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Sample programs in biology.doc
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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.
An 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 communications, logic educational process, 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 educational material, determination of its quantitative and quality characteristics at each of the stages, including for the content of the intermediate assessment of students.
An exemplary program is a guideline for compiling author's curricula and textbooks. The exemplary program defines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of the 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 comply with strict continuity with the federal component of the state standard for basic general education and the federal basic curriculum for educational institutions 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 sample 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 significant for the formation of a common culture, preservation environment and own health, 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 blocks of content 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, role in ecosystems. In the content of the section "Man and his health" Special attention given to the social essence 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, according to 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
The exemplary program provides for the formation of students' general educational skills and abilities, universal methods of activity 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, define, 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
The study of organs flowering plant
Revealing the role of light and water in plant life
reproduction indoor plants
The study of the structure of mold fungi
Recognition of edible and poisonous mushrooms
Studying external structure 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 divisions, 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 divisions
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
Animal recognition 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.
Cell structure organisms as proof 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. A 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 entity person. 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. Z 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 conduct in the environment, in hazardous and emergency situations as the basis for the security 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
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 norms rational 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
Studying appearance 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 the 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 technologies);
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 for poisoning 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.
Selected document to view Sample programs in foreign languages.doc
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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 training of students 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, an exemplary program contributes to the preservation of a single educational space without restricting the creative initiative of teachers, provides ample opportunities for implementing various approaches to building a 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 academic 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. Proficiency in 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-oriented, 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.
Teaching a foreign language (English) in a basic school should ensure continuity with the preparation of students in 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 had significantly expanded and general idea about the world, formed elementary communication skills in four types of speech activity, as well as general educational skills necessary for learning a foreign language as a subject, accumulated some knowledge about the rules of speech behavior in native and foreign languages. 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 teaching a foreign language (including informational). 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 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. Due to dynamics age development schoolchildren at the middle level in 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 full. high 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; the 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 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
The 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 organization learning activities available to students in grades 5-9 and contributing to the independent study of the English language and the culture of the countries of the language being studied; 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 heading "To be able" includes requirements based on more complex types of activity, 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 brief messages in English.
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
Relationships with family and friends. Appearance. Leisure and hobbies (sports, music, cinema / theater / amusement park visits). Purchases. Correspondence - 80 hours.
School and school life, subjects studied and attitudes towards them. Holidays and their holding at different times of the year - 60 hours.
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.
Health and personal hygiene. Environmental protection - 40 hours.
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, the language of speech becomes more diverse.
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.
listeningPossession 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.
ReadingSchoolchildren 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 speechmake 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 indefinite form verb - to change - change)
Recognition and use of international words (doctor).
The grammatical side of speech
Expansion of the scope of values 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 correct 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 speech1. 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,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 skillsspeaking
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.
listeningPossession 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 functional type of 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.
ReadingSchoolchildren 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, influence emotional sphere 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 speechMastering 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 when reading, using the necessary formulas of speech etiquette (the volume of a personal letter is 80-90 words, including the 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 when speaking a repeat, paraphrase, synonymous means, facial expressions, gestures, and when reading and listening - a linguistic guess, thematic prediction of content, omit / ignore information that does not interfere understand the main meaning of the text.
Sociocultural knowledge and skillsSchoolchildren 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 the correct intonation in various types of sentences.
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 by schoolchildren earlier, 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 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 REQUIREMENTSGRADUATE 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);
structural features of simple and complex sentences 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 short messages, describe events/phenomena (within 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 brief description characters;
use paraphrase, synonymous means in the process of oral communication;
listening
understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, TV / radio programs, announcements at the station / airport) and highlight significant information for themselves;
understand the main content of simple authentic texts related to different communicative types 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 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 language
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
Leontyeva Margarita Romanovna
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 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, GEF primary education defines the structure of the BEP as follows: an explanatory note, the planned results of mastering 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, the program of correctional work, 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 an 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 should have his own work program. Any? No! 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, last years not 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.
Now the Standard, as already mentioned, has determined the structure of work programs for academic subjects and courses.
The program must contain an explanatory note with the objectives of teaching the subject; general characteristics of the 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.
What's on the market educational literature many working programs have appeared, invented and compiled arbitrarily - this 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.
