An exemplary work program for. Work programs in subjects: recommendations for compilation

Basic general education, secondary (complete) general education) in educational areas, approved by order of the Ministry of Education of Russia dated March 5, 2004 No. 1089;

Federal state standard for basic general education, approved by order of the Ministry of Education and Science Russian Federation dated December 17, 2010 No. 1897;

An exemplary program in the Russian language;

Program of the Ministry of Education and Science of the Russian Federation for secondary schools “Russian language. Grades 10-11 "N. G. Goltsova.

Home purpose the academic discipline "Russian language" is the development of the child's personality by including it in various activities. From these positions, teaching the Russian language at school is viewed not simply as a process of mastering a certain amount of knowledge about the Russian language and a system of relevant skills and abilities, but as a process of speech, speech-thinking, spiritual development of the student; therefore, in recent years, the tasks of teaching the Russian language are determined from the standpoint of the competence of the approach. At the same time, competence is understood as the sum of knowledge, skills and personal qualities that allow a person to perform various actions, including speech.

In connection with the goal, the following tasks that ensure the implementation of a student-centered approach to learning:

Mastering knowledge about the Russian language, its structure and functioning in various areas and situations of communication; about the stylistic resources of the Russian language; about the basic norms of the Russian literary language; about Russian speech etiquette; the formation of skills to identify, analyze, classify linguistic facts, evaluate them from the point of view of normativity, compliance with the situation and the sphere of communication; ability to work with text, carry out information search, extract and transform the necessary information

Education of citizenship and patriotism, a conscious attitude to language as a cultural phenomenon, the main means of communication and gaining knowledge in various fields of human activity; education of interest and love for the Russian language;

Improving speech and thought activity, communicative skills that ensure fluency in the Russian literary language in various areas and situations of its use; enrichment of vocabulary and grammatical structure of students' speech; development of readiness and ability for speech interaction and mutual understanding, the need for speech self-improvement;

The period of study in grades 5-11 covers almost all stages of the formation of a linguistic personality. The task of teaching in grades 10-11 is the development and improvement of students' abilities for speech interaction and social adaptation. At the basic level of education, it is envisaged to deepen and expand knowledge about the language norm and its varieties, the norms of speech behavior in various areas of communication, improve the skills to model one's speech behavior in accordance with the conditions and tasks of communication.

General characteristics of the subject

The Russian language is an essential part of the national culture of the Russian people. As an academic discipline, it is of paramount importance, since it is not only the subject of study, but also the most important means of learning other sciences, a means of intellectual, spiritual, aesthetic development of students. The meta-subject educational functions of the native language determine the universal, generalizing nature of the impact of the subject "Russian language" on the formation of the student's personality in the process of studying at school. The Russian language is the basis for the development of thinking, imagination, intellectual and creative abilities of students; the basis of self-realization of the individual, the development of the ability to independently assimilate new knowledge and skills, including the organization of educational activities. The native language is a means of familiarizing with the spiritual wealth of Russian culture and literature, the main channel for the socialization of the individual, introducing him to the cultural and historical experience of mankind. Being a form of storage and assimilation of various knowledge, the Russian language is inextricably linked with all school subjects, affects the quality of their assimilation, and later on the quality of mastering professional skills. The ability to communicate, to achieve success in the process of communication, high social and professional activity are those personality characteristics that largely determine a person’s achievements in almost all areas of life, contribute to his social adaptation to the changing conditions of the modern world. The Russian language is the basis for the formation of ethical norms of the child's behavior in different life situations, developing the ability to give a reasoned assessment of actions from the standpoint of moral standards

In grade 11, in the course of the Russian language, the study of syntax and punctuation takes place in close connection with morphology and spelling. In order to prepare students for the exam, a system of practical and test work has been thought out, including typical examination tasks in the 11th grade, complex text analysis, work with means of artistic expression, and various types of linguistic analysis. A special place is given to phonetic analysis, showing the change in sound quality in the flow of speech, orthoepy difficulties, types of morphemic and word-formation analysis.
Description of the place of the Russian language in the curriculum

In the 11th grade of the basic level, 34 hours are allotted for studying the Russian language, that is, 1 hour per week for 34 academic weeks.
Personal, meta-subject and subject results of mastering the Russian language
personal The results of mastering the Russian language program by graduates of the basic school are:

1) understanding the Russian language as one of the main national and cultural values ​​of the Russian people, which determines the role of the native language in the development of the intellectual, creative abilities and moral qualities of the individual, its significance in the process of obtaining school education;

2) awareness of the aesthetic value of the Russian language; respect for the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture; the desire for speech self-improvement;

3) a sufficient amount of vocabulary and acquired grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-assessment based on observation of one's own speech.

metasubject

1) possession of all types of speech activity:

Adequate understanding of oral and written information;

Possession of different types of reading;

The ability to extract information from various sources, including the media, CDs educational purpose, Internet resources;

Mastering the methods of selection and systematization of material on a specific topic; the ability to conduct an independent search for information, its analysis and selection; the ability to transform, store and transmit information obtained as a result of reading or listening, including with the help of technical means and information technologies;

The ability to determine the goals of the upcoming educational activities (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them orally and in writing;

The ability to freely, correctly express their thoughts orally and in writing;

The ability to speak to an audience of peers with small messages, a report;

2) application of acquired knowledge, skills and abilities in Everyday life; the ability to use the native language as a means of gaining knowledge in other academic subjects, to apply the acquired knowledge, skills and abilities of analyzing linguistic phenomena at the interdisciplinary level (at the lessons of a foreign language, literature, etc.);

3) communicatively expedient interaction with people around in the process of verbal communication, joint performance of any task, participation in disputes, discussions; mastering the national and cultural norms of speech behavior in various situations of formal and informal interpersonal and intercultural communication.

Subject The results of mastering the Russian (native) language program by graduates of the basic school are:

1) the idea of ​​the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia; about the connection between the language and culture of the people; the role of the native language in the life of a person and society;

2) understanding the decisive role of the language in the development of the intellectual and creative abilities of the individual, in obtaining education, as well as the role of the Russian language in the process of self-education;

2) possession of all types of speech activity:

listening and reading:

Adequate understanding of the information of oral and written messages (goals, topics of the text, basic and additional information);

Possession of the skills of information processing of the read text (plan, theses); methods of working with books, periodicals;

The ability to freely use dictionaries of various types, reference literature, including on electronic media;

Adequate listening comprehension of texts of different styles and genres; possession of various types of listening (with a full understanding of the audio text, with an understanding of its main content, with selective extraction of information);

The ability to compare speech utterances in terms of their content, belonging to a certain functional variety of language and language means used;

speaking and writing:

The ability to reproduce orally and in writing the listened or read text with a given degree of curtailment (retelling, plan, theses);

The ability to freely and correctly express one's thoughts orally and in writing, to comply with the norms of constructing a text (logicality, consistency, coherence, relevance to the topic, etc.); adequately express their attitude to the facts and phenomena of the surrounding reality, to what they read, heard, saw;

Ability to create oral and written texts different types and styles of speech, taking into account the intent and situation of communication; create texts of various genres (story, review, letter, receipt, power of attorney, statement), while making a conscious choice and organization of language tools in accordance with the communicative task;

3) presents the material consistently and correctly in terms of the norms of the literary language.

Rating "4" it is set if the student gives an answer that meets the same requirements as for the grade "5", but makes 1-2 mistakes, which he corrects himself, and 1-2 shortcomings in the sequence and language of the presentation.

Grade "3" is put if the student reveals knowledge and understanding of the main provisions of this topic, but:

1) presents the material incompletely and allows inaccuracies in the definition of concepts or the formulation of rules;

2) does not know how to substantiate his judgments in sufficient depth and convincingly and give his own examples;

3) presents the material inconsistently and makes mistakes in the language of the presentation.

Grade "2" is set if the student reveals ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions and rules that distort their meaning, randomly and uncertainly presents the material.

A score of "2" indicates such shortcomings in the preparation of the student, which are a serious obstacle to the successful mastery of subsequent material.

Rating "1" is set if the student reveals complete ignorance or misunderstanding of the material.

A mark ("5", "4", "3") can be given not only for a one-time answer (when a certain time is allotted to check the student's preparation), but also for a dispersed one, i.e. for the sum of the answers given by the student during the lesson (a lesson score is displayed), provided that during the lesson not only the student's answers were heard, but also his ability to apply knowledge in practice was tested.

The work program of the subject, the course specifies the relevant educational standard; describes the national-regional level; reflects the specifics of training in this educational institution; takes into account the possibilities of methodological, informational, technical support of the educational process; takes into account the level of preparation of students. Work program in mathematics for grade 5

The structure of the work program: title page explanatory note general characteristics of the subject, course description of the place of the subject, course in the curriculum personal, meta-subject and subject results of mastering a particular subject, course content of the subject, course thematic planning with the definition of the main types of learning activities of students description logistics of the educational process planned results of the study of the subject, course

The title page of the work program contains: The full name of the educational institution (in accordance with the license) The stamp of consideration and approval of the program The name of the subject, course (module) Full name the teacher who developed and implements the subject, the course (module) The class in which the subject (course) is studied The year the work program was drawn up

Explanatory note of the work program Purpose of the explanatory note: to briefly and reasonably characterize the essence of the given subject, its functions, specifics and significance for solving the general goals and objectives of education, defined in the educational program of this stage of education of schoolchildren, to give an idea of ​​how to deploy educational material, in general terms show a methodical system for achieving the goals that are set when studying the subject, describe the means of achieving them

Explanatory note of the Work program It is a link to the regulatory framework, the number of hours, including information: about the curriculum (exemplary and author's) indicating the name, author and year of publication, on the basis of which, developed working programm; on the number of study hours for which the work program is designed, including the number of hours for conducting control, practical work, excursions, projects, research; about the used educational and methodical set, additional literature; the form of intermediate and final certification of students on the changes made to the exemplary or author's curriculum and their justification; on the goals and objectives to be solved in the course of the implementation of the work program; about the planned level of training of graduates in accordance with the established requirements;

Description of the place of the subject in the curriculum classes number of hours for studying the subject in classes number of study weeks number of topics of regional content by class number of practical, control, laboratory work, excursions, etc. current control: oral survey, test, etc. intermediate control: control work, test, etc. final control: test, test, etc.

