The educational system "School 2100" is the first and only modern experience in Russia and the CIS countries in creating a holistic educational model that consistently offers systematic and continuous education for children from the youngest preschool age before graduating from high school. Scientific advisers - A.A.Leontiev, D.I.Feldshtein, S.K.Bondyreva, Sh.A.Amonashvili.

"School 2100" for elementary school- this is a system of textbooks (educational kit) for grades 1-4 of general educational institutions, which ensures the achievement of the requirements for the results of mastering the main educational program of primary general education. Educational kit(UMK) "School 2100" publishes the publishing house "BALASS".

The system of textbooks "School 2100" for primary school includes completed subject lines of textbooks in the following main subjects of primary general education:

Informatics and ICT (grades 3-4).

- Art. Authors: Kurevina O.A., Kovalevskaya E.D.

- Fundamentals of the spiritual and moral culture of the peoples of Russia (Grade 4). Authors: Buneev R.N., Danilov D.D., Kremleva I.I.

School 2100 textbooks not included in the federal list of textbooks recommended for use in the implementation of state accreditation educational programs of primary general, basic general, secondary general education (Order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253).

School 2100 textbooks were included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science Russian Federation for use in the educational process in educational institutions, for 2013/2014 academic year.

The EMC "School 2100" includes a completed subject line of English textbooks for grades 2-4 "English with pleasure" ("Enjoy English") (authors: Biboletova M.Z., Denisenko O.A., Trubaneva N.N. ), which is published by the publishing house "Titul". (Order of the Ministry of Education and Science of the Russian Federation dated December 24, 2010 No. 2080).

Program "School 2100" also includes the course "Rhetoric" (authors: Ladyzhenskaya T.A., Ladyzhenskaya N.V.). The program was developed in accordance with the requirements of the Federal State educational standard primary general education and is provided with teaching materials (textbooks, guidelines for the teacher). However, course textbooks are not included in the Federal lists of recommended (approved) textbooks.

In 2010 set of textbooks "School 2100” for elementary school was analyzed by the Russian Academy of Education (RAO) for consistency in terms of the sequence of implementation of the scientific and theoretical provisions of the School 2100 Educational System. As the examination of the Russian Academy of Education has shown, the set of textbooks for elementary school of the School 2100 educational system fully implements the Federal State Educational Standard and is a system of textbooks that ensures the achievement of the requirements for the results of mastering the main educational program of general education at the corresponding level of general education.

Features of OS "School 2100":

- Consistency. Children from the age of 3 until graduation learn to effectively use their knowledge and skills in a holistic educational system, through which the child’s abilities are revealed to the maximum, answers to the most important questions are given in an accessible language: “Why study?”, “What to study?”, "How to study?". All textbooks and teaching aids are based on unified approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of training.

- Continuity. "School 2100" is a set of subject courses from pre-school education to high school. Continuity is understood as the presence of a sequential circuit learning objectives throughout the education, passing into each other and providing in the course of their solution the constant, objective and subjective advancement of students in each of the successive time periods.

- Continuity. Continuity is understood as continuity at the boundaries of various stages or forms of education: Kindergarten - Primary School, elementary school - basic school, basic school - high school, school - university, university - postgraduate education, that is, ultimately, a single organization of these stages or forms within the framework of an integral education system.

The main goal of the School 2100 program is to teach a child to study independently, organize their activities, necessary knowledge, analyze them, systematize and apply in practice, set goals and achieve them, adequately evaluate their activities.

Training within educational system is a holistic and successive process, based on a single methodological and psychological base and taking into account as much as possible age features students. This is a complex system that provides a varied developmental education in a modern mass school, has a meaningful methodological and psychological support, and is technologically developed.

The textbooks of the School 2100 Educational System are built like encyclopedias and popular science books for adults: they always contain redundant information, from which the reader must find the answer to the question of interest to him. This creates the possibility of building an independent educational route for each student. Moreover, it is important that schoolchildren would learn to find and use the information they need on their own (for example, tasks related to searching for the main thing in the text). It is for this reason that the authors did not divide all the material into basic and additional: after all, in this case, the authors, and not schoolchildren, will learn to highlight the main thing.

