State budgetary educational institution of additional professional education

"Nizhny Novgorod Institute for the Development of Education"

methodical writing

on the implementation in the 5th grade of the Federal State Educational Standard of basic general education in subject areas and academic subjects

Nizhny Novgorod

In the 5th grade, the following subject areas and subjects are implemented (see Table 1):

Table 1

	subject	items
	Philology	Russian language
		Literature
		Foreign language
	Social science subjects
	Mathematics and Computer Science	Mathematics
	Natural science subjects	Biology
	Art	art
	Technology	Technology
	Physical culture and basics of life safety	Physical Culture

The annexes to this methodological letter contain recommendations for the implementation of basic general education in the 5th grade of the Federal State Educational Standard, which contain a general description of these subject areas and academic subjects (see Appendix 1 to the letter).

The Federal State Educational Standards of basic general education provide for the presence of an invariant part of the curriculum and a part formed by participants in educational relations (70%/30%). Therefore, the OOP LLC project provides for five options for exemplary weekly curricula for basic general education.

The invariant part of the curriculum determines the composition of the subjects of compulsory subject areas for educational organizations that have state accreditation under this program and implement the OP LLC, and the study time allotted for their study by grade (year) of study.

The part formed by the participants in educational relations determines the time allotted for studying the content of education, which ensures the realization of the interests and needs of students, their parents (legal representatives), teaching staff educational organization.

Note

In various exemplary weekly curricula, there are different “hours” for such subjects as geography, physical education (option No. 2). Such subjects as economics, social studies and computer science are included in the curriculum of an educational organization, based on the hours provided for in the part formed by the participants in educational relations.

The subject "Social Studies" was traditionally studied from the 6th grade, but in recent times Many topics have already received a propaedeutic presentation at the elementary school level, and in this regard, the developers of the textbooks considered it expedient in terms of continuity to start studying it from the 5th grade.

At the same time, it should be taken into account that at the moment we have only a draft Exemplary Curriculum in 5 versions, which has not been approved as a normative document. This means that the decision on which grade the teaching of the subject "Social Science" will begin with must be made by the general educational organization independently. It seems most appropriate to introduce this subject from grade 5 at the expense of the part formed by the participants educational process. Otherwise, it will be necessary to restructure the general content of this subject by the school itself, since all textbooks included in the federal list are oriented towards the beginning of its study from the fifth grade.

On the number of hours of physical culture according to Option No. 1 of the curriculum. If a general education organization has decided to choose option No. 1 of the curriculum, it can use the part formed by the participants in the educational process to introduce the third hour of physical education. If this version of the curriculum receives normative consolidation, then the general educational organization is not entitled to change the mandatory part, as well as the territorial educational authorities.

Quantity training sessions for 5 years (grades 5-9) cannot be less than 5267 hours and more than 6020 hours. The minimum number of hours per week in the 5th grade with 34 teaching weeks is 28 hours; maximum - at 35 academic weeks - 32 hours. However, subject to the law Russian Federation each educational organization independently determines the mode of operation (5-day or 6-day week).

Subject results by years of study are singled out (see the Federal State Educational Standard of basic general education) at two levels: basic (supporting) educational material corresponding to the level of results “the student will learn”, and deepening, supplementing, expanding or propaedeutic educational material corresponding to the level of results “the student will receive opportunity to learn."

Description of the subject, as well as meta-subject and personal results of mastering the subject area (study subject) are given in a special section of the attached recommendations (Appendix 1).

In 2015-2016 academic year year, educational organizations begin the implementation of the Federal State Educational Standard of basic general education. Therefore, the list of teaching materials implemented in an educational organization is formed on the basis of the federal list of textbooks for the 2014-2015 academic year. year (order of the Ministry of Education and Science of Russia dated March 31, 2014 No. 253), (order of the Ministry of Education and Science of Russia dated September 5, 2013 No. 1047).

Note

The choice of teaching materials in the 5th grade should be carried out by an educational organization with the maximum and possible observance of the principle of continuity of the subject-thematic content and approaches to its construction at the level of primary general education.

Appendix 2 to this letter contains information and methodological recommendations for the development of curricula of academic subjects, containing information on the features of constructing the content of work programs for individual academic subjects in the context of the Federal State Educational Standard of basic general education; the approximate structure of the work program of a particular academic subject; requirements for educational and methodological support for the implementation of programs of individual academic subjects.

Order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 N 1897 "On approval of the federal state educational standard basic general education” it is determined that the main educational program is implemented by an educational organization, including through extracurricular activities which are an integral part of the educational process at school.

Extracurricular activities should be understood as educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the main educational program.

Extracurricular activities allow you to solve a number of important tasks:

- to ensure a favorable adaptation of the child at school;

– optimize the teaching load of students;

- improve the conditions for the development of the child;

- take into account age and individual characteristics students.

Extracurricular activities are organized in the areas of personality development: physical culture, sports and health, spiritual and moral, social, general intellectual, general cultural.

Forms of organization of extracurricular activities, within the framework of the implementation of the main educational program of basic general education, are determined by the educational organization independently.

The main requirements for the implementation of extracurricular activities are:

1. Availability of approved programs for extracurricular activities

2. The number of hours allocated for extracurricular activities is no more than 1750 hours for 5 years of study at the stage of basic school, and no more than 350 hours per year (it is essential that only the maximum number of hours is regulated).

3. The value of the weekly educational load (the number of classes) implemented through extracurricular activities is determined outside the number of hours allotted for the development of the curriculum by students, but not more than 10 hours.

4. It is allowed to transfer the educational load realized through extracurricular activities for vacation periods (but not more than 1/2 of the number of hours). Extracurricular activities during vacation time can be implemented within the framework of thematic programs

5. Depending on the tasks at each stage of the implementation of an exemplary educational program, the number of hours allocated for extracurricular activities may vary (that is, for example, there may be more of them in grades 5–6, and then decrease, and then the minimum number of these hours will be 9 class, which objectively takes into account age-related psychological pedagogical features and adolescent interests).

When organizing extracurricular activities of students, if there is no necessary material and technical base in a general educational institution, it is necessary to use the opportunities educational institutions additional education children, cultural and sports institutions. During the holidays, to continue extracurricular activities, the possibilities of organizing children's recreation and their health improvement, thematic camp and specialized shifts, summer schools created on the basis of general educational institutions and educational institutions of additional education for children can be used.

It is necessary to think over a system of succession in the organization of extracurricular activities between the levels of primary and basic general education. Continuity in the organization of extracurricular activities can be based on value-target(continuity of targets, planned results, evaluation systems), meaningful(continuity of implemented areas and activities) and organizational components(model of extracurricular activities, conditions and mechanisms for its implementation).

The content of extracurricular activities of students consists of a set of directions of personality development(general cultural, general intellectual, social, spiritual and moral, sports and health, etc.). These areas are a meaningful guideline for the development of appropriate programs for extracurricular activities, but the educational organization has the right to independently choose the implemented areas of extracurricular activities, determine the time frame and forms of its organization, taking into account the requests of students and parents, as well as their own conditions.

Extracurricular activities closely related with the system of additional education. But it is important to remember that additional education of children involves the implementation additional general education programs. Programs of extracurricular activities are aimed at the implementation main educational program basic general education.

When involving specialists in the system of additional education in the implementation of extracurricular activities, a number of important aspects should be foreseen:

Development (improvement) regulatory framework interaction of general and additional education;

Development of requirements for additional education programs with a focus on obtaining subject, meta-subject and personal results;

Joint examination of the quality of extracurricular activities of students.

When implementing extracurricular activities, it is advisable to design its organization, taking into account the diversity and variability of its directions, types and forms. At the same time, the subject of design should be an integral system of its organization with the allocation of priority areas for the development of the individual, which will play backbone role.

It is proposed that when organizing extracurricular activities, it is conditional to allocate these steps:

1. design, which includes diagnosing the interests, hobbies, needs of children, the requests of their parents and designing, based on its results, a system for organizing extracurricular activities at school; as an organizational mechanism, a plan (program) for organizing extracurricular activities can be used, which determines the total volume, composition and structure of extracurricular activities by year of study or for the level of education.
2. organizational and activity when there is a creation and functioning of the developed system of extracurricular activities through its resource support, while it is the integration of human resources that will contribute to the most complete satisfaction of the needs of schoolchildren and the requests of their parents; coordination of individual and collective trajectories of extracurricular activities of schoolchildren can be carried out by an organizing teacher (deputy director of the NGO for educational work) or another teacher of an educational institution.
3. analytical - analysis and evaluation of the functioning of the created system; it is necessary to develop a criteria base and diagnostic tools for studying the state of the system of extracurricular activities of schoolchildren operating in an educational organization. At the same time, the following can become the subject of analysis and evaluation: the effectiveness of mastering the tasks of the PEP, the involvement of students in the system of extracurricular activities; resource provision of the system of extracurricular activities; variability of directions, types and forms of organization of extracurricular activities; productivity of extracurricular activities (achievements of children in selected activities); satisfaction of participants in the activity with its organization and results, etc.

At the first stage the efforts of the administration and teachers are directed first to collecting information about what each student is fond of and interested in, where and how he realizes his interests and needs, what else he would like to do in the classroom, school, institutions of additional education, culture, sports, what is the opinion on this occasion are his parents. For this purpose, you can use survey methods (conversation, interviews, questionnaires), game techniques, and performing creative tasks. The information obtained is important for compiling organizational model and plan extracurricular activities at the level of basic general education, individual card of employment in extracurricular activities, which is filled in for each student in a particular class by the class teacher.

The subject of design at this stage should be organizational model and plan extracurricular activities at the level of basic general education. To organize successful activities to develop an organizational model of extracurricular activities, it is necessary to carry out a number of activities in the following areas: organizational; regulatory; financial and economic; informational; scientific and methodological; personnel; logistical.