Personal, meta-subject and subject results of mastering a particular academic subject, course Personal results: readiness and ability of students for self-development, formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; Meta-subject results: mastered by students of universal learning activities (cognitive, regulatory, communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts , its transformation and application, the system of fundamental elements of scientific knowledge * (FSES, Exemplary Programs, OOP)

The main content of the subject When developing a section, it is necessary to be guided by the following: the numbers of sections and topics, their names must correspond to the thematic plan; the requirements for knowledge and skills on topics must meet the basic requirements for knowledge and skills that students must master after studying the topic and the subject as a whole, specified in the explanatory note of the program in the text, only concepts and terms related to a specific field of science should be used. Designations, units of measurement, etc. must meet the requirements of state standards; foreign words (surnames, names, various terms) should be given in Russian transcription.

The main content of the subject The order of entry in the section: the name of the topic the required number of hours for its study the content of the academic topic: the main issues studied practical work, creative tasks, other forms of classes used in training requirements for the level of training of students on a specific topic in accordance with the Federal State Educational Standards and the goals and objectives of the educational institution forms and issues of control possible types independent work students

Thematic planning with the definition of the main types of educational activities Curriculum and thematic plan: the sequence of studying sections and topics indicating the number of study hours, including for conducting tests, control, practical and laboratory work Calendar and thematic planning: sections and topics of the course, the sequence of their study the main activities of students the universal actions being formed the organizational forms of training used and the number of hours - digital computer equipment

Calendar-thematic planning May include the following sections: the name of the section of the program and the number of hours per section and type of lesson; topics of individual lessons, arranged in sequence and in accordance with the logic of studying educational material types and forms of activities visual aids and technical means requirements for the level of training of students types of control, meters of educational results planned results formulated in an activity form (know, be able, realize, have presentation) homework.

Description of the material and technical support of the educational process; software and methodological support; list of electronic information sources; list of Internet resources; a list of didactic tools, including those developed by the teacher; list of references (additional and reference literature).

The planned results of the study of the subject, the course is a description of the goals-results of learning, expressed in the actions of students (operational) and actually identifiable with the help of any tool (diagnostic) achievable and measurable described in understandable language. *(FSES, Exemplary Programs, OOP)

Regulation on developmentcurriculum

main documents,

• state educational standard (federal and national-regional component);
• the basic curriculum of schools in the Russian Federation (distribution of the content of education by educational areas, academic disciplines, years and weeks);
• standard (exemplary) curricula;
• educational program and curriculum of the educational institution;
• work program on the subject of a particular teacher.

Exemplary programs in the subject

• reflect the leading ideological ideas of the development of society,
• determine the main directions for the implementation of the content of education and the requirements for the organization of the educational process, for basic knowledge, skills and abilities, taking into account the specifics of a particular academic subject;
• calculated for the number of hours allotted for the study of each educational area in the invariant part of the Basic Curriculum of the Educational Institution of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated 09.03.2004;
• serve as the basis for the preparation of work programs for training courses and disciplines.

An exemplary (typical) curriculum is a document that details the mandatory (federal) components of the content of training and the quality parameters of the assimilation of educational material in a specific subject of the basic curriculum. Recommended by the Ministry of Education and Science of the Russian Federation and is advisory in nature

Sample Program Functions

Information and methodological function

(gives an idea of ​​the goals, content, general strategy for teaching, educating and developing students by means of this subject).

Organizational planning function

(highlights the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students)

a document created on the basis of the state educational standard and the Model Program and having the author's concept of building the content of a training course, subject, discipline (module). The author's program is developed by one or a group of authors

Work program of the subject

this is a set of educational and methodological documentation, which is independently developed by the teacher (teachers) of the educational institution on the basis of working curriculum And sample programs training courses, subjects, disciplines (modules) recommended by the Ministry of Education and Science of the Russian Federation, copyright programs from taking into account the goals and objectives of the main educational program at the school level and which reflects ways of implementation the content of the subject in a particular educational institution.

The difference between the exemplary and working program

Sample program defines basic knowledge, abilities, skills and reflects the system of leading worldview ideas, general recommendations methodical nature.

Working programm specifies the appropriate educational standard, taking into account the necessary requirements for its construction, and also describes the national-regional level, takes into account the possibilities of methodological, informational, technical support of the educational process, the level of training of students, reflects the specifics of education in this educational institution

The compiler of the working curriculum can independently

• expand the list of didactic units within the limits regulated by the maximum classroom load of students, and subject to continuity with the mandatory minimums of adjacent levels of education;
• disclose the content of the sections, topics indicated in the state educational standard, relying on teaching aids (from the federal list) that he considers appropriate;
• concretize and detail didactic units;
• establish the sequence of studying educational material;
• distribute the time allotted for studying the course between sections and topics according to their importance;
• supplement the list of practical exercises;
• specify the requirements for knowledge and skills of students;
• include the material of the regional component in the amount of teaching hours allocated for this subject;
• choose based on the tasks facing the subject, teaching technologies and monitoring the preparedness of students in the subject.

Aspects reflected and taken into account in the work program

• requirements of federal components of state educational standards;
• obligatory minimum content of training programs;
• the maximum amount of educational material for students;
• requirements for the level of training of graduates;
• the amount of study hours determined by the curriculum of the educational institution for the implementation of academic subjects, modules, special courses, workshops, research and project activities in each class;
• cognitive interests of students;
• goals and objectives of the educational program of the school;
• selection by the teacher of the necessary set of educational and methodological support.

The structure of the teacher's curriculum

• title page;
• explanatory note;
• the content of the training course program;
• educational and thematic plan   thematic planning with the definition of the main types of educational activities of students);
• requirements for the level of training of students (personal, meta-subject (competence-based) and subject results of mastering a particular academic subject, course);
• educational and methodological teaching aids (description of material and technical, educational and methodological and information support educational process

Title page of the program

• full name of the founder and educational institution in accordance with the charter;

• where, when and by whom the working curriculum was approved;
• name of the subject (course);
• indications of the belonging of the working curriculum to the stage, level of general education;
• the duration of this program;
• an indication of the exemplary program and its authors, on the basis of which this working curriculum has been developed;
• Full name. the teacher who created this work curriculum

• title, author and year of publication of a particular program(approximate, author's), on the basis of which the Work Program was developed;
• goals and objectives of this program training in the field of forming a system of knowledge, skills (tasks are formulated in accordance with the standard and taking into account the given educational institution);
• logical connections this subject with other subjects of the curriculum;
• rationale for content selection and the general logic of the sequence of its study, the distinctive features of the work program compared to the exemplary program (change in the number of hours for studying individual topics, structural rearrangement of the order of studying topics, expanding the content of educational material, revealing the links between the main and additional education etc.) and justification of the feasibility of making these changes;
• general characteristics of the educational process: forms, methods and means of teaching, technologies

The content of the topics of the training course

• An abstract description of each section according to the numbering in the educational and thematic plan. Presentation of educational material in given sequence provides for the specification of all didactic units of content.
• The content of the educational topic:
• main research questions,
• practical and laboratory works, creative
  and practical tasks, excursions and other forms of classes used in training,
• requirements for the knowledge and skills of students,
• forms and issues of control,
• possible types of independent work of students.
• Topic title.
• The required number of hours to study it.

Educational and thematic plan

• reflects the sequence of studying sections and topics of the program shows distribution of training hours by sections and topics;
• determines the conduct credits, control, practical and other types of work due to the time provided for by the maximum teaching load;
• compiled for the entire period of study (usually for the academic year);
• presented in the form of a table

Requirements for the level of preparation of students

• Description of the goals-results of learning, expressed in the actions of students (operational) and actually identifiable with the help of some tool (diagnostic).
• This list of learning outcomes includes special subject and general learning skills and activities.
• The basis for highlighting the requirements for the level of training of students is the state educational standard of general education and the curriculum (exemplary or author's), on the basis of which the Work Program is developed. Therefore, the requirements for the level of preparation of students, prescribed in the Work Program, must not be lower than the requirements formulated in the federal component state standard general education and curriculum adopted as a basis.

Features of the formulation of requirements for the level of training of students

They must :

• be described through the actions of students;
• indicate a certain level of achievement;
• be achievable and measurable;
• be described in a language understandable to students.

Educational and methodical teaching aids

include

• basic and additional educational literature (textbooks, manuals, collections of exercises and tasks, control tasks, tests, practical work and laboratory workshops, anthologies);
• reference manuals (dictionaries, reference books);
• visual material (albums, atlases, maps, tables);
• equipment and appliances...

Three groups:

• "Literature (basic and additional)";
• "Didactic material";
• "Equipment and Appliances".

Literature is drawn up in accordance with GOST bibliographic description

Possible options for the use and design of work programs by the teacher

• Use of an exemplary program, an exemplary program as amended;
• Use of existing author's program(as a rule, the programs of the author of the textbook);
• Use of the author's program with the changes made;
• The author's program of the teacher.