For all textbooks "School 2100" the general didactic principle of minimax is used. According to this principle, textbooks contain redundant knowledge that students can learn and redundant tasks that they can complete. At the same time, the most important concepts and connections that are included in the minimum content (the standard and requirements of the program) and make up an essential part of the course should be mastered by all students under the guidance of a teacher. Thus, textbooks contain material that students are required to and can learn. The student can learn the maximum, but must (under the guidance of the teacher) master the minimum. The minimax principle allows us to solve several problems at once. Firstly, all students are different, but one cannot focus on either the weak or the strong. Since each student determines his maximum with the help of a teacher, an individual approach is provided with the help of this principle. Secondly, to solve any problem that arises in life, one must learn to find the right information. And the minimax principle teaches you to determine the need for information and find it yourself.

(FGOS NOO 2009)

Educational system "School 2100" - this is one of the programs for the development of general secondary education, aimed primarily at developing and improving the content of education and providing it with program, methodological and educational materials. Scientific supervisor of the program from 1990 to August 2004 - Academician of the Russian Academy of Education A. A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

EMC "School 2100" for elementary school includes textbooks on the following subjects:
- Teaching literacy and reading.
Primer. The authors:
- Russian language. The authors: Buneev R.N., Buneeva E.V., Pronina O.V.
- Literary reading. The authors: Buneev R.N., Buneeva E.V.
- Maths. The authors: Demidova T.E., Kozlova S.A., Tonkikh A.P.
- The world. The authors: Vakhrushev A.A., Bursky O.V., Rautian A.S. (grades 1-2) and Vakhrushev A.A., Danilov D.D., Bursky O.V. and others. S.V. (grade 3-4).
- Informatics. author Goryachev A.V.
- Technology. The authors: Kurevina O.A., Lutseva E.A.
- Depict art. The authors: Kurevina O.A., Kovalevskaya E.D.
- Rhetoric.author Ladyzhenskaya T.A.

All textbooks (except fine arts and rhetoric) are included in the Federal List of Textbooks Recommended by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year. The team of authors of the Educational System "School 2100" became the Laureate of the 2008 Government of the Russian Federation Prize in the field of education "For the theoretical development of the foundations of the educational system of a new generation and its practical implementation in textbooks." The content of education is determined state standards and embodied in the content and forms educational literature for students. Experts Russian Academy education note that the team of authors "School 2100" managed to create a modern personality-oriented educational system for a mass school, which is fully consistent with state policy and directions for the modernization of Russian education and effectively implements the ideas of developing education, continuously and successively from preschool until the end secondary school.

The main thing advantage educational-methodical set "School 2100" is a deep continuity and continuity of education. According to this program, children can study from preschool age to the end of a general education school (mainly in the direction of Russian language and literature).

All textbooks of the program are built taking into account the psychological specifics of age. characteristic feature this educational program is minimax principle: educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Authors' team Educational program"School 2100" tried to develop such educational system, which:
first, would be system of developing education preparing a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and make independent decisions;
secondly, it would available to public school would not require teachers to relearn;
thirdly, it would be designed exactly as complete system- from theoretical foundations, textbooks, programs, methodological developments to the system of advanced training of teachers, the system of control and monitoring of the results of teaching, the system of implementation in specific schools;
fourthly, would holistic and continuing education .

The program "School 2100" is built on the basis of the concept of "pedagogy common sense» and concepts of individual items. It combines the main modern approaches to the education process (developing, variable, humanistic, student-oriented, etc.). This concept is opposed to the outdated "manipulative" paradigm, where the student acts as an object of education and upbringing, and not as an equal participant or subject. educational process. It formulates the goals, principles and prospects for the development of the content and technology of Russian education (including upbringing) for the next ten years, corresponding to the developmental and variative approach and based on the idea of ​​lifelong education.