And what then is the difference between the working, author's and exemplary programs?
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 for the subject, in which, along with the rest, I will also include tests or planned results that need 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 the 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.
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 an 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? No! 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 of the 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 copyright 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 for the subject, in which, along with the rest, I will also include tests or planned results that need 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 the 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.
According to paragraph 7 of Art. 32 of the Law of the Russian Federation "On Education"development and approvalwork programs of training courses, subjects, disciplines (modules)to competence and responsibilityeducational institution.
Work programs are one of main components educational program of a general education institution, as well as a means of fixing the content of education in subjects of the invariant part of the curriculum of a general education institution, intended for compulsory study, as well as elective, optional courses and additional subjects (courses) of the variable part of the curriculum. Also, work programs are compiled for subject circles that expand the possibilities of the curriculum.
In order to bring the work programs in line with the existing requirements, we invite you to get acquainted with guidelines for their development and design.
1. Status of work programs in general educational institution
Working programm- this is a document that defines the content, volume, procedure for studying any academic discipline, in accordance with which the teacher directly carries out the educational process in a particular class in a subject, elective and optional courses, subject circles. Taken together, it is the work programs that determine the content of the activities of a general education institution in accordance with the educational program aimed at implementing the Federal State Educational Standard for General Education, taking into account the specifics of the educational policy of a general education institution, the status of a general education institution (type and type, See http://edu.tomsk .gov.ru/ou/ou.html), educational needs and requests of students, characteristics of the contingent of students, the author's intention of the teacher.
The working program performs three main functions: normative, information-methodical and organizational-planning.
normative function determines the obligation to implement the content of the program in full.
Information and methodological function allows all participants in the educational process to get an idea of the goals, content, sequence of studying the material, as well as ways to achieve the results of mastering the educational program by students using this subject.
It 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.
The functions of the program determine the following requirements for it:
1) the presence of signs of a regulatory document;
2) taking into account the main provisions of the educational program of the educational institution;
3) consistency and integrity of the content of education;
4) the sequence of location and interconnection of all elements of the course content;
5) taking into account logical relationships with other subjects of the curriculum of an educational institution;
6) the specificity and unambiguity of the presentation of the elements of the content of education.
Types of work programs:
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Work programs |
subjects of the invariant part of the curriculum |
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subjects additionally introduced into the curriculum at the expense of hours of the variable part in accordance with the characteristics of the educational institution (type and type) and its educational policy (mission, goals, tasks, etc.) |
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elective courses |
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optional courses |
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subject circles |
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Circles, associations, sections of additional education |
2. Work programs for academic subjects included in the invariant part of the Basic Curriculum.
The basis for the preparation of work programs are sample programs . Sample program is a document that discloses in detail the mandatory (federal) components of the content of education and the parameters of the quality of assimilation of educational material in a specific subject of the basic curriculum. Exemplary programs serve as a tool for the implementation of the federal component of the state standard of general education in educational institutions. The development of exemplary curricula is within the competence of the Russian Federation in the field of education represented by its federal bodies state power(Article 28 of the Law of the Russian Federation "On Education").
Sample Programs Perform Two Main Functions .
Information and methodological function allows participants in the educational process to get an idea of the goals, content, general strategy for teaching, educating and developing school students by means of a specific academic subject, about the contribution of each academic subject to solving the overall goals of education.
Organizational planning function allows us to consider the possible direction of deployment and specification of the content of the educational standard of general education in a separate academic subject, taking into account its specificity and the logic of the educational process. The implementation of the organizational and planning function provides for the allocation of stages of training, the determination of quantitative and qualitative characteristics of the content of training at each stage.
An exemplary program defines an invariant (mandatory) part of a training course, subject, discipline (module), 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 the educational material, determining the sequence of studying this material, as well as ways to achieve the results of mastering the educational program by students.