Based on the tasks, forms and content of extracurricular activities, for its implementation in the 5th grade, models of extracurricular activities of the same type as in primary general education can be developed: basic, additional education model, full-day school model, optimization model, innovative -educational model ( see Letter of the Ministry of Education and Science No. 03-296 dated May 12, 2011 "On the organization of extracurricular activities during the introduction of the federal state educational standard for general education").

For a full transition to the Federal State Educational Standards of all parts of the main school, we recommend that you turn to models of extracurricular activities that ensure the implementation of the program for the development of the educational component and allow you to systematically integrate all areas of development of the personality of students.

To develop a model of extracurricular activities in an educational organization, we recommend creating a creative group of primary school teachers, additional education teachers, students and their parents.

The organizational mechanism for the implementation of extracurricular activities at the level of basic general education is extracurricular activity plan , which, as in the main educational program of primary general education, is located in the organizational section of the main educational program. The plan of extracurricular activities of an educational institution determines the composition and structure of areas, forms of organization, the amount of extracurricular activities for students at the level of basic general education, taking into account the interests of students and the capabilities of the educational organization. The educational organization independently develops and approves a plan for extracurricular activities.

Along with the definition of directions, types of children's associations of extracurricular activities and the amount of time to participate in them, it is necessary to briefly characterize the content aspects of each direction (type) of activity, which are described in more detail in the attached educational programs of extracurricular activities.

On the second stage organization of extracurricular activities, all actions are directed to the implementation of the developed model and plan. When organizing extracurricular activities in the conditions of an educational organization, pedagogical workers develop various types of educational programs of extracurricular activities corresponding to the areas: comprehensive educational programs; thematic educational programs; educational programs focused on achieving results of a certain level; educational programs for specific types of extracurricular activities; age educational programs; individual educational programs for students. Priority in the organization of extracurricular activities of the basic school belongs to the programs of education and socialization by the type of the program for the development of the educational system.

When developing programs for extracurricular activities, it should be taken into account that there is no federal list of programs for extracurricular activities. In this regard, you can use the published exemplary programs of extracurricular activities and programs for additional education of children, brought in line with the requirements for programs of extracurricular activities.

Extracurricular activities programs at the level of basic general education are developed for 35 academic weeks. In the program, the number of hours of theoretical studies should not exceed 50% of the total number of hours. The program should be understood as a model of joint activity of a teacher and a child, reflecting the process of education, upbringing and creative development.

The content of the Program should be aimed at: creating conditions for the creative development of the child's personality; development of personal motivation for knowledge and creativity; ensuring the emotional well-being of the child; familiarization of students with universal human values; creation of conditions for personal and professional self-determination of students; prevention of antisocial behavior.

When developing the Program, it is necessary to take into account: its continuity and consistency with the educational programs of the general education school and the programs of extracurricular activities at the level of primary general education; age and individual characteristics of students; practical significance, manufacturability of the Program (accessibility for its use in pedagogical practice); the presence of logic in the presentation of materials.

The program of extracurricular activities includes the following structural elements: 1) Title page. 2) Table of contents (for programs of 2 or more years of study). 3) Explanatory note. 4) Curriculum (for programs of 2 or more years of study). 5) Educational and thematic plan. 6) The content of the course being studied. 7) Methodological support. 8) List of references.

Exemplary programs of extracurricular activities and programs of extracurricular activities developed by teachers independently serve as the basis for compiling work programs, which is within the competence of an educational institution (clause 2, article 32 of the Law of the Russian Federation "On Education").

The effectiveness of their implementation largely depends on resource provision. Of paramount importance is the staffing of the implementation of the model. The subjects of extracurricular activities can and should be class teachers, subject teachers, organizing teachers, educators of extended day groups, teachers of additional education, specialists from cultural institutions, sports and other organizations. Only through the integration of human resources is it possible to conduct interesting and useful extracurricular activities, meet the needs of students and the needs of their parents.

The administration of the educational organization needs to take care of the financial and logistical support of the system of extracurricular activities. It is necessary to equip premises specially designed for conducting extracurricular activities, to establish contractual relations with social partners for the use of their resources in working with children.

At the third stage actions of an appraisal and analytical nature play a priority role.

The following aspects become the subject of analysis and evaluation:

The involvement of students in the system of extracurricular activities;

Compliance of the content and methods of organizing extracurricular activities with the principles of the system;

Resource provision of the process of functioning of the system of extracurricular activities of students.

To carry out a deeper and more detailed analysis of the involvement of students in extracurricular activities, it is necessary to have sufficient and systematized information about the participation of schoolchildren in activities outside of school hours.

Implementation possible variable models of organization of extracurricular activities.

Thus, one of them involves the formation of individual educational trajectories of students in the framework of extracurricular activities, when specialists of an educational organization develop a number of programs formed according to modular principle(some modules may be invariant, some may be variable for passing). Determination of groups of students who want to study in one or another program occurs before the start of the academic year, the schedule for extracurricular activities is drawn up in accordance with the choice of students and the conditions of a particular school.

This model can be represented in terms of work with a predominance of educational and cognitive activity, when most attention is given to extracurricular activities in academic subjects and organizational support of educational activities.

Another model is to use design method. At the same time, the content of each project (if it has its own goals and objectives, forms of organization and presentation of results) can ensure the implementation of different areas and types of extracurricular activities. Projects can be deployed sequentially or in parallel during the academic year or more; time for the implementation of projects, including holidays, is determined depending on the content of the projects. The advantages of this model are that it can be implemented in various conditions of the organization of the educational process.

The third model of organizing extracurricular activities can be built within the framework of the functioning of the school as an educational system when the educational process is carried out in the first half of the day, and in the second half of the day the children are employed in educational centers (children's public organizations, student self-government bodies, etc.) and in additional education associations. At the same time, reliance is placed on the integration of basic and additional general educational programs. The functioning of the school as an educational system based on the program for the development of the educational component can vary within the framework of the organization of the “educational system”, “educational environment”, “educational learning potential”, “educational activities”, etc.

Extracurricular activities of the "educational type" at the stage of formation of the educational system can be represented through the model of the plan of extracurricular activities in the following variations:

Plan model with the predominance of social self-organization of students,

Dominant plan model pedagogical support students,

A plan model with a predominance of work to ensure the well-being of students in the space of a comprehensive school,

Model plan with a predominance of educational activities.

ON THE IMPLEMENTATION OF GEF LLC IN THE 5th CLASS ON THE SUBJECT AREA "PHYSICAL CULTURE AND BASIS OF SAFETY OF LIFE" IN EDUCATIONAL ORGANIZATIONS OF THE NIZHNY NOVGOROD REGION IN THE 2015-2016 ACADEMIC YEAR

I. Subject area "Physical culture and basics of life safety". The curriculum of the main educational program of the educational organization of the basic school in the conditions of the Federal State Educational Standard includes subject area"Physical culture and basics of life safety", including academic subjects"Physical culture" and "Fundamentals of life safety"

II. general characteristics subject "Physical culture".

Taking into account the emergence of educational programs based on the state educational standard of the second generation, a consistent transition to their implementation should be carried out, annually adding the next class (to the first class - the second, to the fifth class - the sixth, etc.). At the same time, classes not yet involved in the process complete and compulsory transition to the implementation of the Federal State Educational Standard, work on the previous programs, consistently including elements of the new content recommended by exemplary programs for the subject "Physical Education" (PK).

An exemplary educational program for physical education is intended for implementation by students who do not have contraindications for physical education. We are talking about students classified for health reasons as the main and preparatory groups. The sports that make up the content of the program are differentiated according to the requirements for the result.

The exemplary program, oriented in content to the Federal State Educational Standards of the new generation, does not contain a curriculum and standards for the physical fitness of students. The teaching material is not divided into classes. The teacher (a team of teachers) independently, taking into account the requirements of the theory and methodology of physical education, the requirements of the Federal State Educational Standards and the content of the exemplary program, develops work program for each stage of general education (grades 1-4, 5-9, 10-11).

III. The place of the subject "Physical culture" in the curriculum.

The curriculum for the subject "Physical Education" is developed according to the usual scheme for each level of general education at the rate of three hours per week. The third hour of the subject is recommended to be used to increase motor activity and develop the physical qualities of students, the introduction of modern systems of physical education (Order of the Ministry of Education and Science of the Russian Federation of August 30, 2010, No. 889).

An example of a curriculum for a primary school:

The teacher determines the list of sections based on the structure of the content of exemplary programs for physical culture. The composition of topics is presented in the section "Exemplary thematic planning". The sequence of passage and distribution of educational material (topics) both by year of study and within the academic year for each class is determined by the teacher independently. The documents of the educational and methodological complex developed by the teacher (work program, work planning) are approved by the head of the educational organization.

Guidelines for compiling thematic planning sections of the curriculum were developed by the Ministry of Education and Science of the Russian Federation No. 19-299, dated November 25, 2011. Below in the text, options for calendar-thematic planning are offered.

Thematic planning on the subject "Physical culture":

Option 1

ü The name of the program section.

the topic of the lesson.

o Number of hours.

the type of lesson.

ü Content elements.

ü Requirements for the level of preparedness of students.

ü Type of control

o Homework.

ü Date (plan - actually).

Option 2

Option 3

Control of interest in physical culture activities of students

Interest, as the selective orientation of an individual to any type of activity (or its components), is a reflection of needs and a source of motivation. Therefore, the evaluation of its manifestations undoubtedly reflects the effectiveness of the teacher's professional activity. In the practice of controlling physical activity, the assessment of the interest of those involved in it, at best, occurs according to arbitrarily chosen criteria purely visually. It doesn't allow you to give objective assessment and produce comparative analysis achievements of different teachers.

To solve this problem, you can use the arsenal of tools worked out in psychology. However, this is not always advisable. With regard to controlling the interest of students in physical activity, apparently, one should focus on the most accessible (in terms of resource costs) and simple (in terms of assessment technologies) methods.