The authors of the Educational system "School 2100" have developed system of psychological and didactic principles developmental education, namely:
a) personality-oriented principles: the principle of adaptability, the principle of development, the principle of psychological comfort;
b) culturally oriented principles: the principle of a picture of the world, the principle of the integrity of the content of education, the principle of systematicity, the principle of a semantic attitude to the world, the principle of the indicative function of knowledge, the principle of relying on culture as a worldview and as a cultural stereotype;
c) activity-oriented principles: the principle of activity learning, the principle of a controlled transition from activity in a learning situation to activity in life situation, the principle of transition from joint training cognitive activity to the independent activity of the student, the principle of relying on previous development, the principle of the formation of the need for creativity and creative skills.

Developed problem-dialogical learning technology, which allows you to replace the lesson of "explanation" of new material with the lesson of "discovery" of knowledge. Problem dialogue technology is detailed description teaching methods and their relationship with the content, forms and means of teaching. This technology is effective because it provides high quality learning, effective development intellect and creativity, education of an active personality while maintaining the health of students. The technology of problematic dialogue is of a general pedagogical nature, i.e. implemented on any subject content and any educational level.

An optimal interpretation of the educational standard for the conditions of developing education is proposed, which is based on the minimax principle - a mismatch between the level of requirements for the content of the material presented and the level of requirements for mastering it by students. Based on this principle, textbooks have been created that differ significantly in the amount of material that students can and should (standard and program requirements) learn. This allows you to form information competence, i.e. the ability to identify missing information, search, analyze and synthesize new information.

educational principles programs: - social activity; - social creativity; - interaction between the individual and the team; - developing education; - motivation; - individualization; - the integrity of the educational process; - unity of the educational environment; - reliance on leading activities.

Currently, the textbooks of the School 2100 Educational Program are actively included in the practice of mass schools, the authors of textbooks regularly methodological courses, consultations and seminars for teachers, scientific and practical conferences.

"School 2100" is one of the mass programs for the development of general secondary education.

Currently, "School 2100" occupies 37% of the school market.

In the early 1990s, teachers R.N. Buneev and E.V. Buneeva prepared a series of textbooks on reading for elementary school. Books "Droplets of the Sun", "Little Door to Big world”, “In one happy childhood”, “In the ocean of light” became the practical embodiment of the theory that formed the basis of the educational system “School-2100”.

Like-minded people began to appear at the Buneevs: T.A. Ladyzhenskaya, who developed a unique communication training course "Children's Rhetoric"; A.A. Vakhrushev, who prepared the course "The World Around"; D.D. Danilov, who created a personality-oriented history course, etc.

In 2008, a group of scientists who developed and implemented the "School 2100" system into the practice of a mass school were awarded the Russian Government Prize in the field of education.

For many years, the head of the group was Academician A.A. Leontiev, a psychologist, a person with encyclopedic knowledge and a worldwide reputation.

About the scientific supervisor of the Educational system - A.A. Leontiev

Alexey Alekseevich Leontiev (1936-2004) was born on January 14, 1936 in the family of the famous Russian psychologist Alexei Nikolaevich Leontiev.

• In 1958 he graduated from the Romano-Germanic Department of the Faculty of Philology of Moscow State University. M.V. Lomonosov with a degree in German.
• From 1958 to 1975 he worked at the Institute of Linguistics of the Academy of Sciences of the USSR.
• In 1963 he defended his thesis for the degree of candidate.
• In 1968 - a doctoral dissertation in philological sciences.
• In 1975 he defended his doctoral thesis on psychological sciences on the topic "Psychology of verbal communication".
• Since 1975, the head of the Department of Methods and Psychology of the Institute of the Russian Language. A.S. Pushkin, since 1976 - professor.
• Since 1986 - Professor of the Department of Methods of Teaching Foreign Languages ​​of the Moscow State Pedagogical Institute them. IN AND. Lenin (now the Moscow Pedagogical State University), and since 1997 - Professor of the Department of Personality Psychology, Faculty of Psychology, Moscow State University. M.V. Lomonosov.
• In 1992 he was elected a full member of the Russian Academy of Education, and in 1997 - a full member of the Academy of Pedagogical and Social Sciences.
• Author of many books, including: "Language, Speech, Speech Activity" (1969); "Psychology and Language Teaching" (1981, on English language); "Pedagogical communication" (1979, 1996); "Psychology of communication" (1974, 1997, 1999); "Fundamentals of Psycholinguistics" (1997); "Language and speech activity in general and pedagogical psychology" (2001). Author of many scientific and popular articles on school and university education, including in Teacher's Newspaper, Family and School and Knowledge is Power magazines.
• He has been dealing with the problems of pedagogy and pedagogical psychology since the 1970s. For many years he collaborated with Shalva Alexandrovich Amonashvili, Vasily Vasilyevich Davydov and other prominent psychologists and educators.
• Since 1997 - scientific director of the association "School 2000 ..." (now the Educational Program "School 2100"). The head of the team of authors and the main author of the Educational program "School 2100".