Work Program Approval Path

1. Considered at the methodological association, is adopted at the scientific and methodological council. The decision of the SHMO and the NMS is documented in a protocol. A preliminary external examination is possible (June)

2. The school principal issues an order on the approval of each curriculum. Each program must be labeled acceptance of the program (MS), the results of the examination (if any), the school principal's mark on the approval of the program (date and number of the order). Approval of all programs until August 31.

3. One copy of the curriculum are part of the PLO and are with the administration in accordance with the nomenclature. The second copy from the teacher

• Federal List of Extremist Materials (as of 12/09/2019) Open
• Federal Law No. 114 "On counteracting extremist activity" Open
• Federal Law No. 112-FZ of 05 July 2002 “On Amendments and Additions to the Legislative Acts of the Russian Federation in Connection with the Adoption of the Federal Law “On Combating Extremist Activities”Open
• Decree of the President of the Russian Federation of March 23, 1995 No. 310 (as amended on November 3, 2004) "On measures to ensure coordinated actions of state authorities in the fight against manifestations of fascism and other forms of political extremism in the Russian Federation"

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Sample programs in biology.doc

Library
materials

Sample Program in Biology
basic general education

Explanatory note

Document status

The exemplary biology program is based on the federal component of the state standard for basic general education.

The exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence for studying topics and sections of the subject, taking into account inter-subject and intra-subject connections, the logic of the educational process, and age characteristics of students.

The sample program performs two main functions:

Information and methodological the function allows all participants in the educational process to get an idea of ​​​​the goals, content, general strategy for teaching, educating and developing students by means of a given subject.

Organizational planning the function provides for the allocation of stages of training, structuring of educational material, determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students.

An exemplary program is a guideline for compiling author's curricula and textbooks. An exemplary program defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of a variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, an exemplary program contributes to the preservation of a single educational space, without restricting the creative initiative of teachers, and provides ample opportunities for implementing various approaches to building a curriculum. The author's curricula and textbooks created on its basis must observe strict continuity with the federal component of the state standard for basic general education and the federal basic curriculum for educational institutions of the Russian Federation.

Document structure

The exemplary program includes three sections: an explanatory note; the main content indicating the approximate number of hours allocated for the study of each block, the minimum list of laboratory and practical work, excursions; requirements for the level of training of graduates. Most of the laboratory and practical work presented in the sample program are fragments of lessons that do not require additional study hours for them. The approximate program contains a list of demonstrations that can be conducted using various teaching aids, taking into account the specifics of the educational institution, its material base, including tables, natural objects, models, dummies, collections, videos, etc.

General characteristics of the subject

The biology course at the level of basic general education is aimed at shaping students' ideas about the distinctive features of wildlife, its diversity and evolution, and man as a biosocial being. The selection of content was carried out taking into account a culturally appropriate approach, in accordance with which students must master the basic knowledge and skills that are important for the formation of a common culture, the preservation of the environment and their own health, which are in demand in everyday life and practical activities. The basis for structuring the content of the course of biology is the leading backbone ideas - the distinctive features of wildlife, its diversity and evolution, in accordance with which the content blocks are distinguished: Signs of living organisms; System, diversity and evolution of living nature; Man and his health; The relationship of organisms and the environment. The basis for studying the course of biology is ecological-evolutionary and functional approaches, according to which the emphasis in the study of the diversity of organisms is transferred from considering the structural features of individual representatives to revealing the processes of their life and complication in the course of evolution, adaptability to the environment, and role in ecosystems. In the content of the section "Man and his health" special attention is paid to the social nature of man, his role in the environment.

The exemplary program provides for a reserve of free study time (33 hours at the level of basic general education) for wider use, along with the traditional lesson, of various forms of organizing the educational process, conducting laboratory and practical work, and introducing modern pedagogical technologies.

Goals

The study of biology at the level of basic general education is aimed at achieving the following goals:

learning about living nature and its inherent laws; structure, life activity and environment-forming role of living organisms; man as a biosocial being; about the role of biological science in the practical activities of people; methods of knowledge of living nature;

mastery of skills apply biological knowledge to explain the processes and phenomena of wildlife, the vital activity of one's own organism; use information about modern achievements in the field of biology and ecology, about health and risk factors; work with biological devices, tools, reference books; conduct observations of biological objects and the state of one's own organism, biological experiments;

development of cognitive interests, intellectual and creative abilities in progress conducting observations of living organisms, biological experiments, working with various sources of information;

upbringing a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior in nature;

And c use of acquired knowledge and skills in everyday life for caring for plants, domestic animals, caring for one's own health, providing first aid to oneself and others; assessment of the consequences of their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, the prevention of diseases, injuries and stress, bad habits, HIV infection.

The place of the subject in the basic curriculum

The exemplary program was developed on the basis of the federal basic curriculum for educational institutions of the Russian Federation, in accordance with which 245 hours are allocated for the study of a biology course at the level of basic general education, including 35 hours in the 6th grade (1 hour per week), 7-9 classes - 70 hours (2 hours per week). It is advisable to study the system, diversity and evolution of wildlife on the basis of a local history approach using the most typical representatives of plants, animals, and fungi of a particular region. For the study of local flora and fauna, including cultivated plants, domestic and farm animals, fungi, it is recommended to use 35 hours of study time from the regional component.

General educational skills, skills and methods of activity

An exemplary program provides for the formation of general educational skills and abilities in students, universal ways activities and key competencies. In this direction, the priorities for the subject "Biology" at the level of basic general education are: object recognition, comparison, classification, analysis, evaluation.

Learning Outcomes

The results of studying the course "Biology" are given in the section "Requirements for the level of training of graduates", which fully complies with the standard. The requirements are aimed at the implementation of activity-oriented, practice-oriented and personality-oriented approaches: the development of intellectual and practical activities by students; mastering the knowledge and skills that are in demand in everyday life, allowing you to navigate in the world around you, significant for preserving the environment and your own health.

The “To be able” heading includes requirements based on more complex activities, including creative ones: explain, study, recognize and describe, identify, compare, determine, analyze and evaluate, conduct an independent search for biological information.

The section “Use the acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.

Main content (245 hour)

Biology as a science. Biology methods (3 hour)

Biology is the science of living nature. The role of biology in the practical activities of people.

Methods for studying living objects. Biological experiment. Observation, description and measurement of biological objects.

Rules for working in a biological laboratory. Compliance with the rules of behavior in the environment as the basis for the safety of one's own life, respect for biological objects, and their protection.

Demos:

The results of experiments illustrating the role of light in plant life.

The results of experiments illustrating the presence of mineral and organic substances in the composition of plants.

Monitoring the growth and development of plants and animals.

Observation of seasonal changes in the life of plants and animals.

Experiments on the study of soil composition.

Organic world system (25 hours)

The system of the organic world. Classification of organisms.The main systematic categories: kingdom, type (department), class, detachment (order), family, genus, species, their subordination .

Plant kingdom. The structure of the plant organism on the example of angiosperms: cells, tissues, organs. The vital activity of plants: nutrition (mineral and air-photosynthesis), respiration, pollination, reproduction, growth, development, irritability. A plant is a whole organism. The role of plants in nature, human life and their own activities. The most important agricultural crops. Measures for the prevention of diseases caused by plants. Plant protection.

The kingdom of bacteria, features of the structure and life. Bacteria - causative agents of diseases of plants, animals, humans. Prevention of diseases caused by bacteria.The use of bacteria in biotechnology. Significance of the works of R. Koch and L. Pasteur.

Viruses are non-cellular forms. Measures to prevent diseases caused by viruses.

Demos:

Classification of organisms

The structure of a plant cell

Tissues, organs of a plant organism (on the example of angiosperms)

The structure and diversity of bacteria

The structure of the cap mushroom

Variety of mushrooms

Tissues, organs, organ systems of the animal body (on the example of a mammal)

Animals - pathogens and carriers of diseases

The structure of the virus

Laboratory and practical work

Study of the organs of a flowering plant

Revealing the role of light and water in plant life

Propagation of indoor plants

The study of the structure of mold fungi

Recognition of edible and poisonous mushrooms

The study of the external structure of a mammal

The study of the internal structure of a mammal

Animal Behavior Observation

Diversity and evolution of wildlife (62 hours)

The doctrine of the evolution of the organic world. C. Darwin - the founder of the doctrine of evolution.Driving forces of evolution: hereditary variability, struggle for existence, natural selection. artificial selection. The results of evolution: the diversity of species, the adaptability of organisms to the environment.

Complication of plants in the process of evolution: algae, mosses, ferns, horsetails, club mosses, gymnosperms, angiosperms. The main features of the main departments. Classes and families of angiosperms (2 families of monocots and 3 families of dicots). The diversity of plant species is the basis of biosphere stability, the result of evolution. Conservation of biological diversity of plants. Agricultural plants.

The diversity of animals is the result of evolution. Unicellular and multicellular animals. Invertebrates: Coelenterates, Worms, Mollusks, Arthropods. The complication of animals in the process of evolution on the example of vertebrates: Fish, Amphibians, Reptiles, Birds, Mammals. Preservation of the biological diversity of animals as the basis for the sustainability of the biosphere. Farm animals.