It seems that the procedure for assessing the interest of students in the physical culture of activity should be carried out in relation to the content of the classes and in relation to the teacher who conducts these classes. In this case, the method of anonymous (nameless) questioning is used. The development of such questionnaires is the work of specialists - psychologists.

This is due to the fact that justification is required for at least three aspects of the survey according to the criteria of necessity and sufficiency. First, the composition of the questions. Secondly, the content (formulation) of the questions. Thirdly, the scale of evaluation and value judgments.

The easiest way to assess interest in physical activity is to visually determine the number of students with positive reactions to completing tasks within the lesson. The use of the following questionnaires for surveying students can be recommended.

Questionnaire 1.

Me in a physical education lesson ...

… like all tasks

… like almost all tasks

… like individual tasks

... don't like anything

Questionnaire 2.

I'm going to physical education class...

… always willing

… almost always willingly

… sometimes with desire, and sometimes not

… almost always without desire

… always without desire

Analysis of the results of the survey is associated with the calculation of the percentage of respondents for each of the questions. Interest is assessed by quantitative (in %) indicators of the distribution of answer options. Conducting a survey over a number of years allows us to judge the dynamics of students' interest in physical education.

A comparative analysis of the results of the survey of various teachers will reveal the best indicators of professional activity. At the same time, high indicators require the study and dissemination of work experience, and the worst indicators require the identification and elimination of the causes of this state of affairs. Naturally, the results obtained should not be absolutized or dramatized.

Taking into account the basic directions of physical education (theoretical, technical and physical training) in the conditions of 3 hours a week, several options for combining the defining directions (physical and technical training) are possible:

Comprehensive (at each lesson, both areas of preparation),

Based on the priority of physical training (two lessons - physical training, one lesson - technical),

Based on the priority of technical preparation (two lessons - technical preparation, one lesson - physical).

In all options, it is possible to add theoretical training tools (according to needs and conditions). At the same time, than older age students, the more time is spent in the lesson for theoretical training, but within the framework of the total amount allocated in the curriculum for this type of training.

1. "Working program on physical culture for students in grades 1-4 of special medical groups", Volgograd, publishing house "Teacher", 2014;

2. "Working program on physical culture for students in grades 1-11 of special medical groups", Moscow, publishing house "Globus", 2010.

IV. Requirements for the results of training and mastering the content of the course "Physical Culture"

Personal and metasubject results mastering the main educational program is achieved in accordance with their presentation in the content of the Federal State Educational Standard.

Subject results of studying the subject "Physical culture" should reflect:

1) understanding the role and importance of physical culture in the formation personal qualities, in active inclusion in a healthy lifestyle, strengthening and maintaining individual health;

2) mastering the system of knowledge about the physical improvement of a person, creating the basis for the formation of interest in expanding and deepening knowledge, mastering the ability to select physical exercises and regulate physical activity for independent systematic exercises with various functional orientations, taking into account individual capabilities and characteristics of the body;

3) gaining experience in organizing independent systematic physical education classes in compliance with safety regulations and injury prevention; mastering the ability to provide first aid for minor injuries;

4) expanding the experience of organizing and monitoring physical development and physical fitness; formation of the ability to monitor the dynamics of the development of one's basic physical qualities: to assess the current state of the body and determine the training effect on it of physical education;

5) the formation of skills to perform complexes of general developmental, health-improving and corrective exercises, taking into account individual abilities and characteristics, health status and the mode of educational activity; mastering the basics of technical actions; expansion of the motor experience of the body.

V. Educational and methodological support subject"Physical Culture"

General educational organizations are recommended to use textbooks in the educational process, which are included in federal list of textbooks (FPU), approved by the Order of the Ministry of Education and Science of Russia dated March 31, 2014, No. 253.

According to the new procedure, the specified list includes textbooks recommended by the Scientific and Methodological Council of the Ministry of Education and Science of the Russian Federation on the basis of positive expert opinions and meeting the following requirements:

1. Belong to a complete subject line of textbooks.

2. Are presented in printed form and have an electronic application, which is their integral part.

3. Have a teaching aid for the teacher, containing materials on the methods of teaching, studying the subject (its section, part) or education.

Organizations carrying out educational activities on basic educational programs, entitled to use for five years in his educational activities acquired before the entry into force of the Order(No. 253, dated March 31, 2014) textbooks from the FPU recommended by the Ministry of Education and Science of the Russian Federation (order of the Ministry of Education and Science of the Russian Federation No. 1067, dated December 19, 2012) to complete the subject. Along with textbooks, educational publications, which are teaching aids, can be used in educational activities.

The choice of textbooks is determined by the content of the main educational program implemented by the school. To maintain continuity in the development of the program, it is not advisable to purchase separate textbooks included in different subject lines. Pedagogical workers have the right to choose textbooks, teaching aids, other means of education and upbringing in accordance with the educational program and in the manner prescribed by the legislation on education.

Textbooks on the subject "Physical culture" of different authors, in our opinion, differ little in content from each other. The conjugation of the content of textbooks is at a completely acceptable level and does not contradict the content of the educational standard of the second generation.

Below is a list of physical education textbooks for grade 5 (in accordance with the order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253)

· Matveev A.P. Physical culture, 5th grade Publishing house "Enlightenment";

· Pogadaev G.I. "Physical culture, 5-6 cells. Publishing house LLC "Drofa";

· Vilensky M.Ya., Turevsky I.M., Torochkova T.Yu. etc. Physical culture. Grade 5-7, Prosveshchenie Publishing House

Guryev S.V., ed. Vilensky M. Ya. "Physical culture", 5 - 7 cells. Publishing house "Russian word"

· Petrova T. V., Kopylov Yu. A., Polyanskaya N. V., Petrov S. S. “Physical culture”, 5-7 grades. Publishing Center "Ventana-Graf".

Pogadaev G. I. "Physical culture", 5 - 6 cells. Publishing house "Drofa".

Please note that textbooks in bold italics, belong to the completed subject line of textbooks.

VI. General characteristics of the subject "Fundamentals of life safety".

At present, security issues have become one of the urgent needs of every person, society and state.

The training of the younger generation of Russians in the field of life safety should be based on an integrated approach to the formation of a modern level of safety culture in adolescents, an individual system of a healthy lifestyle, anti-extremist thinking and anti-terrorist behavior.

The training course "Fundamentals of Life Safety" in the basic school is structured in such a way that the following goals are achieved:

safe behavior of students in emergency situations of natural, man-made and social character;

· understanding by each student of the importance of saving and protecting personal health as an individual and social value;

· students' acceptance of the values ​​of civil society: human rights, the rule of law, family values, justice of the courts and responsibility of the authorities;

anti-extremist thinking and anti-terrorist behavior of students, including intolerance to actions and influences that pose a threat to human life;

• students' negative attitude to taking psychoactive substances, including drugs;

Readiness and ability of students to moral self-improvement.

The achievement of these goals is ensured by the solution of such educational tasks as:

formation of a model of safe behavior in students in Everyday life, in the transport environment and in emergency situations of a natural, man-made and social nature;

Formation of an individual system of a healthy lifestyle;

· development of an anti-extremist and anti-terrorist personal position among students and a negative attitude towards psychoactive substances and antisocial behavior.

The structure of the course "Fundamentals of life safety" with the modular construction of the content of basic general education includes two training modules and five sections.

Module 1. Fundamentals of the security of the individual, society and the state.

Section 1. Fundamentals of integrated security.

Section 2 Protection of the population of the Russian Federation from emergency situations.

Section 3 Fundamentals of countering terrorism and extremism in the Russian Federation.

Module 2. Fundamentals of medical knowledge and a healthy lifestyle.

Section 4 Fundamentals of a healthy lifestyle.

Section 5 Fundamentals of medical knowledge and first aid.

The conceptual base and content of the course "Fundamentals of Life Safety" are based on the provisions of the federal laws of the Russian Federation and other regulatory legal acts.

VII. The place of the subject "Fundamentals of life safety" in the curriculum.

The subject "Fundamentals of Life Safety" is included in the curriculum of an educational organization, based on the hours provided for in the part formed by the participants in educational relations, at the rate of one hour per week, 35 hours per year, 175 hours for five years of study.

5th grade(1 hour per week, total 35 hours)