General characteristics of the Educational program "School 2100"

The team of authors of the School 2100 Educational Program led by the President of the Interregional public organization in support of the educational system "School-2100", Corresponding Member of the APSN, Professor R.N. Buneev, developed an educational system that:

• is a successor to the traditions of developing education, prepares a new type of student - internally free, independent, able to creatively relate to reality
• accessible to mass schools, would not require teachers to retrain
• developed as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system of advanced training for teachers, a system for monitoring and monitoring learning outcomes, a system for implementing it in specific schools
• solved one of the most painful problems of our education: continuity and succession at all levels of education. To date, 186 textbooks and teaching aids have been created in all subjects school curriculum from 1st to 11th grade.

In the educational system "School 2100" one of the leading principles that determine the content, technology, methods and techniques of working with children is the principle of learning activities.

According to him school lesson discovery of knowledge is built in accordance with the technology of problem-dialogical learning.

Children are not only informed ready knowledge, but their activities are also organized, in the process of which they themselves make “discoveries”, learn something new and use the acquired knowledge and skills to solve life problems.

Methodological provisions of the Educational program "School 2100"

Psychological and pedagogical principles

• The principle of adaptability. Not a child for school, but a school for a child! It should be an extremely flexible system so that both gifted children and children with different backgrounds and different interests can find a place in it.
• development principle. In our view, the main task of the school is the development of the student, and, first of all, the holistic development of his personality and the readiness of the personality for further development.
• The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle involves the creation of an uninhibited atmosphere in the educational process that stimulates the creative activity of the student.

Culturally oriented principles

• The principle of the image of the world. The student's idea of ​​the world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.
• The principle of the integrity of the content of education. The content of education is initially the same. The structure of the content of education is based not on the concept of a subject, but on the concept of an “educational field”.
• The principle of systematicity. From the very beginning, education should be unified and systematic, consistent with the laws of personal and intellectual development child and adolescent and be included in the general system of continuous education. In particular, school education should logically and consistently “flow” from preschool education and “flow” into higher education.

Activity Oriented Principles

• Activity learning principle. We teach activities - to set goals, to be able to control and evaluate their own and other people's actions. No matter how fair we attack the reduction of the content of education to ZUNs (knowledge - skills - skills), without the formation of skills and the skills underlying them, it is impossible to imagine learning, especially primary education. One way or another, but we must teach schoolchildren object-practical actions (the simplest labor processes, counting, reading and writing, at least elementary practical communication in foreign language etc.). On the other hand, they must have formed methods and techniques of purely educational activity (such as the correct recording of the conditions of a task or technique parsing) and cognitive activities (for example, ways of working with a dictionary). Skills of control and self-control, assessment and self-assessment should be formed. The student must be able to independently set goals and organize their activities to achieve them.
• The principle of a controlled transition from joint educational and cognitive activity to independent activity of the student. Learning activities, in general, the learning process, involves certain stage joint educational and cognitive activity of a team (group) of students under the guidance of a teacher. What first appears in the form of collective activity of students, then begins to exist as an internal way of thinking of the child.
• The principle of relying on previous (spontaneous) development. Rely on previous spontaneous, independent, "everyday" development! This approach is especially relevant for teaching literacy, mother tongue to a certain extent, a foreign language.
• creative principle. In accordance with what was said earlier, it is necessary to teach creativity at school, i.e. to "grow" in students the ability and need to independently find a solution to previously unseen educational and extracurricular tasks. Today, a schoolchild’s attitude to the world in the schemes “I know - I don’t know”, “I can - I can’t”, “I own - I don’t own” should be replaced by the parameters “seek - and find”, “I think - and find out”, “I try - and do ".