Sample programs cannot be used as working programs. , because they do not contain the distribution of educational material by year of study and individual topics. Sample programs are reference document when preparing work programs in subjects included in the Basic Curriculum. Also, exemplary programs can be a reference document in the preparation of programs for integrated academic subjects. (Sample programs are posted on the official website of the Ministry of Education and Science of Russia – http://www.mon.gov.ru/ )
The work programs for academic subjects included in the invariant part of the Basic Curriculum include:
1) Author's programs for textbooks(lines of textbooks or teaching materials).Author's program- this is a document created on the basis of the state educational standard and an exemplary program and having the author's concept of constructing the content of an academic subject, course, discipline (module). The author's program is developed by one or a group of authors. The author's program is characterized by an original concept and content construction. For such programs, the teacher makes only calendar and thematic planning. , reflecting the features of the educational process in a particular educational institution, class.
2) Programs compiled by a teacher or a team of teachers. In this case, to develop a work program, teachers can take as a basis:
-sample programs on individual subjects of general education.
The compiler of the work program can independently: expand the list of topics studied, concepts within the academic load, disclose the content of sections, topics indicated in the state educational standard and exemplary program; specify and detail topics; establish the sequence of studying educational material; distribute educational material by year of study; distribute the time allotted for studying the course between sections and topics according to their didactic significance, as well as based on the material and technical resources of the educational institution; specify the requirements for the results of mastering the main educational program by students; choose, based on the tasks facing the subject, methods and technologies of teaching and monitoring the level of preparedness of students.
3. Working programs of additional subjects, elective, optional courses, subject circles and other associations of additional education.
Work programs for additional subjects, elective, optional courses, subject circles introduced into the curriculum in accordance with the characteristics of the educational policy of a general education institution, status (type and kind), educational needs and requests of students, characteristics of the contingent of students can be developed on the basis of a wide variety of program and teaching materials. Such materials can be:
Programs of institutions of primary and secondary vocational education;
Programs implemented in institutions of additional education for children;
Reference and methodical literature;
Other information sources.
Such diversity is determined by the fact that, as a rule, these programs are aimed at mastering the content of general education that is not included in the state educational standards, and the teacher, in the absence of ready-made author's programs, can use a variety of sources. If there are approved author's programs for optional, elective courses, subject circles, they can be used as working ones.
4. Structure of the work program:
The structure of the work program is a form of presentation of the training course, subject, discipline (module) as an integral system that reflects the internal logic of the organization of educational and methodological material, and includes the following elements:
Title page;
Explanatory note;
Requirements for the level of training of students;
Calendar-thematic planning;
List of educational and methodological support.
Title page The work program must contain:
Name of the educational institution;
The name of the course for which the program was written;
Program level (basic, profile level, in-depth or extended study of the subject);
Indication of the parallel, class in which the course is being studied;
Surname, name, patronymic of the teacher - compiler of the work program;
Program approval stamp;
Year of the program.
Purpose explanatory note in the structure of the program is to:
Determine the goals and objectives of studying the subject (should be understood unambiguously and be diagnosable), the role of the subject in achieving the results of mastering the educational program of the educational institution;
To give an idea about the ways of deploying educational material, to show in general terms the methodological system for achieving the goals that are set when studying the subject, to describe the means of achieving them;
If a teacher uses a published author's program as a working program, then in the explanatory note it is enough to provide information about the author's program indicating the name, author and year of publication and briefly justify the reasons for choosing it and the features of its implementation in a particular educational institution. In this case, the explanatory note is very brief.
main content of the program.
This section is included in the work program if:
There are no author's program and educational-methodical set, and the work program is based on educational literature (for work programs in additional educational subjects, elective and optional courses).
This part of the work program provides summary of the studied educational material in the form of a listing of the main sections, course topics and a list of didactic elements within each topic. For each section (general topic), the number of teaching hours allocated for its development is indicated.
The teacher, developing a work program, can determine a new order for studying the material; make changes to the content of the topic being studied, concretizing and detailing didactic units; expand the list of didactic units, supplement the requirements for the level of training of students. Changes made in the content of the work program in comparison with the exemplary or author's program in the subject must be justified, logically follow from those stated in the explanatory note.
If the changes compared to the author's program do not significantly affect its structure, the order of presentation of educational material, etc., then in this section you can only indicate sections, topics, didactic elements introduced into the author's program, indicating their place in the author's program without completely rewriting its text.
If the teacher uses the author's program without changes as a working program, then this section may be absent (in this case, the teacher must have a published author's program).
Requirements for the level of training of students
Requirements for the level of preparation of students are designed taking into account and on the basis of state educational standards. They are formulated in three main components: "Students should know ...", "Be able to ..." and "Use acquired knowledge and skills in practical activities and everyday life."