Topic number	Thematic planning	Characteristics of the types of activities of students
Module 1. Fundamentals of the security of the individual, society and the state (22 hours)
Section 1. Fundamentals of integrated security (15 hours)
	Man, his environment, human security (5 hours) 1.1. City as a habitat. 1.2. Dwelling of a person, features of life support of a dwelling. 1.3. Features of natural conditions in the city. 1.4. The relationship of people living in the city, and security. Safety in everyday life	They compare the life support features of urban and rural dwellings and possible dangerous and emergency situations. Analyze user instructions for electrical and electronic devices. Distinguish household chemicals. Complete the safety diary. Describe the most effective way to prevent a dangerous situation in everyday life
	Dangerous situations of man-made nature (6 hours) 2.1. road traffic, safety of road users. 2.2. A pedestrian. Pedestrian safety. 2.3. Passenger. Passenger safety. 2.4. Driver. 2.5. Fire safety. Safe behavior in everyday situations	They characterize the causes of traffic accidents, the organization of traffic and the rules for the safe behavior of road users. Remember the rules of safe behavior on the roads. Analyze the causes of fires in residential and public buildings. They characterize the rights and obligations of citizens in the field of fire safety in everyday life. Remember the rules of safe behavior in case of fire
	Dangerous situations of a natural nature (2 hours) 3.1. Weather conditions and human safety. Water safety	They characterize the main dangerous weather conditions in their places of residence and their consequences. There are measures of safe behavior in conditions of dangerous weather phenomena (wind, rain, ice). Distinguish the state of reservoirs at different times of the year. Explain the rules of behavior on the water. Apply the rules of self- and mutual assistance to those in distress on the water
	Natural and technogenic emergencies (2 hours) 4.1. Natural emergencies. Technogenic emergencies	Distinguish between emergencies according to the reasons for their occurrence. Analyze the rules of their possible behavior in the event of an emergency
Section 3. Fundamentals of countering extremism and terrorism in the Russian Federation (7 hours)
	Dangerous situations of a social nature, antisocial behavior (3 hours) 5.1. Antisocial behavior and its danger. 5.2. Ensuring personal safety at home. Ensuring personal safety on the street	Characterize the main types of antisocial behavior and their consequences. Develop a negative attitude towards any kind of antisocial behavior. Recognize the signs of a dangerous situation at home and on the street. Make up rules for their own safe behavior at home and on the street in various dangerous situations
	Extremism and terrorism - extreme dangers for society and the state (4 hours) 6.1. Extremism and terrorism: basic concepts and causes of their occurrence. 6.2. Types of extremist and terrorist activities. 6.3. Types of terrorist acts and their consequences. Responsibility of minors for anti-social behavior and participation in terrorist activities	explain general concepts about extremism and terrorism and the causes of their occurrence. Characterize the main types of terrorist activities. They formulate their rules of conduct in everyday life so as not to become delinquents, and write them down in a safety diary. They draw up a plan of their actions in case of a threat of a terrorist attack and in case of a terrorist attack. Analyze the types of terrorist acts and their characteristic features. Characterize the responsibility of minors for antisocial behavior
Module 2. Fundamentals of medical knowledge and a healthy lifestyle (13 hours)
Section 4. Basics of a healthy lifestyle (5 hours)
	Age features human development and healthy lifestyle 7.1. About a healthy lifestyle. 7.2. Motor activity and hardening of the body - the necessary conditions health promotion. Balanced diet. Food hygiene	Explain the basic principles of a healthy lifestyle. Recognize types of motor activity and hardening. Characterize the essence of rational nutrition
	Factors that destroy health 8.1. Bad habits and their impact on health. 8.2. Healthy lifestyle and prevention bad habits(workshops)	Explain the detrimental effect of bad habits on the health of the student, his mental and physical abilities. Develop a negative attitude towards smoking and drinking alcohol
	First aid and rules for its provision (8 hours) 9.1. First aid for various types of injuries. 9.2. First aid for bruises, abrasions (practical exercises). First aid for poisoning (practical exercises)	Characterize the purpose and general rules of first aid. Develop practical skills in first aid for bruises and abrasions. Develop practical first aid skills for nicotine and carbon monoxide poisoning

VIII. Requirements for the results of training and mastering the content of the course "Fundamentals of Life Safety"

Requirements for personal, metasubject results mastering the course "Fundamentals of Life Safety" are achieved in accordance with their presentation in the content of the Federal State Educational Standard for Basic General Education.

Requirements for the subject results for the development of the course "Fundamentals of Life Safety":

formation modern culture life safety based on understanding the need to protect the individual, society and the state through awareness of the importance of safe behavior in emergency situations of a natural, man-made and social nature;

formation of a healthy lifestyle that excludes the use of alcohol, drugs, smoking and other harm to health;

· knowledge of the main dangerous and emergency situations of a natural, man-made and social nature, including extremism and terrorism, and their consequences for the individual, society and the state;

Knowledge and ability to apply security measures and rules of conduct in dangerous and emergency situations; the ability to provide first aid to the victims;

the ability to make informed decisions in a specific dangerous situation, taking into account the real situation and individual capabilities;

· mastering the basics of environmental design for safe life, taking into account natural, man-made and social risks in the territory of residence.

IX. Educational and methodological support of the subject "Fundamentals of life safety"

Order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253 approved the federal list of textbooks (FPU), recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education. In accordance with this order thing"Fundamentals of Life Safety" in grade 5 studied from textbooks:

Vinogradova N.F., Smirnov D.V., Sidorenko L.V., Taranin A.B. "Fundamentals of life safety". 5-6 classes. Publishing Center VENTANA-GRAF.

Polyakov V.V., Kuznetsov M.I., Markov V.V. etc. "Fundamentals of life safety". Grade 5 Ed. "Bustard".

Smirnov A.T., Khrennikov B.O. / Ed. Smirnova A.T. "Fundamentals of life safety". Grade 5 Ed. "Education".

Frolov M.P., Sholokh V.P., Yurieva M.V., Mishin B.I. / Ed. Vorobyova Yu.L. "Fundamentals of life safety". Grade 5 Ed. "Astrel"

Appendix 2

for the development of curricula of educational subjects

(courses, modules)

Introduction

Programs of individual subjects are developed on the basis of the requirements of the Federal State Educational Standard of basic general education to the results of mastering the basic educational program. Work programs of subjects are a mandatory component of the educational program of basic general education in accordance with paragraph 9 of Art. 2 of the Law "On Education in the Russian Federation" No. 273 - FZ.

As a recommended basis for the development of work programs for individual subjects, one can consider the Constructor of programs for individual subjects, posted on the website edu.crowdexpert.ru in the "Basic School" section (subsection "Subject Programs").

Section 1. Features of the construction of the content of work programs for individual academic subjects in the conditions of the Federal State Educational Standard of basic general education.

Section 2. Approximate structure of the work program of a separate academic subject (course, module).

Section 3. Requirements for educational and methodological support for the implementation of programs of individual academic subjects (courses, modules).

Section 1. Features of building the content of work programs for individual academic subjects in the conditions of the Federal State Educational Standard of Basic General Education

The work program for the subject is a project of the content of education, on the basis of which the teacher independently decides what to select for presentation to students in accordance with the goals and conditions of pedagogical activity. Hence the design technology educational information- the process of making pedagogical decisions in the conditions of a system of restrictions and prescriptions that are dictated by established norms (what and to what extent students should learn from the given information); the initial level of preparedness of students for the perception of educational information; the capabilities of the teacher himself, as well as the school in which he works.

In the content of the subject (course) there are two types of educational material: basic ( support material), the development of which ensures the achievement of the level of educational results “the graduate will learn”, and deepening (expanding, supplementing, propaedeutic) material corresponding to the level of educational results “the graduate will have the opportunity to learn”.

In technological terms, the problem of structuring educational material is of fundamental importance. Educational material is a system of ideal models represented by blocks of didactic material, which is a system of objects, each of which is intended to be used in the learning process as a material or materialized model of a particular system, identified within the framework of public knowledge and experience, and intended for use in educational activities.

Since educational activity is considered as a process of solving a system of educational problems, it is natural that the unit of division of educational material is a learning task. In this regard, the educational material in the work program for the subject can be considered as a pedagogically expedient system of educational tasks. Hence, the construction of a system of educational tasks becomes the core of the teacher's actions in designing educational material and developing didactic material in which it finds its embodiment.

An approximate form of description in the work program of the content of a subject, a course in the form of a system of educational-cognitive and educational-practical tasks, in which the content of the planned results is fixed in the form of generalized methods of action with educational material, can be the following matrix:

Name of the topic (section) of the subject (course):

Table 1

A possible variant of the presentation of the content of the topics of the subject

Learning Content Element	Planned result in the form of generalized methods of action
1. General scientific and basic knowledge for this area	Skills and skills that contribute to the development of systematic knowledge
2. Meta-subject knowledge, knowledge that supplements, deepens and expands the basic educational material	Skills of self-acquisition, transfer and integration of knowledge
3. Problematic issues related to the study area scientific knowledge, and the relevant area of ​​public practice	Ways of setting and solving problems Ways of applying learned methods of action (objective and metaobjective) to real life situations
4. Value-semantic attitudes	Values, meanings, beliefs, moral and ethical assessments related to both subject and meta-subject knowledge and skills

Forms of cooperation: organization academic work in pairs, small groups;

Forms of communication: creation of written, oral, hypertexts of texts, statements, judgments with given parameters;

Forms of self-organization of educational activities: planning, distribution of responsibilities, correction, quality control of work;

Forms of reflection: self-assessment or analysis of one's own learning activities;

Forms of using ICT: work in virtual learning environments, with interactive equipment, with various applications.

Work programs of educational subjects (courses) must necessarily contain thematic planning with the definition of the main types of educational activities, which implies the existence of various options for thematic planning. One of the possible options with the distribution of universal educational activities on the topics of a subject (course) can be as follows.

table 2

Possible variant of thematic planning

The second option (with highlighting the characteristics of students' activities as a separate item) is presented in the Constructor.

Section 2. Approximate structure of the work program of a separate academic subject (course, module)

The program of the subject (course) includes the following components:

1. Title page, which indicates the name of the educational organization, the program approval mark, the name of the subject area, the name of the subject (course), the program developer.

2. Explanatory note:

2 .one. Implementation goals programs:

Achievement by students of the results of studying the subject in accordance with the requirements approved by the Federal State Educational Standard for Basic General Education. Mastering interdisciplinary concepts, universal educational activities that ensure the successful study of this and other subjects at the level of secondary general education, creating conditions for achieving personal results of basic general education.

2.2. Implementation tasks subject programs are formulated on the basis of the general tasks of mastering the content of basic general education:

1) provision in the process of studying the subject of conditions for achieving the planned results of mastering the main educational program of basic general education by all students, including students with handicapped health and disabled;

2) creation in the process of studying the subject of conditions for the development of personality, abilities, satisfaction of cognitive interests, self-realization of students, including gifted ones;

3) creation in the process of studying the subject of conditions for the formation of students' values, the foundations of their civic identity and socio-professional orientations;

4) the inclusion of students in the processes of transformation of the social environment, the formation of their leadership qualities, experience in social activities, implementation social projects and programs;

5) creation in the process of studying the subject of conditions for the formation of the experience of independent learning activities among students;

6) creation in the process of studying the subject of conditions for the formation of students' skills of a healthy and safe lifestyle for a person and his environment;

7) acquaintance of students with the methods of scientific knowledge and methods of studying objects and natural phenomena;

8) the formation of students' skills to observe natural phenomena and perform experiments, laboratory work and experimental studies using measuring instruments widely used in practical life;

9) students mastering such general scientific concepts as a natural phenomenon, empirically established fact, problem, hypothesis, theoretical conclusion, result of experimental verification;

10) students' understanding of the differences between scientific data and unverified information, the value of science for meeting the everyday, industrial and cultural needs of a person.