Technology (means and techniques) of learning

By technology, we mean specific techniques and tools used in the educational process.

A frontal-individual approach is alien to developmental education. It is characterized by such forms of work, which are based on joint or independent educational and cognitive activity students led by the teacher.

The predominance of purely mechanical (training) exercises is contraindicated in the developmental approach. The very concept of “exercise” is also questionable: following D.B. Elkonin and V.V. Davydov, we consider it more correct to speak of a system of interrelated learning tasks.

Other things being equal, a form of work that requires the student's mental activity is preferable to purely "performing" activity. Better to come up with one math problem than to solve ten tasks from the textbook. Writing is always more effective than presentation.

Extremely relevant stress relief techniques in the educational process. Pedagogical sadism - a survey of younger, and not only younger, schoolchildren at the blackboard.

Our position is stated briefly: maximum marks - minimum marks. Current marks(not grades!) are hardly needed at all. Final (for example, quarter) makes sense, as does Sh.A. Amonashvili, to exhibit with the participation of the class.

Discussing the problem of control, we consider it necessary minimize exams. Quite enough is a credit system and written control works. However, the complete or almost complete abolition of oral exams is hardly possible at the current level of pedagogical and cognitive culture, where the exam performs functions that are not provided by other components of the educational process (for example, motivational).

Concerning homework, then the developing paradigm involves maximum development training tasks on the lesson. If you set lessons at home, then only for one of three purposes:

• a) alignment (if the student is behind the class, etc.)
• b) differentiation (for example, tasks of particular complexity for a student with pronounced mathematical abilities)
• c) independent organization of their activities.

Talking about volume study load, it should be borne in mind that this load is not purely physiological in nature and cannot be measured solely in working hours, and even more so in the number of pages of a textbook or in the volume of material. The optimal load (or overload) of students depends on the student's psychological attitude to the learning process: what is interesting, what is highly motivated to learn, may not cause an overload effect. And vice versa - something that causes rejection in students, something where the student does not see the prospect, which is meaningless and aimless for him, can cause such an effect even with relatively modest amounts of educational material. In this sense, the problem of teaching load depends on the content of education, and on the structure of this content, and on the subject methods and pedagogical technologies used. Finally, the overload effect in high degree depends on individual features children and teenagers.

In conclusion of this section, we will focus on technologies motivational support of the educational process. There are two main approaches to be distinguished here.

• First, it is a certain dynamics of reliance on intrinsic motivation, taking into account in the educational process real (internal) motives of educational activity, their differentiation in relation to various subjects And educational areas and their changes at various stages of education.
• Secondly, this reliance on the motives of success, the student's sense of progress.

Features of primary education

The mental activity of a student who has completed primary school should be characterized by three neoplasms: arbitrariness, reflection,internal action plan.

One of the most important content-target lines of development in primary education, providing the final (target) requirements for a child completing the initial stage of education, should be considered formation of educational and cognitive activity child. It is in the younger school age the child masters the system of actions (operations) necessary for successful cognitive activity at subsequent stages. At the same time, it is essential that the system proposed for assimilation does not have a rigidly algorithmic character, or rather, that its algorithmic character does not interfere, but contributes to the formation of heuristic actions in the child; the child's mind must remain flexible, independent, creative, and not be chained to the strict framework of universal prescriptions. This requirement is fully met, in particular, by the system of D.B. Elkonina-V.V. Davydov.

“The paradox of educational activity lies in the fact that, while assimilating knowledge, the child himself does not change anything in this knowledge. For the first time, the subject of changes in educational activity is such an activity that turns the child on himself, requires reflection, an assessment of “what I was” and “what I have become” (L.F. Obukhova, op. cit., p. 273) . Hence the second line of development - personality-forming (subject-forming).

