The trajectory keeps their involvement going by letting them experiment with an engagement to improve the situation, which they can do in moments of public learning and learning by experience.
‘That’s how they learn to handle expectations, self-confidence and courage. The learning by experience in doing interviews, excursions, constructing installations, works of art, exhibitions, or having conversations or debates, also connects the psychomotor contact with the concrete reality to the abstraction in intellectual understanding (…) Doing this collectively and in a democratic fashion one develops the necessary social skills to further limit individualism. And doing this at times in front of an audience one accounts for the youthful need to have effort and expression recognized. That is the most firm structure for a long lasting motivation to learn which also induces pupils to reflect and control their own learning process.’ (JWW, P.124)
The overall practical goal of the doing part is to illustrate in the best way possible the (use of the) content of the knowledge part. Every main part of the phases in the knowledge part needs its “practical” complement in the doing part. That’s how the doing part builds a context for the use of the theoretical knowledge transmitted by the curriculum.
The didactics mentioned in the last quote already made it clear that the courses organizing the doing part will be the language, art and practical courses.