3. General characteristics of the subject, course.

3.1. The main sections of the program of the subject, course.

3.2. The list of forms for organizing the educational activities of students (in-class and extracurricular), including forms with the involvement of the resources of other organizations, the socio-cultural educational environment of the settlement.

3.3. A list of methods for organizing educational activities, including methods of intensive training, with justification for the choice of methods.

3.4. Description of the connection with other academic subjects in terms of the continuity of the content of educational elements, the formation of interdisciplinary concepts, the provision of project activities, convergent education, the synchronization of training modules and topics, including subjects from other subject areas.

4. The place of the subject, the course in the curriculum.

4.1. The number of hours for mastering a subject at the level of basic general education.

4.2. An indication of the classes or periods of study within which the development of the subject is planned, and the number of hours in each of the periods of study allotted for the study of the subject.

4.3. Indication of the amount of time for the organization of intermediate certification and final certification based on the results of development.

4.4. Description of the connection with the content of subjects (courses) at the choice of students.

4.5. Grounds for calculating hours for mastering a subject (support for a priority area of ​​study at the choice of students, organization of a system of pre-profile training, etc.).

5. Personal, meta-subject and subject results of mastering a subject, a course.

5.1. Personal and metasubject results.

5.1.1. Personal results, the formation of which is facilitated by the study of this academic subject, revealing and concretizing the content of the section "Planned results of mastering the basic educational program of basic general education."

5.1.2. Meta-subject results, the formation of which is facilitated by the study of this academic subject, revealing and concretizing the content of the “Planned results of mastering the basic educational program of basic general education”.

Table 3

Possibleth

Module No.	educational outcome	Number of years for development			Is it subject to intermediate certification
Metasubject results:
1. Regulatory
	Result 1
2. Cognitive
	Result 1
3. Communicative
	Result 1
	Educational Outcome	Number of years for development
Personal results:
	Result 1

6.2. Subject results.

6.2.1. Subject results of mastering a subject (course), revealing and concretizing the content of the section "Planned results of mastering the main educational program of basic general education".

Table 4

Possiblethpresentation option

8. Thematic planning, options for which are presented in section 1 of these recommendations.

9. Educational, methodological and logistical support of the educational process.

9.1. Educational and methodological support

9.1.1. textbooks

9.1.1.2. The list of textbooks published by organizations included in the list of organizations that publish textbooks that are allowed to be used in the educational process in educational organizations that have state accreditation and implement educational programs of general education.

The section "Teaching aids" indicates the workbooks, problem books, workshops, sets of control and measuring materials used in the course of studying this subject, with the exception of electronic educational resources.

Table 5

Possible variant of information presentation

9.2. Logistics

9.2.1. Educational equipment and computer equipment

Description of the available sets of educational equipment: laboratory, gaming, sports, demonstration equipment, modular machines, sets for robotics, designers, workshop equipment, computer equipment, voting systems, digital high-tech equipment, multimedia equipment, interactive equipment, photo and video equipment, etc.

Table 6

Possiblethpresentation option

	Name of educational equipment	Topics covered by this equipment
I. Training equipment
	Title 1	1.1., 1.6., 3.4., ...
II. Computer technology and interactive equipment
	Title 1	1.1., 1.6., 3.4., ...
III. Sports equipment
	Title 1	1.1., 1.6., 3.4., ...
IV. Workshop equipment
	Title 1	1.1., 1.6., 3.4., ...
V. Equipment for organizing distance learning
	Title 1	1.1., 1.6., 3.4., ...

9.2.1. The main electronic educational resources used in the study of the subject (course)

The section indicates the electronic educational resources used in the course of studying this subject, Internet resources, distance testing systems, etc., which allow the implementation of e-learning technologies.

Table 7

Possiblethpresentation option

As applications to the programs of subjects (courses, modules) can be placed methodological and evaluation materials.

Section 3. Requirements for educational and methodological support for the implementation of programs of individual academic subjects (courses, modules)

Educational and methodological support for the implementation of work programs for individual academic subjects (courses, modules) is the selection and creation in an organization that carries out educational activities of an optimal system (complex) of textbooks, educational and teaching aids necessary for the effective organization of the educational process within the framework of the requirements Federal State Educational Standard to the results, structure and conditions for the implementation of the main educational programs of basic general education.

According to the Federal State Educational Standard for Basic General Education, educational and methodological support is an integral part of the information and methodological conditions for the implementation of the basic educational program of general education and must ensure that the organization carrying out educational activities is staffed with printed and electronic information and educational resources in all subjects of the curriculum: textbooks, including textbooks with electronic applications that are their integral part, educational and methodological literature and materials on all academic subjects of the basic educational program of basic general education in the languages ​​of instruction determined by the founder, additional literature.

The fund of additional literature should include: domestic and foreign, classical and modern fiction; popular science and scientific and technical literature; publications on fine arts, music, physical culture and sports, ecology, rules of safe behavior on the roads; reference-bibliographic and periodicals; collection of dictionaries; literature on social and professional self-determination of students.

The choice of textbooks and teaching aids included in the educational and methodological support is made in accordance with the Federal Law "On Education in the Russian Federation" by organizations that carry out educational activities according to educational programs of basic general education that have state accreditation, independently.

Thus, the article “Competence, rights, duties and responsibilities of an educational organization” expressly states that educational organizations are free to determine the content of education, the choice of educational and methodological support, educational technologies for the educational programs they implement. Further, this article indicates that the competence of an educational organization in the established field of activity includes determining the list of textbooks in accordance with the approved federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education by organizations providing educational activities, as well as teaching aids approved for use in the implementation of these educational programs by such organizations.

At the same time, the organization carrying out educational activities has the right to choose for use in the implementation of these educational programs:

1) textbooks from among those included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of basic general education;

2) textbooks issued by organizations included in the list of organizations producing textbooks that are allowed to be used in the implementation of state-accredited educational programs of basic general education.

Order of the Ministry of Education and Science of the Russian Federation of March 31, 2014 No. 253 approved the federal list of textbooks recommended for use in the implementation of state-accredited educational programs for primary general, basic general, secondary general education. The list consists of three parts: textbooks recommended for use in the implementation of the mandatory part of the main educational program, textbooks recommended for use in the implementation of part of the main educational program formed by participants in educational relations, textbooks that take into account the regional and ethno-cultural characteristics of the constituent entities of the Russian Federation, the implementation of rights citizens to receive education in their native language from among the languages ​​of the peoples of the Russian Federation, the study of their native language from among the languages ​​of the peoples of the Russian Federation and the literature of the peoples of Russia in their native language.

As stated in the letter of the Department of State Policy in the field of general education of the Ministry of Education and Science of Russia dated April 29, 2014 No. 08-548, the federal list of textbooks includes textbooks recommended by the Scientific and Methodological Council for textbooks created by the Ministry of Education and Science of Russia, based on positive expert opinions based on the results of scientific research. , pedagogical, public, ethno-cultural and regional expertise and meeting the following requirements:

a) belonging to the completed subject line of textbooks;

b) presented in printed form and having an electronic application, which is their integral part;

c) having a methodological manual for a teacher containing materials on the methodology of teaching, studying a subject (its section, part) or education.

According to the order of the Ministry of Education and Science of Russia dated March 31, 2014 No. 253, organizations engaged in educational activities on the main

general education programs, have the right to use in educational activities for five years the textbooks acquired before the entry into force of this order from:

Federal list of textbooks approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions for the 2013/14 academic year;

Federal list of textbooks approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in special (correctional) educational institutions, for the 2013/14 academic year, approved by order of the Ministry of Education and Science of the Russian Federation of December 19, 2012 N 1067 (registered by the Ministry of Justice of the Russian Federation on January 30, 2013, registration number N 26755), as amended by the order of the Ministry of Education and Science of the Russian Federation of July 10, 2013 N 544 (registered by the Ministry of Justice of the Russian Federation on August 30, 2013, registration number N 29846 ).

However, this permission does not apply to the choice of textbooks for the fifth grade in the 2014/2015 academic year, since, in accordance with the procedure for the phased introduction of federal state educational standards for basic general education, all organizations engaged in educational activities according to state-accredited educational programs for basic general education in the Russian Federation Federations in the fifth grades from September 1, 2015 will work not according to the main general education programs, but according to the main educational program of basic general education.

The general educational and methodological support of the basic educational program of basic general education integrates the educational and methodological support of the programs of individual academic subjects, courses. The developers of the programs of individual subjects, courses in organizations engaged in educational activities according to state-accredited educational programs of basic general education are pedagogical workers who have the right to choose textbooks, teaching aids, materials and other means of training and education in accordance with the educational program and in in the manner prescribed by the legislation on education.

This means that when compiling a list of textbooks, educational and teaching aids necessary for the implementation of the basic educational program of basic general education, the administration of organizations that carry out educational activities on state-accredited educational programs of basic general education should take into account the wishes teaching staff, developing and implementing programs of individual subjects, courses regarding the necessary educational and methodological support, if these wishes do not contradict the requirements indicated in clause 4, article 18 of the Federal Law of the Russian Federation of December 29, 2012 N 273-FZ.