The state educational standard and exemplary programs for a number of subjects characterize the requirements for the level of preparation of students at the time of graduation from a certain stage of education (basic general education, secondary (complete) general education) without detailing by year of study. Some of the requirements that are natural for a graduate of the 9th grade can hardly be made for a student who has completed the 5th grade. This circumstance must be remembered when compiling the section "Requirements for the level of preparation of students."
If the teacher uses the author's program as a working program, in which the requirements for the level of preparation of students are formulated, then this section may be absent (in this case, the teacher must have a published author's program with this section).
Calendar-thematic planning is one of the most important components of the work program, because allows you to distribute all educational material in accordance with the curriculum and the annual work schedule of the educational institution.
Calendar-thematic planning is developed on academic year. Planning for half-years or quarters (trimesters) is not advisable, because does not allow planning, ensuring and monitoring the passage of the work program by students in full.
The calendar-thematic plan should contain information about the sections and topics of the program, indicating the amount of training hours allocated for their implementation; topics of lessons within the framework of the topics and sections of the program, topics of workshops and laboratory lessons; themes of the lessons of monitoring the results of mastering the program material by students. The lesson distribution of educational material is carried out sequentially. Approximate dates for completing training topics are indicated according to the calendar of the current year.
In each reporting period (quarter, semester, half year), the calendar and thematic plan of the work program should be correlated with the class journal and the teacher's report on the passage of the program material. In case of discrepancy, the teacher substantiates and makes changes to the calendar and thematic plan, providing conditions for completing the program in full in fewer or more teaching hours.
Approximate form of the calendar-thematic plan.
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Lesson numbers |
Names of sections and topics |
Planned completion dates |
Adjusted due dates |
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Name of the topic under study No. 1 (total hours for its study; number of hours per week according to the curriculum) |
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Lesson topic |
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Lesson topic |
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Theme of the control lesson |
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List of educational and methodological support, which is a component of the work program, contains reference information about the output data of exemplary and author's programs, the author's educational and methodological kit and additional literature, and also includes data on the educational and laboratory equipment used.
The work program is subject to examination . First, it is considered at the meeting methodical association teachers for its compliance with the requirements of the state educational standard, as well as the mission, goals, objectives of the educational institution, fixed in the educational program. The decision of the methodological association of teachers is reflected in the minutes of the meeting, and on the last page of the work program (bottom left) the stamp of approval is put: AGREED. Minutes of the meeting of the methodological association of teachers dated 00.00.0000 No. 00.
Then the work program is analyzed by the deputy director for educational work for the compliance of the program with the curriculum of the general education institution and the requirements of state educational standards, and the presence of the textbook intended for use in the federal list is also checked.
On the last page of the work program (bottom left) the stamp of approval is put: AGREED. Deputy director for water resources management (signature) Transcription of the signature. Date of.
After agreement the work program is approved by the director educational institution, puts the stamp of approval on the title page (top right): I APPROVE Director (signature) Signature transcript. Date of.
5. Classification of work programs according to the level of content being implemented
In educational institutions are implemented:
Work programs for studying the subject at a basic level (grades 1-11);
Work programs for studying the subject on profile level(grades 10-11);
Work programs for in-depth study of the subject (grades 2-11);
Work programs for extended study of the subject (grades 2-11).
Work programs for studying the subject on basic level are a tool for the implementation of the state standard of general education and allow for general educational preparation of students. The basis for the compilation of these programs (as noted above) are exemplary programs.
Work programs for studying the subject at the profile level (grades 10-11) are focused on preparing students for further professional education. These programs provide specialized training for students in secondary general education schools and institutions of higher status (school with in-depth study of individual subjects, lyceum, gymnasium.). The basis for the compilation of these programs are exemplary profile level programs.