The formation of learning activity is inextricably linked with two more lines of development.

• First, this mastery of educational material: no learning is possible without the accumulation of knowledge about the surrounding reality, which underlies the construction of the image of the world.
• Secondly, this formation of skills of free transition from educational to non-educational activities, transition from solving a system of educational problems to orientation in problem situations real activity, recognition and solution of the problems arising in it.

Next is the line reliance on the material in the phased development of the child. It is not enough to transfer social experience to the younger schoolchild: this must be done in such a way that the turning points in the development of the child's intellect and higher mental functions in general, corresponding to the child's special predisposition (sensitivity) to the assimilation of certain actions (operations), are provided with the necessary and sufficient material.

Simply put, in order for the student to develop normally at the next stage, this initial stage must be optimally organized. In particular, the restructuring of all higher mental functions on the basis of the development of thinking, which takes place at this stage, is very important.

In this regard, let us cite the paradoxical statement of V.V. Davydov: “... As studies by psychologists show ... the thinking of schoolchildren [in a traditional, non-developing school] ends in its development by the age of 12. And a person graduates from the university on the basis of the level of development that he has reached by the age of 12. Education for the majority of students, as it were, goes sideways, on their mental development has no significant effect."

Already at the “pre-primary” stage, two more lines can be distinguished, which are passed on to the elementary school, so to speak, by inheritance.

• This is the line from socio-psychological orientation in human reality, in small group and "big" society, the source of which is not only live broadcast social norms, standards and prohibitions. Here education borders directly on education.
• And this is the line support, consolidation and development of cultural and social values ​​acquired in the preschool period .

Candidate of Philology

On the this moment in schools in Ukraine and Russia, in addition to the traditional classroom system different educational systems of education are used for training: school 2100, Zankov, intellect of Ukraine, Elkonin-Davydova and others. In general education schools in Russia, the "School 2100" education system is now increasingly common. Many parents who do not have Teacher Education, can not immediately understand the features of training in new program"School 2100", so in this article we will analyze what it is in more detail: the goal, the basic principles and the difficulties that arise.

What is "school 2100"?

The educational system of education School 2100 is a program widespread in Russia aimed at raising the level of general secondary education and covering general institutions (kindergartens, schools) and additional education. This program was created in accordance with the Law of the Russian Federation “On Education” and has been used in schools throughout the country for more than 20 years.

The goal of "School 2100" is to educate the younger generation (children), self-confident, able to be responsible, i.e. fully prepared for the challenges of modern life.

Principles of building training:

1. Consistency: School 2100 education covers kindergarten, primary, basic and high school, i.e. from the age of three until graduation from a comprehensive school. At each next stage of training, the same educational technologies are used, which simply become more complicated, as well as textbooks and manuals built on the same principles.
2. Continuity: the entire education system consists of subject courses, smoothly flowing from one to another, ensuring the gradual improvement of students.
3. Continuity: a single organization of training is provided for at all stages of training and there is no interruption of the learning process at their borders.

Psychological and didactic principles:

• personal: adaptation to a particular student and his psychological comfort;
• culturally oriented: to create holistic knowledge on a global scale, to form a semantic attitude to everything and culture as a worldview or as a cultural stereotype;
• activity: to ensure a controlled transition from activities within the framework of studies to activities in a life situation and from joint activities to independent ones; building on previous experience; create a need for creativity.

Principles of education:

• to form social activity and creativity, based on the leading activity;
• learn to interact with the team;
• education should take place in the same direction at school and at home.

Main technologies used:

A feature of the program "School 2100" is that based on the classical model of education, successfully used and modern achievements in the field of pedagogy:

• student-centered learning;
• problem dialogue;
• productive reading;
• assessment of progress in the learning process.

Textbooks and teaching aids of the program "School 2100"

All textbooks used in training are built taking into account psychological features the age for which they are intended. But when compiling them, the “minimax” principle, which is important for developing education, was used: the educational material is offered to the maximum, and the student must learn the material to the minimum, that is, the standard. Thus, each child takes as much as he can, but this is not always realized, because out of habit it is required to learn everything, which is not always possible.