Demonstrations :

Variety of species

Adaptations in organisms to the environment

Plants of different departments, families, species

unicellular animals

The external and internal structure of the intestinal

The structure and diversity of worms

The structure and diversity of molluscs

The structure and diversity of arthropods

The structure and diversity of fish

The structure and diversity of amphibians

The structure and diversity of reptiles

The structure and diversity of birds

The structure and diversity of mammals

Laboratory and practical work

The study of the external structure of algae

The study of the external structure of mosses

The study of the external structure of the fern

The study of the structure and diversity of angiosperms

The study of the external structure and diversity of arthropods

Identification of the features of the external structure of fish in connection with the way of life

Identification of the features of the external structure of the frog in connection with the lifestyle

Identification of the features of the external structure of birds in connection with the way of life

Recognition of plants of different departments

Recognition of the most common plants in your area

Recognition of the most important crops

Determination of belonging of plants to a certain systematic group using reference books and determinants (classification)

Determination of belonging of animals to a certain systematic group using reference books and determinants (classification)

Identification of adaptations in plants to the environment

Identification of adaptations in animals to the environment

Recognition of animals of different types

Pet Recognition

Signs of living organisms (34 hour)

Signs of living organisms, their manifestation in plants, animals, fungi and bacteria: cellular structure, chemical composition, metabolism and energy conversion, growth, development, reproduction, movement, irritability, adaptability to the environment.

The cellular structure of organisms as evidence of their relationship, the unity of living nature. Cell structure. Cells of plants, fungi, bacteria, animals. Genes and chromosomes.Cell division is the basis of reproduction, growth and development of organisms. Violations in the structure and functioning of cells are one of the causes of diseases in organisms.

Features of the chemical composition of living organisms. Inorganic and organic substances, their role in the body. Metabolism and energy conversion are a sign of living organisms. Nutrition. Differences in the way organisms feed. Breath. Transport of substances, removal of metabolic products from the body, coordination and regulation of functions, movement and support in plants and animals. Growth and development of organisms. Reproduction. Asexual and sexual reproduction. sex cells. Fertilization.

Heredity and variability are properties of organisms.Hereditary and non-hereditary variability. Genetics is the science of the laws of heredity and variability. Heredity and variability are the basis of artificial selection. Breed, variety. Application of knowledge about heredity and variability, artificial selection in the development of new breeds and varieties. Techniques for growing and breeding cultivated plants and domestic animals, caring for them.

Diversity of organization of living objects: cell, organism, species, ecosystem. Unicellular and multicellular organisms. Tissues, organs, organ systems,their interconnection as the basis of the integrity of a multicellular organism. Species signs. Ecosystem.

Demos:

Adaptations to the environment in organisms

Cells of plants, animals, fungi and bacteria

Chromosomes

cell division

Sexual and asexual reproduction

sex cells

Fertilization

Variation in organisms

Breed, variety

Unicellular and multicellular organisms

Species features

Ecosystem

Laboratory and practical work

Study of plant cells and tissues on ready-made micropreparations and their description

Study of animal cells and tissues on ready-made micropreparations and their description

Study of bacterial cells

Preparing micropreparations of plant cells and examining them under a microscope

Comparison of the cell structure of plants, animals, fungi and bacteria

Organ recognition in plants

Recognition of organs and organ systems in animals

Revealing variability in organisms

Relationships between organisms and the environment (28 hours)

Ecology is the science of the relationships between organisms and the environment. Environment is a source of substances, energy and information. Environmental factors: abiotic, biotic, anthropogenic, their impact on organisms. Adaptations of organisms to various environmental factors.

Ecosystem organization of wildlife. Ecosystems. Ecosystem structure. Food connections in an ecosystem.

Cycle of matter and energy transformation in the ecosystem. The role of producers, consumers and destroyers of organic substances in ecosystems and the cycle of substances in nature.

Agroecosystems. Features of agroecosystems.

The biosphere is a global ecosystem.IN AND. Vernadsky is the founder of the doctrine of the biosphere. The boundaries of the biosphere. Distribution and role of living matter in the biosphere. The role of man in the biosphere.

Environmental problems, their impact on one's own life, the lives of other people: the greenhouse effect, acid rain, desertification, deforestation, the appearance of "Ozone holes", environmental pollution.

The consequences of human activities in ecosystems, the impact of their own actions on living organisms and ecosystems.

Demos:

Environmental factors

Ecosystem structure

Food chains and webs

The cycle of substances and the transformation of energy in the ecosystem

Agroecosystem

The boundaries of the biosphere

Laboratory and practical work

Observations of seasonal changes in wildlife

Drawing up schemes for the transfer of substances and energy (food chains)

Identification of adaptations in organisms to the environment (on specific examples)

Identification of types of interaction different types in a specific ecosystem

Study and description of the ecosystem of your area

Analysis and assessment of the consequences of human activities in ecosystems, their own actions on living organisms and ecosystems

MAN AND HIS HEALTH ( 60h)

The value of knowledge about the structure and life of the human body for self-knowledge and maintaining health. Human sciences: anatomy, physiology, hygiene, medicine, psychology.Methods of studying the human body, their significance and use in one's own life.

The place and role of man in the system of the organic world , its similarities with animals and its difference from them.

The structure and processes of life of the human body.

Neuro-humoral regulation of vital processes of the body. Nervous system.Departments of the nervous system: central and peripheral. Reflex the nature of the activity of the nervous system. Spinal cord, structure and functions. The brain, structure and functions. Somatic and autonomic nervous system. Violations of the nervous system and their prevention.Endocrine system.Glands of external and internal secretion, their structure and functions. Hormones. regulation of glandular activity. Interaction of nervous and humoral regulation.

Nutrition. Research by I.P. Pavlova in the field of digestion. Food as the biological basis of life. Foods and nutrients: proteins, fats, carbohydrates, minerals, water, vitamins. Digestion. Structure and functions of the digestive system. Digestive glands.The role of enzymes in digestion.Prevention of food poisoningintestinal infections, hepatitis.

Breath. The respiratory system and its role in metabolism. Mechanism of inhalation and exhalation. Respiratory diseases and their prevention. Prevention of the spread of infectious diseases and compliance with preventive measures to protect your own body. Air purity as a health factor. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.

The internal environment of the body:blood, lymph, tissue fluid.The value of the constancy of the internal environment of the body.

Blood, its functions. Blood cells. blood plasma. Blood clotting.Blood groups. Blood transfusion.Lymph. tissue fluid.

Immunity. The human immune system.Factors affecting immunity. The significance of the work of L. Pasteur and I. I. Mechnikov in the field of immunity. Vaccination.

Transport of substances. Circulatory system.Importance of blood circulation. Heart and blood vessels. Cardiovascular diseases, causes and prevention.Arterial and venous bleeding. First aid for bleeding.Lymphatic system. Importance of lymph circulation. Relationship between the circulatory and lymphatic systems.

Metabolism and energy conversion as a necessary condition for the vital activity of the organism. Plastic and energy metabolism. Metabolism and role of proteins, carbohydrates, fats. Water-salt exchange. Vitamins, their role in the body, content in food. The daily requirement of the body for vitamins.Manifestations of avitaminosis and measures for their prevention.

Selection. Urogenital system. Genitourinary infections, measures to prevent them to maintain health.

Reproduction and development. Inheritance of traits in humans. Hereditary diseases, their causes and prevention.The role of genetic knowledge in family planning. Reproductive health care. Sexually transmitted infections and their prevention. HIV infection and its prevention.

support and movement. The structure and functions of the musculoskeletal system. Injury prevention. Techniques for providing first aid to yourself and others in case of injuries of the musculoskeletal system. Prevention of flat feet and curvature of the spine. Signs of good posture.

Body covers. Skin, hair, nail care.Techniques for providing first aid to yourself and others in case of injuries, burns, frostbite and their prevention.

sense organs, their role in human life. BUT analyzers. Visual and hearing disorders and their prevention.

Psychology and human behavior. Higher nervous activity.Research by I.M. Sechenov, I.P. Pavlov, A.A. Ukhtomsky, P.K. Anokhin in the creation of the doctrine of higher nervous activity. Unconditioned and conditioned reflexes, their biological significance.

Biological nature and social essence of man. cognitive activity of the brain.Human consciousness. Memory, emotions, speech, thinking.Features of the human psyche: the meaningfulness of perception, verbal and logical thinking, the ability to accumulate and transfer information from generation to generation.

The value of intellectual, creative and aesthetic needs. Goals and motives of activity.Individual personality traits: abilities, temperament, character. The role of training and education in the development of the psyche and human behavior.Rational organization of work and rest. Sleep and wakefulness. W meaning of sleep.

A culture of attitude towards one's own health and the health of others. Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: physical activity, hardening, auto-training, rational nutrition. Risk factors: stress, physical inactivity, hypothermia, overwork. Bad and good habits, their impact on health.

Man and environment . Social and natural environment, human adaptation to it.The value of the environment as a source of matter and energy. The dependence of human health on the state of the environment. Compliance with the rules of behavior in the environment, in dangerous and emergency situations as the basis for the safety of one's own life.