In order to implement additional training for students in institutions of higher status, programs of in-depth and extended study of the subject are also being implemented.
as work programs for in-depth study of the subject, as a rule, author's programs are used, proposed by groups of authors, authors
textbooks for in-depth study of subjects recommended or approved by the Ministry of Education and Science of the Russian Federation. In the absence of such programs, the teacher (a team of teachers) can develop work programs for in-depth study of the subject. In primary and secondary schools, an exemplary program in the subject is taken as a basis (guaranteeing the fulfillment of the requirements of the state standard) with a deepening of individual topics and issues. In high school, the program of in-depth study of the subject can be compiled on the basis of 1) an exemplary profile level program with a deepening of individual topics and questions; 2) the author's program for the profile study of the subject with the deepening of individual topics and issues. Also, the program of in-depth study of the subject can be recognized as the author's program for studying the subject at the profile level, provided that students are offered elective courses that deepen certain issues of the subject being studied (i.e., the program of profile study of the subject + programs of elective courses = the program of in-depth study of the subject) .
When developing programs for in-depth study of subjects by a teacher (a team of teachers), the following conditions must be met:
The program should be considered in an educational institution (methodological council, department, methodological association, etc.);
The program must be tested in an educational institution and receive an expert opinion on the progress of the program and the results obtained (in aggregate, these actions provide an internal review of the program);
The program must undergo external review at the subject (subject-methodological) departments of specialized (pedagogical) universities, advanced training institutions (regional, federal).
Work programs for extended study of subjects are implemented, as a rule, in institutions of higher status - a lyceum, a gymnasium, and provide additional training in a certain direction (humanitarian, natural science, etc.). The program for an extended study of the subject assumes the presence of additional content (at least 10-15%), which allows you to study additional questions, topics that are not contained in the exemplary program. The content of the additionally proposed material reflects the features of the educational policy of the educational institution, its type, areas of profile training, the needs and requests of students, the author's intention of the teacher.
The teacher, the developer of the program for extended study of the subject, in the explanatory note must justify the goals of including additional material, highlight the planned result (increments compared to the basic level of training), describe ways to check the result; indicate the available resources for the development of the proposed content.
The program of extended study of the subject undergoes an internal review procedure at the educational institution:
Presented at a meeting of the methodological council (subject department, methodological association, etc.)
It is being tested, analyzed for the effectiveness of the additions made.
Thus, the work programs used in a general educational institution reflect the features of the institution's educational policy, its status (especially its type) and ensure the implementation of the State Educational Standard.
The Russian Ministry of Education and Science has published an important order to amend the standards of basic general education. For teachers, the last paragraph of the order will be of particular interest - it greatly simplifies the structure of work programs. Will we write less papers in reality, life will show.
However, judging by the changes made to the standard, the preparation of the work program by each teacher should now take less time.
What happened before the order?
The work program, in accordance with article 18 of the standard, was to include 8 items:
- an explanatory note that specifies the general goals of basic general education, taking into account the specifics of the subject;
- 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 academic subject, course;
- thematic planning with the definition of the main types of educational activities;
- description of the educational, methodological and logistical support of the educational process;
- planned results of the study of the subject, course.
What has become now?
Now work programs should contain only 3 items:
- planned results of mastering the subject, course;
- the content of the subject, course;
- thematic planning indicating the number of hours allocated for the development of each topic.
That is, it is not necessary to write an explanatory note and a general description of the subject, to give a description of its place in the general curriculum. It's no secret that all this redundant information was mechanically copied from one program and pasted into another. If the teacher had several classes, then he wrote the same thing in the programs several times, only increasing their volume.
The section describing the results of mastering the subject is also reduced: judging by the logic of the proposed changes, the description of personal and meta-subject results goes to the school level, into the general educational program, and only subject results remain in the workers.
The description of the main types of educational activities, which is completely unnecessary in practice, has been removed from thematic planning. You can now do without enumeration of educational, methodological and logistical support.
The proposed three-part structure seems logical: I define what I want to achieve, then describe what material I will use to do it - and in the final I give an approximate breakdown by topic and hour (not by date and lesson, as many reviewers require!). I would like the same structure to be extended to the standard of a full school.
Now it is important that various interpreters of it do not stand between the standard and the teacher, who will demand that superfluous things be introduced into the work programs (the issue with the form of CFT, which is not regulated by the standard, will be especially acute). All participants in the educational process should be guided in this matter directly by the requirements of the standard, which has been changed, as we see, in the direction of unloading the teacher from paperwork. And it is precisely based on the standard that the teacher needs to prove his case and the right to such unloading.
Sergey Volkov
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