_________________

Federal state standard basic general education, approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 N 1897, section I " General provisions", Art. 8 - 11; section 3 "Requirements for the structure of the OOP LLC", art. 18.2.2

"On approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education" Order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253

"On the federal list of textbooks" Letter of the Ministry of Education and Science of the Russian Federation dated April 29, 2014 No. 08-548

"On the action plan for the modernization of general education for 2011-2015" Order of the Government of the Russian Federation dated September 07, 2010 No. 1507-r

Clause 4 of Part 3 of Article 47 of the Federal Law of the Russian Federation of December 29, 2012 N 273-FZ

edited by Nadezhda Konstantinovna Bushkova

One of the problems of general education, noted
in the state program of the Russian Federation "Development of education for 2013-2020" is the lack of efficiency
in the formation of competencies that are in demand in modern social life and the economy, the insufficient level of schoolchildren's ability to apply the acquired knowledge in practice.
To solve the problem of modernizing educational programs in the system of general education, to ensure the achievement of the modern quality of educational results and the results of socialization, the introduction of the federal state standard for basic general education (FSES LLC) is called upon, which is based on a system-activity approach that ensures the formation of readiness for self-development and continuing education, design and construction social environment development of students in the education system, active educational and cognitive activity of students, the construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.
The implementation of the GEF LLC involves significant changes in the work of teachers and heads of educational organizations, the creation of a legal basis for the introduction of a standard, the development of a basic general education program, the publication a large number local regulations, the use of modern educational technologies and high-tech equipment.
In order to assist educators starting activities in accordance with the Federal State Educational Standard, LLC, taking into account the results of testing the standard in the flagship schools of the Ryazan region, methodological recommendations were prepared by the following team of authors:
- head. Department of Management, Economics and Law, Ph.D. PhD, Associate Professor V.E. Rozhkova, senior lecturer of the Department of Management, Economics and Law O.V. Safonova (Regulatory support for the activities of a general educational organization in terms of the introduction of the federal state educational standard for basic general education);
- head. Department of Teaching Technologies, Upbringing and Additional Education, Ph.D., Associate Professor T.V. Vasilchenkova, Associate Professor, Department of Teaching Technologies, Upbringing and Additional Education, Ph.D. philosopher. Sciences Yu.V. Agapov (Organization of the educational process aimed at achieving the results of the implementation of the BEP LLC);
- Senior Lecturer of the Department of Teaching Technologies, Upbringing and Additional Education L.N. Gavrilenko (The use of modern educational technologies in the educational process);
- head. Department of Theory and Methods of Social and Humanitarian Education, Candidate of Pediatric Sciences, Associate Professor N.V. Merzlyakova (Literature. native literature, Foreign language. Second Foreign Language), Senior Lecturers of the Department of Theory and Methods of Social and Humanitarian Education N.N. Paramzina, E.Ya. Fetisova (Russian language. Native language, Literature. native literature);
- Professor of the Department of Theory and Methods of Natural Mathematical Education and ICT, Ph.D. OH. Naziev (Mathematics);
- Senior Lecturer of the Department of Theory and Methods of Social and Humanitarian Education A.I. Ivonina (History);
- Associate Professor of the Department of Theory and Methods of Natural Mathematical Education and ICT, Candidate of Geogr. n. ON THE. Atayeva (Geography);
- teacher of biology, MBOU "Secondary School No. 3", Ryazan G.A. Stukolkina (Biology);
- Associate Professor of the Department of Teaching Technologies, Upbringing and Additional Education, Ph.D. E.N. Miroshina (Physical culture).

Full text of the article in attachment (doc, 2MB)

Municipal budgetary educational institution

"Average comprehensive school № 23

with in-depth study of individual subjects "

GO Krasnoturinsk, Sverdlovsk region

logistical conditions

for the implementation of GEF

GO Krasnoturinsk

Algorithm for creating material and technical conditions for the implementation of GEF 5

STEP 1. Normative - legal support. 5

STEP 2. Analysis of the material and technical conditions of OS 9

STEP 3. Certification of classrooms 15

STEP 4. Drawing up a long-term plan for equipping OS 15

Applications

Explanatory note

The introduction of a new standard in the conditions of the information society reflects the formation of a new didactic model of education based on the competence-based educational paradigm, which assumes the active role of all participants in the educational process. An important feature of the standard is its focus on ensuring the transition in education to a strategy of social design and construction, from simple relaying of knowledge to the development of students' creative abilities.

To ensure the successful introduction of the federal state educational standard, it is important to prepare all the necessary conditions, incl. and logistical.

Many heads of educational institutions, teachers have a completely legitimate question: “What and how should change in the equipment of the workplace of a teacher and a student in connection with the introduction of the Federal State Educational Standard?”. But, unfortunately, not everyone can get an answer to this question. There is also no methodological literature on this issue. This explains the need to draw up guidelines for creating conditions for the implementation of the Federal State Educational Standard.

Tasks:

1. To form a systematized idea of ​​​​optimizing the equipment and use of the material and technical conditions of an educational institution;

2. To provide methodological assistance to managers, teachers in the work on equipping the educational process in the context of the implementation of the Federal State Educational Standard.

The manual is only advisory in nature. These recommendations can be clarified and supplemented in relation to the specifics of specific educational institutions, the conditions for their financing, as well as based on the consistent development and accumulation of their own base of material and technical teaching aids (including in the form of multimedia products created by students, an electronic library, video libraries and etc.).

Algorithm for creating material and technical conditions for the implementation of the Federal State Educational Standard STEP 1. Regulatory and legal support.

Any activity in an educational institution should begin with the study of the legal framework on the problem. To create quality conditions, it is necessary to study the following documents:

Federal Law "On Education in the Russian Federation";

National educational initiative "Our new school»;

Action Plan for the Modernization of General Education for 2011-2015.

Order of the Ministry of Education and Science of Russia dated January 13, 2011 No. 2 “On Amendments to the List of Organizations Publishing Textbooks Allowed for Use in the Educational Process in Educational Institutions with State Accreditation and Implementing Educational Programs of General Education”.

Order of the Ministry of Education and Science of Russia dated October 4, 2010 No. 986 "On approval of federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises."

Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “On approval of SanPiN 2.4.2.282110 “Sanitary and epidemiological requirements for the conditions and organization of education in general education institutions”.

Order of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 "On approval of federal requirements for educational institutions in terms of protecting the health of students and pupils."

Recommendations for equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the Federal State Educational Standard for Basic General Education, Organization project activities, modeling and technical creativity of students (attachment to the letter of the Ministry of Education and Science of Russia dated November 24, 2011 No. MD1552/03).

Section name
1. Library fund (printed products)	1. Federal Law "On Education in the Russian Federation". 2. Standards of primary general, basic general, secondary (complete) general education basic level, secondary (complete) general education profile level (if necessary). 3. Exemplary programs for each level of education, exemplary programs of secondary (complete) general education in academic disciplines of the profile level. 4. Tutorials: Primary school - grades 1,2,3,4 Basic school - 5,6,7,8,9 grades Secondary school (basic level) - 10, 11 grades Secondary school (profile level) - 10.11 grades. 5. Teaching aids for electives and elective courses. 6. Workbooks for each level of education. This printed matter is given in the requirements for one classroom and takes into account the average calculation of the class size (25 students) in each class at all levels of education. 7. School dictionaries, didactic materials etc. They are given in the requirements as a set for frontal work (1 copy for 2 students), i.e. 12-13 copies. 8. Books to read - the minimum number for practical work in groups - 6-7 copies per class. 9. Teaching aids for teachers - 1 copy for each class at all levels of education.
2. Printed manuals.	1. Tables, diagrams, portraits, posters, maps, etc. They can be presented in demonstration form - 1 copy per class of all levels of education. 2. It is recommended to have handouts for all sections of the course for each class, i.e. 25 copies per class.
3. Information and communication means	1 Multimedia training programs and electronic textbooks are recommended to have from 1 set per classroom to 6-7 sets per high school profile level. 2. Electronic libraries and gaming computer programs - 1 set per cabinet.
4.Screen-sound aids.	Video films, audio recordings, for different sections of the course, it is recommended to have one demo set each.
5. Technical teaching aids.	1. SPAK teacher: purchased if the educational institution has the financial resources, before the purchase it is possible to use a computer, multimedia projector, screen, copying equipment separately; 2. Student's SPAK: to use the possibilities of two computer classes and a mobile computer room, it is acquired with the financial resources of the educational institution; 3. Such TSOs as: a copier, a multimedia projector, a computer, a laptop, a netbook, a video camera, a camera - can be included in the logistics of an educational institution and used by all teachers of the educational institution upon request. 5. Interactive board; 7. Telecommunication facilities are created as part of the logistics of the entire OS, subject to the availability of financial and technical conditions, and can be equipped in a specially designated place. This equipment can be used both in the classroom and outside of school hours according to the employment schedule developed by the administration.
6. Educational-practical and educational-laboratory equipment.	1. Basically, this equipment is presented in a demonstration form - 1 copy per cabinet (devices, scales, sets of dishes, control panel, etc.). 2. Sets for laboratory experiments and practical exercises are purchased for a school desk, one set at all levels of education, i.e. 12-13 copies. In profile classes, it is recommended to have such sets for each student, i.e. 12+13 copies. As a result, if there are specialized classes, 25 sets for laboratory experiments are purchased in the office. 3. Natural objects are also purchased per desk, one set (12-13 copies). 4. Reagents must have one set per classroom, used at all levels of education.
7.Specialized educational furniture.	Furniture is purchased for one classroom and takes into account the average class size (25 students) at all levels of education (13 sets - 13 tables, 26 chairs).

STEP 2. Analysis of material and technical conditions of OS

In order to ensure the necessary and sufficient equipment of the educational process for an educational institution, it is necessary to analyze the state of the material and technical base for its compliance with the new requirements of the Federal State Educational Standard and existing standards and draw up a list of shortcomings. The work carried out will make it possible to develop and implement schedules for providing the school with the missing equipment, reconstruction and repair of school buildings.

The “Recommendations on equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the federal state educational standard (FSES) of basic general education, the organization of project activities, modeling and technical creativity of students” states that the complete equipment of educational institutions is provided by interconnected sets:

General school equipment;

Equipment of subject rooms;

Equipment that provides the organization of extracurricular activities.