Demos:

Similarities between humans and animals

The structure and diversity of human cells

human body tissues

Organs and organ systems of the human body

Nervous system

Glands of external and internal secretion

Digestive system

Respiratory system

Mechanism of inhalation and exhalation

First aid for carbon monoxide poisoning, rescue

drowning

Composition of the blood

Blood groups

Circulatory system

First aid for bleeding

lymphatic system

genitourinary system

The structure of the musculoskeletal system

First aid techniques for injuries of the musculoskeletal system

Skin structure

First aid for injuries, burns, frostbite

Analyzers

Laboratory and practical work

The study of the microscopic structure of tissues

The study of the microscopic structure of blood (micropreparations

human and frog blood)

Measuring the weight and height of your body

Recognition on tables of organs and systems of human organs

The study of the structure of the human brain (by dummies)

Definition of normsrational nutrition

Identification of the influence of static and dynamic work on muscle fatigue

Pulse count at rest and during exercise

Determination of the respiratory rate

Blood pressure measurement

The study of techniques for stopping capillary, arterial and venous bleeding

Study of the action of gastric juice on proteins, the action of saliva on starch

Examining the appearance of individual bones

Study of pupil size change

Analysis and assessment of the impact of environmental factors, risk factors on health

Exemplary topics of excursions

Variety of plants in the area

Seasonal phenomena in nature

Methods of plant propagation, distribution of fruits and seeds

The diversity of animals in their area, their role in nature and human life

The ecosystem of your area (forest, meadow, pond).

The agro-ecosystem of its area (park, garden, square, field, pond).

Evolution of the organic world (paleontological museum).

Standby time - 33 hours

LEVEL REQUIREMENTS
GRADUATE TRAINING

As a result of studying biology, the student should

know/understand

signs of biological objects : living organisms; genes and chromosomes; cells and organisms of plants, animals, fungi and bacteria; populations; ecosystems and agroecosystems; biosphere; plants, animals and fungi of your region;

essence of biological processes : metabolism and energy transformation, nutrition, respiration, excretion, transport of substances, growth, development, reproduction, heredity and variability, regulation of the body's vital activity, irritability, circulation of substances and energy transformation in ecosystems;

features of the human body, its structure, life, higher nervous activity and behavior;

be able to

explain: the role of biology in the formation of a modern natural-science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups); the role of various organisms in human life and their own activities; the relationship of organisms and the environment; biological diversity in the conservation of the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; the relationship between man and the environment; dependence of one's own health on the state of the environment; causes of heredity and variability, manifestations of hereditary diseases, immunity in humans; the role of hormones and vitamins in the body;

study biological objects and processes: set up biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, the behavior of animals, seasonal changes in nature; consider on ready-made micropreparations and describe biological objects;

recognize and describe on the tables the main parts and organelles of cells, organs and systems of human organs; on living objects and tables, organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and animals of the area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;

reveal variability of organisms, adaptations of organisms to the environment, types of interaction of different species in an ecosystem;

compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of certain systematic groups) and draw conclusions based on comparison;

determine belonging of biological objects to a certain systematic group (classification);

analyze and evaluate the impact of environmental factors, risk factors on health, the consequences of human activities in ecosystems, the impact of one's own actions on living organisms and ecosystems;

conduct an independent search for biological information: find in the text of the textbook the distinctive features of the main systematic groups; in biological dictionaries and reference books the meaning of biological terms; in various sources the necessary information about living organisms (including using information technology);

use the acquired knowledge and skills in practical activities and everyday life for:

compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses; traumatism, stress, HIV infection, bad habits (smoking, alcoholism, drug addiction); violations of posture, vision, hearing, infectious and colds;

first aid in case of poisoning with poisonous mushrooms, plants, animal bites; with colds, burns, frostbite, injuries, rescue of a drowning person;

rational organization of work and rest, compliance with the rules of behavior in the environment;

cultivation and reproduction of cultivated plants and domestic animals, care for them;

monitoring the state of one's own body.

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Library
materials

Exemplary programs in foreign languages

ENGLISH LANGUAGE

Explanatory note

1. Program status

The exemplary English language program is based on the federal component of the state standard for basic general education.

An exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by course topics and recommends the sequence of studying topics and language material, taking into account the logic of the educational process, the age characteristics of students, intersubject and intrasubject communications. On the basis of an exemplary federal program, regional and author's programs are being developed, textbooks and teaching aids are being created.

The program implements the following main functions:

information and methodological;

organizational planning;

controlling.

Information and methodological the function allows all participants in the educational process to get an idea of ​​the goals, content, general strategy of education, upbringing and development of schoolchildren by means of a school subject, the specifics of each stage of education.

Organizational planning the function provides for the allocation of stages of training, the determination of the quantitative and qualitative characteristics of the educational material and the level of students' training in a foreign language at each stage.

Controlling function lies in the fact that the program, setting the requirements for the content of speech, communication skills, for the selection of language material and for the level of schoolchildren's learning at each stage of education, can serve as a basis for comparing the results obtained during the control.

An exemplary program can serve as a guide for the thematic planning of the course. An exemplary program defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of choosing a variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the exemplary program contributes to the preservation of a single educational space without restricting the creative initiative of teachers, provides ample opportunities for the implementation of various approaches to the construction of the course, including taking into account the characteristics of the regions.

2. Document structure

The exemplary program includes three sections: an explanatory note; main content with an approximate distribution of teaching hours by topic of the course; requirements for the level of training of graduates.

3. General characteristics of the subject "Foreign language"

A foreign language (including English) is included in the general educational area "Philology". Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations, means of communication (the use of new information technologies) require an increase in the communicative competence of schoolchildren, the improvement of their philological training. All this raises the status of the subject "foreign language" as a general educational discipline.

The main purpose of a foreign language is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.

A foreign language as a subject is characterized by

interdisciplinary (the content of speech in a foreign language can be information from different fields of knowledge, for example, literature, art, history, geography, mathematics, etc.);

multi-level (on the one hand, it is necessary to master various linguistic means related to aspects of the language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);

multifunctionality (it can act as a learning goal and as a means of acquiring information in various fields of knowledge).

Being an essential element of the culture of the people - a native speaker of a given language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world among schoolchildren. Knowledge of a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of a constantly changing multicultural, multilingual world.

A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, and contributes to the overall speech development of students. This shows the interaction of all language subjects that contribute to the formation of the foundations of the philological education of schoolchildren.

The exemplary program is aimed at the implementation of a student-centered, communicative-cognitive, socio-cultural activity approach to teaching foreign languages ​​(including English).

As an integrative goal of learning, the formation of foreign language communicative competence is considered, that is, the ability and real readiness of schoolchildren to communicate in a foreign language and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren by means of a school subject.

The student-centered approach, which puts the personality of the student at the center of the educational process, taking into account his abilities, capabilities and inclinations, implies a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure the cultural orientation of education, introducing schoolchildren to the culture of the country / countries of the language being studied, a better understanding of the culture of their own country, the ability to present it by means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.

The teaching of a foreign language (English) in the primary school must ensure continuity with the preparation of students in the primary school. This stage of learning a foreign language is characterized by the presence of significant changes in the development of schoolchildren, since by the time they started studying at the main school, their horizons and general understanding of the world had significantly expanded, elementary communication skills were formed in four types of speech activity, as well as general educational skills necessary for studying a foreign language as an academic subject, some knowledge about the rules of speech behavior in native and foreign languages ​​has been accumulated. At this age, they have a desire for independence and self-affirmation, a selective cognitive interest is formed.

In the basic school, the importance of the principles of individualization and differentiation of education is increasing, the use of project methodology and modern technologies for teaching a foreign language (including information ones) is becoming more important. All this allows you to expand ties in English with other academic subjects, promotes foreign language communication of schoolchildren with students from other classes and schools, for example, in the course of project activities with peers from other countries, including via the Internet, promotes their social adaptation in modern world. It is possible to introduce a 2nd foreign language at the expense of the school component.

In grades 8-9, the pre-profile orientation of schoolchildren by means of the English language becomes real. At this stage of language development, schoolchildren also show significant age and individual differences, which should be taken into account both in the selection of content and in the use of teaching methods. In connection with the dynamics of the age development of schoolchildren at the middle level, this program provides for the allocation of two stages:

teaching English in grades 5-7

teaching English in grades 8-9.

By the end of education in the main school, students are expected to reach the pan-European pre-threshold level training in a foreign language (English language) (level A-2). This level enables graduates of the basic school to use a foreign language to continue their education at the senior level in a complete secondary school, in special educational institutions and for further self-education.

4. Goals of teaching English

The study of a foreign language in general and English in particular in the basic school is aimed at achieving the followinggoals :

development foreign language communicative competence in the aggregate of its components - speech, language, sociocultural, compensatory, educational and cognitive:

speech competence - development of communication skills in four main types of speech activity (speaking, listening, reading, writing);

language competence - mastery of new language means (phonetic, spelling, lexical, grammatical) in accordance withctopics, areas and situations of communication selected for the basic school; mastering knowledge about the linguistic phenomena of the language being studied, different ways expression of thought in the native and studied language;

sociocultural competence - introducing students to the culture, traditions and realities of the countries / countries of the foreign language being studied within the framework of topics, areas and situations of communication that correspond to the experience, interests, psychological characteristics of students of the main school at its different stages (V- VI And VII- IXclasses); formation of the ability to represent one's country, its culture in the conditions of foreign language intercultural communication;

compensatory competence - development of skills to get out of the situation in the conditions of lack of language means when receiving and transmitting information;

educational and cognitive competence – further development of general and special training skills; familiarization with the methods and techniques available to students for independent study of languages ​​and cultures, including the use of new information technologies;

development and education schoolchildren understanding the importance of learning a foreign language in the modern world and the need to use it as a means of communication, cognition, self-realization and social adaptation; education of the qualities of a citizen, patriot; development of national self-consciousness, the desire for mutual understanding between people of different communities, a tolerant attitude towards manifestations of a different culture.

5. The place of the subject of a foreign language in the basic curriculum

The federal basic curriculum for educational institutions of the Russian Federation allocates 525 hours for the compulsory study of a subject at the stage of basic (general) education, including 315 hours in grades 5-7 at the rate of 3 study hours per week; in grades 8-9 310 hours at the rate of 3 study hours per week.

