualitative education in the empirical activities.