General school equipment includes equipment that is not assigned to subject classrooms, used in multi-subject and over-subject projects, creating a single information network and managing an educational institution, etc. This equipment mostly includes ICT tools,

allowing to collect, store, process information, as well as ensure its presentation, distribution and management. Such equipment is multifunctional, integrative, it is used for various types of classroom and extracurricular activities, for solemn acts of the school, at interschool seminars, for working with parents and the public. It can also be placed in rooms for independent work of students after lessons (media library, library reading room, etc.). This can be a set of mobile equipment - laptops, projectors, organized in the form of mobile multifunctional computer classes, automated workstations of subject teachers, students (taking into account the possibility of movement within one floor, two or more floors in the presence of elevator facilities).

The Federal State Educational Standard sets requirements for the presence of an information and educational environment that ensures the planning and fixation of the educational process, the placement of the work of teachers and students, and the interaction of participants in the educational process. Appropriate equipment implies the presence of a school server, workplaces for representatives of the school administration, teachers, students, and the possibility of integrating them into the Internet. According to the tables below, it is recommended to assess the material and technical equipment of educational institutions for all sets in accordance with the "Recommendations for equipping educational institutions with educational and educational and laboratory equipment necessary for the implementation of the federal state educational standard (FSES) of basic general education, organization of project activities, modeling and technical creativity of students.

General school equipment. Table 1

	Equipment components	Available
	ICT tools: for the collection, storage and processing of information, its presentation, distribution and management; for events, rulers, parent meetings, etc.;
	Library
	Reading room
	Psychology room and other rooms for general school use
	Mobile equipment set
	Lecture rooms
	school server
	The local network

The equipment of classrooms should be provided with the equipment of automated workstations of the teacher and students, as well as a set of traditional educational equipment to ensure the educational process. SPAK for a teacher includes not only the actual computer workplace, but also specialized digital equipment, as well as software and a network interaction environment that allow the teacher and students to fully realize their professional and educational needs.

Digital measuring instruments significantly expand the effectiveness of school laboratory work, as an active form of the educational process, provide new opportunities for project activities. In area natural sciences the expansion of these possibilities is ensured, in particular, by the use of digital measurement and data processing tools, in mathematics - by the use of virtual laboratories, in a number of other subjects - by the possibility of fixing sound and visual images using ICT. In virtual laboratories, students can conduct demonstration experiments of the teacher and a significant number of other experiments.

Traditional teaching aids in subject areas should contain various visual aids, as well as laboratory and demonstration equipment, devices and tools for conducting field experiments, etc.

Traditional learning tools are used independently, as well as in conjunction with ICT tools and increase their functionality and efficiency of use in the educational process.

Equipment of subject rooms Table 2

Equipment components	Necessary equipment	In stock	Necessary
	SPAK teacher SPAK students Universal form for moving and recharging computers TCO in offices
2.Laboratory and demonstration equipment	teaching digital laboratory teaching equipment teaching traditional laboratory teaching technique educational equipment for developing practical design skills, construction
3. Visual aids in subjects	ESM, traditional manuals, layouts, models, globes, etc.

Equipment for extracurricular activities of students, including modeling, technical creativity and project activities, can be organized using educational equipment in classrooms with a high level of equipment, as well as on the basis of specially created and equipped at an advanced level of laboratories, workshops, rooms for technical creativity and modeling, provided for by the requirements of the Federal State Educational Standard.

An increased level of equipment of the educational process requires the creation of an additional specialized module, when working with which the activities of schoolchildren will be predominantly research in nature using an expanded set of digital measuring equipment, equipment for studying alternative energy sources, as well as software, modern nanotechnologies and robotics. The tool environment for modeling should be a toolkit for the workshop (a virtual computer constructor, as adapted as possible for use in educational purposes). It should be a design environment designed to create models of various phenomena, conduct numerical experiments.

When organizing the activities of students, new information technologies should be used: multimedia programs, electronic reference books and encyclopedias, educational computer programs, electronic libraries, which include a set of information and reference materials, united by a single navigation system and focused on various forms of cognitive activity, incl. research design work. Part digital libraries may include thematic databases, fragments of historical documents, photographs, videos, animations, tables, charts, diagrams and graphs.

The activities of students should be provided with the necessary consumables.

Equipment for extracurricular activities Table 3

	equipment components	available
	Premises for teaching and research activities, modeling, technical creativity.
	Spaces for music and visual arts
	Game Audiences
	Premises for physical culture

STEP 3. Certification of classrooms

The next step in determining the level of resource provision of educational institutions that meet the requirements of the Federal State Educational Standard should be the certification of classrooms. For the certification of classrooms, the director of the school issues an order to create a commission for the certification of classrooms under the leadership of the deputy director for educational work.

Responsibilities for filling out (keeping) the passport of the study room are assigned by order of the school director to the head of the office. These recommendations provide an exemplary "Regulation on the certification of classrooms", as well as a layout of the passport of the classroom (Appendix No. 1, 2)

STEP 4. Drawing up a long-term plan for equipping the OS

Drawing up a long-term plan for equipping the educational process will be the next step. This must be done so that, in accordance with the Federal State Educational Standard, educational institutions can independently, at the expense of allocated budget funds and additional financial resources raised in the prescribed manner, equip the educational process at the level of primary general education.

Long-term plan for equipping the educational process

Table 4

Must be purchased	quantity
SPAK for a teacher SPAK student Interactive whiteboards Computers/laptops Visualizer digital Copiers
Laboratory and demonstration equipment
Visual aids in subjects
Library fund

These recommendations serve as a guideline in creating a holistic subject-developing environment necessary to implement the requirements for the level of graduates at each level of general education. They proceed from the tasks of the integrated use of material and technical teaching aids, the transition from reproductive forms of educational activities to independent, search and research types of work, shifting the focus to the analytical component of educational activities, the formation of a communicative culture of students and the development of skills to work with various types of information and its sources. .

Appendix 1

Position

on certification of classrooms

1. General Provisions

1.1. This provision has been developed in accordance with the Federal Law "On Education in the Russian Federation" No. 273-FZ dated December 29, 2012.

1.2. This Regulation on the certification of classrooms is intended for educational institutions that have passed state registration, have a license to conduct educational activities and implement general education programs using classrooms.

1.3. Equipped classrooms are subject to passportization, in which the teaching of academic disciplines, elective courses, circle and extracurricular activities are organized.

1.4. Passportization is understood as a specially organized activity for the creation and maintenance of a passport for an educational office.

1.5. Certification of classrooms is carried out in order to:

improving the organization of teachers' work and increasing the efficiency of the educational process;

analyze the state of the classroom, its readiness to meet the requirements of state educational standards, determine the main areas of work to bring the classroom in line with the requirements of the educational and methodological support of the educational process.

Tasks of certification of classrooms:

additional staffing of classrooms with methodological, didactic and reference literature, printed, electronic, audio and video aids, didactic and handouts;

additional staffing of classrooms with laboratory equipment, natural objects and devices, technical teaching aids, computer equipment and software,

rational placement and systematization of literature, teaching and visual aids, didactic and handout materials, educational equipment, their use in the educational process;

design of classrooms.

2. Management of certification of classrooms

2.1. For the certification of classrooms, the director issues an order to create a commission for the certification of classrooms under the leadership of the head of the methodological cabinet.

2.2. Responsibilities for filling out (keeping) the passport of the study room are assigned by order of the director to the head of the office.

2.3. The head of the study room, together with the deputy director for AHS, the school administration, keeps records (inventory) of all available educational equipment and technical means intended for teaching the subject, as well as furniture and fixtures allocated by the school administration for equipping the classroom. The results of the inventory are drawn up in an act and entered in the passport of the cabinet. Faulty equipment and technical means are written off and destroyed, about which an act for write-off is drawn up.

2.4. After the expiration of the passport, a new passport of the study room is filled in.

3. Passport of the study room

3.1. The passport of the classroom is a document of control and accounting (monitoring) of the conditions for the implementation of the educational process, as well as accounting for internal movement material assets pertaining to the cabinet.

The purpose of filling (maintaining) the passport is to monitor and evaluate the conditions for the implementation of the educational process, accounting for the internal movement of material assets that are in the operational use of the office.

3.2. The validity period of the passport of the study room is 5 years.

3.3. The passport is a file folder with numbered pages and an electronic form designed for 5 academic years.

3.4. The structure of the passport of the study room:

4.Control

4.1. Control over the accuracy and completeness of the information contained in

passport, carry out:

administration of an educational institution

4.2. The form for checking the results of certification in educational institutions is the review competition of classrooms, held annually according to the annual plan.

5. General requirements for classroom equipment

5.1. Availability of a plan for the additional staffing of the classroom, compiled on the basis of the List of teaching aids and equipment, approved by the director of the educational institution in the following form:

Name

Norm according to the "List"

Available (2013-2014)

Acquisition plan

Name of educational, popular science and reference literature.

Name of printed manuals (tables, pictures, maps).

Name of audio and video aids, software.

Name of didactic and handout materials.

Names of natural objects and devices.

Names of technical training aids and computer equipment.

5.2. The presence in the classrooms of literature, manuals, materials and equipment stored in sectional cabinets for classes, parts, sections and topics of the curriculum (in the classrooms of physics, chemistry and biology, store the same type of instruments and handouts in trays that allow you to streamline their storage and issuance) .

5.3. The presence in the classrooms of printed manuals stored in special boxes (in the classrooms of history and geography, the presence of maps stored in equipped special map storages).

5.4. The presence in classrooms of attached labels to shelves, trays and boxes with the name of the teaching aids stored in them.

5.5. Availability in classrooms of electronic manuals, software stored in boxes numbered in accordance with the catalog.

5.6. The presence in the classrooms of a file cabinet of educational equipment stored in special boxes in alphabetical order according to the following sections:

educational, popular science and reference literature,

printed manuals (tables, pictures, maps),

audio and video aids, software,

didactic and handout material,

natural objects and devices.

technical training aids (demonstration, laboratory, for independent work) and computer equipment.