The exemplary program is designed for 525 teaching hours. At the same time, it provides for a reserve of free time in the amount of 10% of the total hours for the implementation of author's approaches, the use of various forms of organization of the educational process, the introduction of modern pedagogical technologies.

In cases where the school cannot provide teaching of a foreign (English) language from the 2nd grade, teaching can start from the 5th grade, while achieving the planned threshold level of learning is possible only if the number of hours in grades 5-7 is increased by at least 1 an hour a week to create equal opportunities for all students (and beginners in the study of a foreign language from the 2nd and 5th grade).

Compulsory study of a foreign (English) language at the primary, middle and senior stages, as well as the implementation of a student-centered approach to teaching and educating schoolchildren, places increased demands on the professional training of a teacher who is able to work at different levels of education, taking into account their specifics.

6. General educational skills, skills and methods of activity

An exemplary program provides for the formation of students' general educational skills, universal methods of activity and key competencies in the following areas: the use of educational skills related to the methods of organizing educational activities available to students in grades 5-9 and contributing to independent study English language and culture of the countries of the studied language; as well as the development of special learning skills, such as finding keywords when working with text, their semantization based on a linguistic guess, word-formation analysis, selective use of translation; ability to use bilingual dictionaries; participate in project activities of an interdisciplinary nature.

7. Learning outcomes

The results of teaching English in grades 5-9 are set out in the section "Requirements for the level of graduates' training", which fully complies with the standard. The requirements are aimed at the implementation of activity-based, person-oriented approaches; development by students of intellectual and practical activities; mastery of knowledge and skills that are in demand in everyday life, significant for the social adaptation of the individual, his familiarization with the values ​​of world culture.

The “To be able” heading includes requirements based on more complex activities, including creative ones: to ask, explain, study, describe, compare, analyze and evaluate, conduct an independent search for the necessary information, navigate in a simple foreign language text, make short messages in English language.

The section “Use the acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.

MAIN CONTENT

(525 hours)

5-7 grades

(315 hours)

Subject content of speech

1. Relationships with family and friends. Appearance. Leisure and hobbies (sports, music, cinema / theater / amusement park visits). Purchases. Correspondence - 80 hours.

1. School and school life, subjects studied and attitudes towards them. Holidays and their holding at different times of the year - 60 hours.

1. Home country and country/countries of the language being studied. Their geographical position, climate, weather, capitals, their sights. Urban / rural environment for schoolchildren - 90 hours.

1. Health and personal hygiene. Environmental protection - 40 hours.

Speech skills

speaking

Dialogic speech . In grades 5–7, the development of such speech skills as the ability to conduct a dialogue of an etiquette nature, dialogue-questioning, dialogue-motivation to action continues, while, compared with elementary school, the subject content of speech becomes more complicated, the number of remarks uttered by schoolchildren during the dialogue increases, becomes more diverse language design speech.

Leading trainingetiquette dialogues character includes such speech skills as:

To express gratitude;

politely ask again, express agreement / refusal.

The volume of dialogues is up to 3 replicas from each student.

When learning to leadquestioning dialogue are being worked outspeech skillsrequest and report factual information (Who? What? How? Where? Where? When? With whom? Why?), moving from the position of the questioner to the position of the responder. The volume of dialogues - up to 4 replicas from the sideevery student.

When learning to leadprompting dialogue to action skills are being worked out:

invite to action / interaction and agree / disagree, take part in it.

The volume of dialogues - up to 2 replicas from the side every student.

When learning to lead dialogue-exchange of views skills are developed:

express your point of view;

express agreement / disagreement with the point of view of the partner;

express doubt;

express feelings, emotions (joy, chagrin).

The volume of educational dialogues is up to 2 replicas from each student.

monologue speech. The development of monologue speech in grades 5-7 provides for the mastery of the following skills:

speak briefly about facts and events using such communicative types of speech as description, narration and message, as well as emotional and value judgments;

make a message in connection with the read/listened text.

The volume of a monologue statement is up to 8-10 phrases.

listening

Possession of the ability to perceive a foreign text by ear involves understanding simple texts with different depths of penetration into their content (with understanding of the main content, with selective understanding and full understanding of the text) depending on the communicative task and the functional type of the text.

This provides for the development of skills:

highlight the main idea in the text perceived by ear;

selectively understand the necessary information in messages of a pragmatic nature based on a linguistic guess, context.

The content of the texts should correspond to the age characteristics and interests of students in grades 5-7, have educational and educational value. The listening time of texts for listening is up to 2 minutes.

Reading

Schoolchildren learn to read and understand texts with different depths of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a complete understanding of the content (learning reading); with selective understanding of the necessary or interesting information (browsing/search reading).

The content of the texts should correspond to the age characteristics and interests of students in grades 5-7, have educational and educational value. Regardless of the type of reading, it is possible to use a bilingual dictionary.

is carried out on simple authentic materials with a focus on subject content, allocated in grades 5-7, including facts that reflect the features of everyday life, life, and culture of the countries of the language being studied. The volume of texts for reading is 400-500 words.

highlight the main idea;

establish a logical sequence of the main facts of the text.

is carried out on simple authentic texts focused on the subject content of speech in grades 5-7. Skills are formed and practiced:

fully and accurately understand the content of the text on the basis of its information processing (language guesswork, word-formation analysis, use of a bilingual dictionary);

Express your opinion on what you have read.

The volume of texts for reading is up to 250 words.

Reading with a selective understanding of the necessary or interesting information involves the ability to scan a text or several short texts and select information that is necessary or of interest to students.

Written speech

make extracts from the text;

write short congratulations on your birthday, other holiday (up to 30 words, including the address), express wishes

write a personal letter based on a sample (ask the addressee about his life, affairs, report the same about himself, express gratitude, requests), the volume of a personal letter is 50-60 words, including the address);

Students get acquainted with individual socio-cultural elements of speech behavioral etiquette in the English-speaking environment in the conditions of playing situations of communication "In the family", "At school", "Leisure activities". The use of English as a means of socio-cultural development of schoolchildren at this stage includes acquaintance with:

surnames and names of prominent people in the countries of the language being studied;

original or adapted materials of children's poetry and prose;

foreign fairy tales and legends, stories;

with state symbols (flag and its color symbols, anthem, capitals of the country / countries of the language being studied);

with the traditions of the holidays of Christmas, New Year, Easter, etc. in the countries of the language being studied;

words of the English language that have entered many languages ​​of the world (including Russian) and Russian words that have entered the lexicon of the English language.

Skills are expected to:

write your first and last name, as well as the names and surnames of your relatives and friends in English;

correct address in English;

describe the most famous cultural sights of Moscow and St. Petersburg, cities / villages / villages in which schoolchildren live.

LANGUAGE KNOWLEDGE AND SKILLS

5-7 GRADES

Graphics and spelling

Phonetic side of speech

The lexical side of speech

Expansion of the volume of the productive and receptive lexical minimum through lexical means serving new topics, problems and situations of communication. About 400 new lexical units are added to the 500 lexical units learned in elementary school, including set phrases, evaluative vocabulary, speech etiquette clichés that reflect the culture of the countries of the language being studied.

Knowledge of the basic methods of word formation:

a) affixations:

verbs with prefixes re - (rewrite);

nouns with suffixes –ness (kindness), -ship (friendship), -ist (journalist), -ing (meeting);

adjectives with suffixes –y (lazy), -ly (lovely), -ful (helpful), -al (musical), -ic (fantastic), -ian/an (Russian), -ing (boring); - ous (famous), prefix un- (unusual) ;

adverbs with a suffix - ly (quickly);

numerals with suffixes –teen (nineteen), -ty (sixty), -th (fifth)

b) word combinations: noun + noun (football)

c) conversions (formation of nouns from the indefinite form of the verb - to change - change)

Recognition and use of international words (doctor).

The grammatical side of speech

Expanding the range of meanings of grammatical means studied in elementary school and mastering new grammatical phenomena.

Knowledge of the signs and skills of recognizing and using uncommon and common simple sentences in speech, including those with several circumstances following in a certain order (We moved to a new house last year); sentences with initial It and initial There + to be ( It’s cold. It’s five o’clock. It’s interesting. It was winter. There are a lot of trees in the park); compound sentences with coordinating unions and , but , or ; complex sentences with conjunctions and allied words what , when , why , which , that , who , if , because , that’s why , than , so ; conditional sentences of a real (Conditional I - If I see Jim, I'll invite him to our school party) and unrealistic (Conditional II - If I were you, I would start learning french); all types of interrogative sentences (general, special, alternative, disjunctive questions in Present, Future, Past Simple, Present Perfect, Present Continuous); incentive sentences in affirmative (Be careful!) and negative (Don’t worry.) form

Knowledge of signs and skills of recognizing and using constructions with verbs on –ing in speech: to be going to (to express future action); to love/hate doing something; Stop talking. designs It takes me … to do something; to look/ feel/ be happy.

Knowledge of signs and skills of recognition and use of regular and irregular verbs in the most common forms of the active voice in the indicative mood (Present, Past, Future S imple, Present Perfect, Present Continuous); and passive voice forms in Present , Past , Future S imple ; modal verbs and their equivalents (may, can/be able to, must/have to/should); present and past participles; phrasal verbs serving the topics selected for this stage of learning.