Despite the fact that "School 2100" has existed for quite a long time, it is constantly developing and improving, but it retains its holistic structure and the use of the basic principles of education.

What is the "Educational system "School 2100"

Our educational system is one of four government systems RF. Textbooks that implement it have been used in schools since 1992. All textbooks have been tested for many years in all regions of Russia and are included in the Federal List of Educational Literature. In 2005, the School 2100 educational system passed a comprehensive examination of all materials at the Russian Academy of Education and was recognized as a modern, personality-oriented, developing educational system of a new generation. In 2008, the team of authors that developed the educational system "School 2100" was awarded the highest award Russia in the field of education - awards of the Government of the Russian Federation. For such activity - the theoretical development and practical implementation of the educational system - such an award in the history of Russia is awarded for the first time.

But it must be added that this is also the first system in the history of the country and the first textbooks that were not made by order of the Ministry of Education, but came "from below", from practitioners. The first copies of textbooks were made on a xerox machine and passed from hand to hand by teachers, dispersing throughout the country.

Almost all textbooks in our system were created to teach our own children and to work with our students. We have "passed through" every page of our books as parents and as teachers with our children. And then we understood what we knew only theoretically: how much a properly organized education means in life!!! Not the number of hours, not the amount of material studied, but precisely education, built in accordance with the age of the child, his interests and with a clear understanding of his other ultimate goal.

We tried to understand why an inquisitive first-grader with burning eyes, coming to grade 1, very soon loses interest in learning, often just afraid to go to school; why it is very rare that the transition from elementary school to basic school does not take place without psychological breakdowns, lower academic performance and a drop in discipline; why it is unrealistic to go to college without a tutor even for a successful student, and why there are so many failures in life for young people after graduation.

We analyzed the Soviet and foreign education systems, studied Russian school XIX century. The work experience of our best school teachers was not left without attention. We have come to a paradoxical conclusion: in scientific and theoretical terms Russian education has, perhaps, the highest potential, the pedagogy of most developed countries of the world uses our achievements, and their own school practically does not know about them. without suppressing the children's psyche and preserving the health of our children. Children want to learn, you just need to help them with this. The first published concept document of "School 2100" was called "Pedagogy of Common Sense".

We managed to create for 15 years of work scientific theory a new educational system that meets the modern demand of society for educated person and implement it in almost more than 300 textbooks and teaching aids in all subjects of the federal component.

What the educational system "School 2100" can give your children

• Provides a fascinating studying proccess without stress and overload.
• Keep the joy of childhood and health.
• Reveal your child's personality.
• Raise him as an independent person.
• Learn to speak correctly and competently, to be able to hear and listen.
• It will teach you to set goals, plan your activities to achieve results, develop self-control skills - i.e. LEARN TO SOLVE LIFE PROBLEMS.

Portrait of our graduate

He wants and knows how to succeed in life. He is tolerant, benevolent towards the world, towards people. He can:

• apply their knowledge and skills in real life situations,
• formulate your point of view, argue and defend it,
• take responsibility for yourself and your loved ones,
• organize your affairs, solve various problems,
• think effectively, extract information and work with it,
• evaluate their own and others' actions, take and defend their position,
• communicate with different people to negotiate with them, doing something together.

What the educational system "School 2100" can give parents

• You don't have to spend a lot of time on extra work with the child and help him with the preparation of homework.
• You will have many common points of contact with your child, it will be interesting for you to communicate with him.
• You will be surprised how quickly your child's horizons expand.
• Get ready for the fact that the child will quickly become independent, but will try to coordinate his opinion with you.
• You can be calm about the future of your child and become proud of his success.

What is the educational system "School 2100"?

WHAT PARENTS NEED TO KNOW ABOUT SCHOOL 2100 TEXTBOOKS

SEVEN RULES FOR DAD AND MOM, OR HOW TO HELP CHILDREN LEARN TO LOVE THEIR PARENTS.