5.7. The presence in the classroom of workplaces for students and teachers, devices for storing and demonstrating manuals, technical teaching aids, exposition devices.

5.8. The presence of elements of permanent and replaceable (including exhibition) design of the study room, the aesthetics of their implementation.

5.9. Maintaining a sanitary and hygienic regime in the classroom:

high coefficient of natural light (cleanliness of glass, removal of objects blocking light from window sills) and electric lighting;

normal temperature and air composition;

serviceability of the ventilation system and ventilation of classrooms during breaks;

wall painting in accordance with SanPiNs;

condition and size of furniture.

Appendix 2

Cabinet passport layout

1. Title page

2. First page

general information about the office

1. Cabinet area - sq.m.

2. Seats for students - units.

3. Dimensions of study tables and chairs

4. Lighting -

5. Illumination -

6. Ventilation -

7. Temperature regime -

8. Fixed furniture: wardrobes -

racks -

teacher's table -

teacher's table

school board -

3. Second page

Extract from the order for the school on the appointment of the head of the office for the academic year.

4. Third page

Job description head of study room

5. Fourth page

Office hours for the 2013/2014 academic year

6. Fifth page

A long-term plan for replenishing the classroom with educational equipment

7. Sixth page

The act of readiness of the study room for the new academic year (application)

8. Seventh page

Technical training aids

	Name		Inventory

9. eighth page

Laboratory and demonstration equipment.

10.Ninth page

Visual aids (maps, tables, posters, reproductions, layouts, models, ESM)

	Name

11. Information and medical support.

	Name

At the end of the passport, acts of acceptance and transfer of office equipment are enclosed in the event of a change in the head of the office.

Appendix 2

Cabinet readiness act No.

by the academic year

Availability of the necessary documentation in the office

Cabinet Passport

Safety Instructions

Cabinet Logistics

1. Staffing,%

Training equipment for practicing practical skills

UMK ( methodical literature, learning programs, books for teachers, workbooks)

Cabinet decoration

Optimal organization of office space:

Places of the teacher

student places

Availability of permanent and replaceable training and information stands. Stands give:

IV.Evaluation of the cabinet based on the results of readiness for the new academic year

Academic year	Grade

Appendix 2

Act - permission

to conduct classes in the office No. ____

academic subject ______________

Commission consisting of the chairman ___________________________________

and members of the commission _______________________________________________

_______________________________________________________________

We have drawn up this act in that:

Classrooms are organized in the office, which comply with labor protection standards, safety regulations and industrial sanitation

Head the office and the laboratory assistant (if any) are familiar with the rules of safety and industrial sanitation when conducting educational work with students in the office ________________.

Primary fire extinguishing equipment, equipped with a first-aid kit and instructions for OT, the office __________________ is equipped (for chemistry, physics, information technologies, technical labor, physical culture

Conclusion of the commission on the readiness of the cabinet.

Chairman of the commission: _______________________________________

Members of the Commission: _____________________________________________

_____________________________________________

I approve

Director of MBOU "Secondary School No."

Probably everyone wants to give their child a quality education. But how to determine the level of education, if you have nothing to do with pedagogy? Of course, with the help of GEF.

What is FGOS

For each education system and educational institution, a list of mandatory requirements has been approved aimed at determining each level of training in a profession or specialty. These requirements are combined within the framework of which is approved by the authorities authorized to regulate education policy.

The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.

In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. GEF is a kind of basis, thanks to which the student has the opportunity to move from one level of education to another, like climbing a ladder.

Goals

Federal state educational standards are designed to ensure the integrity of the educational space in Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.

In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.

The requirements of the educational standard include strict deadlines for obtaining general education and vocational education, taking into account all kinds of forms of education and educational technologies.

The basis for the development of indicative educational programs; programs of subjects, courses, literature, control materials; standards for the financial supply of educational activities of specialized institutions implementing the educational program is the Federal State Educational Standard.

What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard, it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.

It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of methodological specialists are organized, as well as certification of teachers and other personnel of educational institutions.

Training, retraining and advanced training of educators are also under the influence of state standards.

Structure and implementation

The federal law decided that each standard must include three types of requirements without fail.

Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).

Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).

Thirdly, the result. The entire educational program should form certain (including professional) competencies in students. The lesson on GEF is designed to teach how to apply all the acquired skills and knowledge, and act successfully on their basis.

Of course, it is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, from a methodological point of view, Russian education can be represented as a diagram:

Standard - exemplary program of the federal level - program educational institution.

The last paragraph includes such aspects as:

• academic plan;
• calendar schedule;
• work programs;
• evaluation materials;
• guidelines for subjects.

Generations and differences GEF

What is the state standard, they knew back in Soviet time, since strict regulations existed even then. But this specific document appeared and entered into force only in the 2000s.

GEF was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic general education), in 2012 (for secondary education).

For higher education, GOSTs were developed in 2000. The second generation, which entered into force in 2005, was focused on obtaining ZUMs by students. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.

Until 2000, for each specialty, a minimum of knowledge and skills was determined that a person who graduated from a university should have. Later, these requirements became more stringent.

Modernization continues to this day. In 2013, the law "On Education" was issued, according to which new programs for higher professional and preschool education are being developed. Among other things, the item on the training of scientific and pedagogical staff has firmly entered there.

What is the difference between the old standards and the Federal State Educational Standards? What are next generation standards?

The main distinguishing feature is that in modern education, the development of the personality of pupils (students) is at the forefront. Generalizing concepts (Skills, skills, knowledge) disappeared from the text of the document, more precise requirements came in their place, for example, real types of activities that each student should master were formulated. Great attention is paid to subject, interdisciplinary and personal results.

To achieve these goals, the previously existing forms and types of education were revised, and an innovative educational space for the lesson (lesson, course) was put into action.

Thanks to the introduced changes, the student of the new generation is a free-thinking person, able to set tasks for himself, solve important problems, creatively developed and able to adequately relate to reality.

Who is developing the standards

Standards are replaced with new ones at least once every ten years.

GEFs of general education are developed according to the levels of education, GEFs of vocational education can also be developed according to specialties, professions and areas of training.

The development of the Federal State Educational Standard is carried out taking into account:

• acute and promising needs of the individual;
• development of the state and society;
• education;
• culture;
• Sciences;
• technology;
• economy and social sphere.

The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their draft is sent to the Ministry of Education, where a discussion takes place, corrections and corrections are made, and then it is submitted for an independent examination for a period of no more than two weeks.

The expert opinion is returned to the Ministry. And again, a wave of discussions is launched by the GEF Council, which decides whether to approve the project, send it for revision or reject it.

If changes need to be made to the document, it follows the same path from the beginning.

Elementary education

GEF is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and implementation conditions. All of them are due to age and individual characteristics, and are considered from the point of view of laying the foundation for all education.

The first part of the standard indicates the period for mastering the basic initial program. It is four years old.

It provides:

• equal educational opportunities for all;
• spiritual and moral education of schoolchildren;
• continuity of all programs of preschool and school education;
• preservation, development and mastery of the culture of a multinational country;
• democratization of education;
• formation of criteria for evaluating the activities of students and teachers4
• conditions for the development of an individual personality and the creation special conditions education (for gifted children, children with disabilities).

It is based on a systemic-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.

The second part of the Federal State Educational Standard sets out clear requirements for the result of the educational process. Including personal, meta-subject and subject learning outcomes.

1. Formation of ideas about the diversity of the language space of the country.
2. Understanding that language is an integral part of national culture.
3. Formation positive attitude to correct speech(and writing) as part of a shared culture.
4. Mastering the primary norms of the language.

The third part defines the structure of primary education extracurricular activities, programs of individual subjects, which includes thematic planning for GEF).

The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, material and technical side).

Secondary (complete) education

The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, where we are talking about learning outcomes. It also indicates the necessary standards for the development of certain subjects, including the Russian language, literature, foreign language, history, social studies, geography and others.

Emphasis is placed on students, highlighting such key points as:

• education of patriotism, assimilation of the values ​​of a multinational country;
• formation of a worldview corresponding to the level of reality;
• mastering the norms of social life;
• the development of an aesthetic understanding of the world, and so on.

The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.

Higher levels

GEF for higher education is built on the same principles. Their differences are obvious, the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.

The basis of secondary vocational education is a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. At the exit from the educational institution, the graduate should not say “I know what”, but “I know how”.

On the basis of the generally accepted GEF, each educational institution develops its own program, focusing on the profile orientation of the college or university, the availability of certain material and technical capabilities, etc.

The Methodical Council takes into account all the recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of the programs of specific educational institutions is under the jurisdiction of local authorities and the department of education of the region (republic, territory).

Educational institutions should take into account and implement recommendations regarding educational materials (for example, GEF textbooks have taken their rightful place in libraries), thematic planning, etc.

Criticism

On the way to the approval of the Federal State Educational Standard, it went through many changes, but even in its current form, the education reform receives a huge amount of criticism, and received even more.

In fact, in the minds of the developers of the standard, it was supposed to lead to the unification of everything Russian education. And it turned out the opposite. Someone found pluses in this document, someone minuses. Many teachers, accustomed to traditional teaching, had a hard time transitioning to the new standards. The GEF textbooks raised questions. However, there are positives to be found in everything. Modern society does not stand still, education must change and is changing depending on its needs.

One of the main complaints against the Federal State Educational Standard was its lengthy wording, the lack of clear tasks and real requirements that would be imposed on students. There were whole opposing groups. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And with this, teachers and methodological specialists had to cope on the ground, including everything necessary in the program of their educational institution.

Topics on the Federal State Educational Standards have been raised and will continue to be raised, since the old foundations, in which knowledge was the main thing in education, have become very firmly established in everyone's life. The new standards, which are dominated by professional and social competencies, will find their opponents for a long time to come.

Outcome

The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at least, it is necessary to wait for the first graduation of students. Intermediate results are uninformative in this regard.

At the moment, only one thing is certain - the work of teachers has increased.