Skills of recognition and use in speech of the definite, indefinite and zero articles; uncountable and countable nouns (a flower, snow) nouns with present and past participles (a writing student / a written exercise); nouns in the function of an adjective (art gallery), degrees of comparison of adjectives and adverbs, including those formed not according to the rule (good -better -best); personal pronouns in the nominative (my) and objective (me) cases, as well as in the absolute form (mine); indefinite pronouns (some, any); adverbs ending in -ly (early), as well as adjectives that match in form (fast, high); cardinal numbers over 100; ordinal numbers over 20.

8-9 GRADES

(210 hours)

Subject content of speech

1. Interpersonal relationships in the family, with friends, at school; appearance and characteristics of a person; leisure and hobbies (sports, music, going to the cinema / theater,disco ki,a cafe);. youth fashion; shopping, pocket money - 50 hours .

2. School education , school life, subjects studied and attitudes towards them;international school exchanges ; correspondence; problems of choosing a profession and the role of a foreign language - 35 hours.

3. Country and country/countries of the language being studied and native country, their cultural features (national holidays, significant dates, traditions, customs), sights, travel to the countries of the language being studied and Russia; outstanding people, their contribution to science and world culture;mass media (press, television, radio, Internet ) – 75 hours.

4.Nature and environmental problems. Healthy lifestyle - 30 hours.

Speech skills

speaking

Dialogic speech . The development of dialogical speech among schoolchildren at the middle level provides for their mastery of the ability to conductetiquette dialogue , dialogue-questioning , action dialogue And dialogue-exchange of opinions, as well as their combinations :

Speech skills when leadingetiquette dialogues :

start, maintain and end a conversation;

congratulate, express wishes and respond to them;

To express gratitude;

politely ask again, express agreement / refusal.

The volume of etiquette dialogues is up to 4 replicas from each student.

Speech skills when leadingquestioning dialogue :

request and report factual information (Who? What? How? Where? Where? When? With whom? Why?), moving from the position of the questioner to the position of the responder;

• purposefully ask, "interview".

The volume of these dialogues is up to 6 replicas from each student.

Speech skills when leadingprompting dialogue to action :

make a request and express readiness / refusal to fulfill it;

give advice and accept/not accept it;

invite to action / interaction and agree / disagree to take part in it;

make an offer and express agreement / disagreement, accept it,explain the reason.

The volume of these dialogues is up to 4 replicas from each student.

Speech skills when leadingdialogue –exchange of opinions :

express a point of view and agree/disagree with it;

express approval/disapproval;

express doubt;

express an emotional assessment of the events under discussion (joy/sadness, desire/unwillingness);

express emotional support for a partner, including through compliments.

The volume of dialogues is at least 5-7 replicas from each student.

When participating in these types of dialogue and their combinations, schoolchildren solve various communicative tasks that involve the development and improvement of speech culture and the corresponding speech skills.

monologue speech. The development of monologue speech at the middle level provides for the mastery of the following skills by students:

speak briefly about facts and events using the main communicative types of speech (description, narration, message, characterization), emotional and value judgments;

convey the content, the main idea of ​​what was read based on the text;

make a message in connection with the read text.

express and argue their attitude to what they read / heard.

The volume of a monologue statement is up to 12 phrases.

listening

Possession of the ability to understand a foreign text by ear involves understanding simple texts with different depth and accuracy of penetration into their content (with understanding of the main content, with selective understanding and full understanding of the text) depending on the communicative task and the functional type of the text.

This provides for the development of the following skills:

predict the content of oral text at the beginning of the message and highlight the main idea in the text perceived by ear;

choose the main facts, omitting the secondary ones;

selectively understand the necessary information in messages of a pragmatic nature based on a linguistic guess, context;

ignore unfamiliar language material that is not essential for understanding.

The content of the texts should correspond to the age characteristics and interests of students in grades 8-9, have educational and educational value.

The duration of the text is 1.5-2 minutes.

Reading

Schoolchildren learn to read and understand authentic texts with different depth and accuracy of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading ); with full understanding of the contentlearning reading ); with a selective understanding of the necessary or interesting information (browsing/search reading ).

The content of the texts should correspond to the age characteristics and interests of students in grades 8-9, have educational and educational value, and influence the emotional sphere of schoolchildren.

Regardless of the type of reading, it is possible to use a bilingual dictionary.

Reading with understanding of the main content of the text is carried out on authentic materials that reflect the features of life, life, culture of the countries of the language being studied.

Reading skills to be formed:

determine the topic, the content of the text by title;

highlight the main idea;

choose the main facts from the text, omitting the secondary ones;

establish a logical sequence of the main facts / events in the text.

The volume of the text is up to 500 words.

Reading with full understanding of the text is carried out on lightweight authentic texts of different genres.

Reading skills to be formed:

fully and accurately understand the content of the text on the basis of its information processing (linguistic guess, word-formation and grammatical analysis, selective translation, use of country-specific commentary);

evaluate the information received, express their opinion;

comment/explain certain facts described in the text .

The volume of the text is up to 600 words.

Reading with selective understanding of the necessary or interesting information involves the ability to view authentic text,(an article or several articles from a newspaper, magazine, Internet sites) and select information that is necessary or of interest to students.

Written speech

Mastering written speech involves the development of the following skills:

make extracts from the text;

write short congratulations on your birthday, other holidays, express wishes; (volume 30-40 words, including writing the address);

fill in forms (indicate name, surname, gender, age, citizenship, address);

write a personal letterwithout sample support (ask the addressee about his life, deeds, report the same about himself, express gratitude, request), using the material of one or more topics learned in oral speech and reading, using the necessary formulas of speech etiquette (the volume of a personal letter is 80-90 words, including address).

Successful acquisition of English at a pre-threshold level (corresponding to the international standard) involves the development training And compensatory skills in teaching speaking, writing, listening and reading.

At the middle level of education, students develop suchspecial learning skills how:

carry out information processing of foreign texts, revealing the meanings of new words in various ways, determining the grammatical form;

use dictionaries and reference books, including electronic ones;

participate in project activities, including those of an interdisciplinary nature, requiring the use of foreign language sources of information.

In the basic school, the development is also purposefully carried outcompensatory skills - the ability to get out of difficult situations when there is a shortage of linguistic means, namely: the development of the ability to use repetition, paraphrase, synonymous means, facial expressions, gestures when speaking, and language guessing, thematic content prediction, omitting / ignoring information that does not interfere understand the main meaning of the text.

Sociocultural knowledge and skills

Schoolchildren learn to carry out interpersonal and intercultural communication, applying knowledge about the national and cultural characteristics of their country and the country / countries of the language being studied, obtained in foreign language lessons and in the process of studying other subjects (knowledge of an interdisciplinary nature).

They acquire knowledge about:

the meaning of English in the modern world;

the most common thematic background vocabulary and realities when studying educational topics (traditions in nutrition, spending days off, major national holidays, etiquette features of visiting guests, services);

socio-cultural portrait of countries (speaking the language being studied) and cultural heritage of the countries of the language being studied.;

speech differences in situations of formal and informal communication within the studied subjects of speech.

Skills are also expected to:

represent their native country and culture in a foreign language;

to assist foreign guests in situations of everyday communication.

Graphics and spelling

Knowledge of the rules for reading and writing new words selected for this stage of learning and the skills to apply them within the framework of the studied lexical and grammatical material.

Phonetic side of speech

Skills of adequate pronunciation and discrimination by ear of all sounds of the English language; maintaining the correct stress in words and phrases. Division of sentences into semantic groups. Maintaining correct intonation various types offers.

Further improvement of hearing and pronunciation skills, including in relation to new language material.

The lexical side of speech

Expansion of the productive and receptive lexical minimum at the expense of lexical means serving new topics, problems and situations of communication. About 300 new lexical units are added to the 900 lexical units learned earlier by schoolchildren, including the most common set phrases, evaluative vocabulary, speech etiquette clichés that reflect the culture of the countries of the language being studied.

Development of skills for their recognition and use in speech.

Expanding the potential vocabulary through international vocabulary and mastering new word-formation means:

affixes

verbs dis- (discover), mis- (misunderstand); - size/ise (revise);

nouns–sion/tion (impression/information), -ance/ence (performance/influence), -ment (development), -ity (possibility);

adjectives –im/in (impolite/informal), -able/ible (sociable/possible), -less (homeless), -ive (creative), inter- (international);

2) word composition: adjective + adjective (well- known) , adjective + noun (blackboard);

3) conversion: adjectives formed from nouns (cold - cold winter).

The grammatical side of speech

Expanding the range of meanings of grammatical phenomena studied in grades 2-7 or 5-7, and mastering new grammatical phenomena.

Knowledge of signs and skills of recognition and use in speech of all types of simple sentences studied earlier, as well as sentences with constructions as ... as, not so ....as, either ... or, neither ... nor; conditional sentences of a real and unreal nature (Conditional I and II), as well as complex sentences with subordinate clauses: time with unions for, since, during; targets with union so that; conditions with union unless ; determinative with unions who, which, that.

Comprehension when reading complex sentences with conjunctions whoever , whatever , however , whenever ; conditional sentences of an unrealistic nature Conditional III (If Pete had reviewed grammar , he would have written the test better .), constructions with an infinitive of typeIsawPetercross/ crossingthestreet. He seems to be a good pupil. I want you to meet me at the station tomorrow, structures be/get used to something; be/get used to do something.

Knowledge of signs and skills of recognizing and using verbs in speech in new for this stage aspectual-temporal forms of the real( Pastcontinuous, PastPerfect, presentPerfectcontinuous, Future- in- the- Past) and passive (present, Past, FutureSimpleinpassiveVoice) pledges; modal verbs (need, shall, could, might, would, should); indirect speech in affirmative and interrogative sentences in the present and past tenses; skills buildingccoordinating times within a complex sentence in terms of the present and past.

Recognition and comprehension skills when reading verb forms inFuturecontinuous, PastPerfectpassive; impersonal forms of the verb (gerund, present and past participles).

Knowledge of the signs and skills of recognizing and using the definite, indefinite and zero articles in speech (including those with geographical names); reflexive pronouns, indefinite pronouns and their derivatives (some body, anything, nobody, everything, etc.), stable word forms in the function of adverbs like sometimes, at last, at least, etc., numerals to denote dates and large numbers.

Skills of recognition by formal features and understanding of the meanings of words and phrases with forms in –ing without distinguishing their functions (gerund, present participle, verbal noun).

LEVEL REQUIREMENTS
GRADUATE TRAINING

As a result of learning English, the student must

Know/Understand:

the main meanings of the studied lexical units (words, phrases); the main ways of word formation (affixation, compounding, conversion);

features of the structure of simple and complex sentences of the studied foreign language; intonation of various communicative types of sentences;

signs of the studied grammatical phenomena (the aspect-temporal forms of verbs, modal verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions);

basic norms of speech etiquette (remarks-clichés, the most common evaluative vocabulary) adopted in the country of the language being studied;

the role of foreign language proficiency in the modern world, the peculiarities of the way of life, life, culture of the countries of the language being studied (world-famous sights, outstanding people and their contribution to world culture), similarities and differences in the traditions of their country and the countries of the language being studied;

Be able to:

speaking

start, conduct / maintain and end a conversation in standard situations of communication, observing the norms of speech etiquette, if necessary, asking again, clarifying;

ask the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material;

talk about yourself, your family, friends, your interests and plans for the future, provide brief information about your city / village, your country and the country of the language being studied;

make brief reports, describe events/phenomena (within the framework of the topics covered), convey the main content, the main idea of ​​what was read or heard, express one's attitude to what was read/heard, give a brief description of the characters;

use paraphrase, synonymous means in the process of oral communication;

listening

understand the main content of short, simple, authentic pragmatic texts (weather forecast, TV/radio programs, station/airport announcements) and highlight meaningful information for themselves;

understand the main content of simple authentic texts related to different communicative types of speech (message / story), be able to determine the topic of the text, highlight the main facts in the text, omitting the secondary ones;

use a repeat question, a request to repeat;

reading

navigate in a foreign language text: predict its content by title;

read authentic texts of different genres mainly with an understanding of the main content (define the topic, highlight the main idea, highlight the main facts, omitting the secondary ones, establish the logical sequence of the main facts of the text);

read simple authentic texts of different genres with a complete and accurate understanding, using various methods of semantic processing of the text (linguistic guess, analysis, selective translation), evaluate the information received, express one's opinion;

written speech

fill out questionnaires and forms;

write congratulations, personal letters based on a sample: ask the addressee about his life and affairs, report the same about himself, express gratitude, request, using speech etiquette formulas adopted in the countries of the language being studied.

Use the acquired knowledge and skills in practical activities and everyday life to:

social adaptation; achieving mutual understanding in the process of oral and written communication with native speakers of a foreign language, establishing interpersonal and intercultural contacts within the available limits;

Find material for any lesson,

Interview with M. R. Leontyeva

A mathematician by education, she worked for more than 20 years at the Ministry of Education of the USSR, and for 10 years she worked as the editor-in-chief of Enlightenment.

The word "program" now sounds everywhere, it is given different definitions ... And what kind of programs can there be?

The program is a capacious, multifaceted Russian word. In the education system, in the Law “On Education”, the word program is also used to characterize various documents. There are two programs in the education system that determine the levels of education: general education and vocational.

General educational programs include: preschool, primary general, basic general and secondary (complete) general education.

At the same time, in accordance with the Law, each level has a Basic Educational Program: PEP of primary, PEP of basic and PEP of secondary (complete) general education. What is OOP? It is the standard that determines the structure of the main educational program.

For example, the Federal State Educational Standard of Primary Education defines the structure of the BEP as follows: an explanatory note, the planned results of the development of the BEP by students, the curriculum of primary education, the program for the formation of UUD, the programs of individual subjects, the program of spiritual and moral development, the education of students, the program for the formation of a culture of a healthy and safe lifestyle , a program of corrective work, a system for assessing the achievement of planned results.

In other words, the main educational program of an educational institution is all the activities of the school.

We will talk about programs in academic subjects.

The law provides that educational institution has work programs in academic subjects. Often in this case, a beautiful name is exploited - the author's program.

The law does not provide for and has no interpretation of copyright programs. The Law has a work program, which means that a teacher at school must have his own work program. Any? Not! With the approval of the Federal State Educational Standard for Primary Education, the standard rigidly defined the structure of programs in academic subjects.

What is a work program and why is it needed?

Why is she needed? The teacher has always worked and works according to the program. Previously, curricula in academic subjects were approved by the Ministry; in recent years, they have not been approved or considered. And teachers today work on these very author's programs, which have a different structure and, as a rule, are more like concepts, not programs.

The program must contain an explanatory note with the objectives of teaching the subject; general characteristics academic subject; personal, meta-subject and subject results, the achievement of which is provided by the program, the content of the academic subject, course, as well as thematic planning with the definition of the main types of educational activities and a description of the logistics.

In fact, the state has put in order a very important document for education - the program for the subject. The fact that many work programs, invented and compiled arbitrarily, have appeared on the market of educational literature is already known. However, they are of little use to the teacher. The school has the right to choose its own textbooks. But in accordance with the Federal State Educational Standard, it is necessary to draw up a work program, it must be included in the main educational program of the school, and the program for the subject must have a rigidly established structure.

The difference between the author's and the work is already clear. The author's is not legalized, it is written arbitrarily by the author, it may not be related to the Standard in any way. The work program has an established structure and is tightly connected with the sections of the Standard, especially with the requirements for the results of mastering the OOP.

Exemplary curricula for academic subjects are prepared by order of the Ministry of Education and are an integral part of the exemplary basic educational program and are published on the website of the Ministry. They can form the basis of work programs.

That is, the principal of the school or the teacher cannot add their sections?

The program for the subject, the course should contain certain sections, but this does not mean that you can not add something of your own. I may have a work program on the subject, in which, along with the rest, I will also include test papers or intended results to be achieved. It is necessary to show (and the teacher himself to know!) what personal, meta-subject and subject results need to be achieved, what content is invested here and what types of educational activities will be applied. That is why now the publishing house, to the best of its understanding, is beginning to make work programs to help the teacher, the structure of which exactly corresponds to the Federal State Educational Standard.

If he submits this program, is an external review needed?

The law does not provide for this. A teacher should be careful when buying a work program prepared by a publisher. He must remember that the order of the minister determines what should be in this work program. And if he bought some work program that has only three columns of thematic planning, then this cannot be passed off as a work program. That is, it is necessary to look at whether the structure and content of the program corresponds to the Federal State Educational Standard, or not. And if not, he will have to create his own program and add everything that the standard requires to it. Therefore, the publishing house "Enlightenment" with great difficulty, but makes work programs that clearly meet the federal standard. I must say that the authors resist, because they are already used to the fact that “in my program I will tell you about what a new, interesting course I have, how I acted, how I thought when I created this program ...” But this is not for the teacher necessary! In fact, from an explanatory note to thematic planning, this is a state document, and then the features of the course begin, which are revealed in thematic planning.

If a teacher writes a work program, is it part of the main educational program of the institution, and the program of the institution, and not a separate work program, receives the corresponding review?

As a rule, the main educational program of the school is agreed with the founder, and the subject programs are watched by subject methodologists.

What can be reviewed in a subject matter program? The structure is determined by the Federal State Educational Standard, personal, meta-subject and subject results - in this program there should be those that the standard dictates. And if the content is reviewed, then this is strange, since the content is a reflection of the fundamental core and, in fact, should be taken from exemplary programs in academic subjects. The structure of the course that I have chosen, in general, no one can dictate to me. In my working program I must describe this structure, that is, it is not the program that should be reviewed, but the textbook. And it has already been reviewed by the Ministry, because the textbook is selected from the federal list, which is approved by the Ministry. No one should review thematic planning at all, because this is my business, how I create it. In general, methods, teaching methods, distribution of material, speed of study - this is all my methodology, and no one reviews it.

You should always look at the original source. First, teachers should read the Federal State Educational Standard, find out what it has specifically for the teacher.

Quite right.

If I, as a teacher, am responsible for the textbook, then the choice can only be from the federal list.

It is so determined by the Law.

Previously, there were results at the end of classes, but now there are learning stages!

The standard says that there are planned results in all subjects. In the exemplary basic educational program, which will be legalized by the Ministry, there are planned results in all subjects, and the teacher should be guided by them.

Is it legal for the school authorities to require reference to printed programs?

None of your business, dear administration! You can only check program and standard items. And where I take it - I create it myself or buy it - this is not limited by anything.

Should there be forms of control in the program on the subject?

The standard does not provide for this. However, the school itself, in accordance with the Federal State Educational Standard, as we have already said, must make a school program according to the assessment system. Methodological associations should discuss what system of assessment and control should be in the school. Parents and reviewers should be aware that the school has self-assessment, bi-weekly testing, or something else.

There are questions from teachers: is it necessary to stamp the programs?

I would reassure people that, unfortunately, they are not alone! Apparently, neither the head teacher nor the director know that for more than five years the Ministry of Education has not stamped programs, the Ministry of Education only examines textbooks. And the Law "On Education" provides only for the examination of textbooks. Therefore, a program with a neck can only be found before the 1995 release.