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Second generation basic school program. Federal educational standard of the second generation

Sample programs for academic subjects

Foreign language grades 5-9

M, Enlightenment, 2010 (Standards of the second generation)


Explanatory note

A sample foreign language program for a basic school is compiled on the basis of the Fundamental core of content general education and Requirements for the results of basic general education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational actions for general education, it respects continuity with exemplary programs primary general education.

The sample program is a guideline for drawing up work programs: it defines the invariant (mandatory) part training course, outside of which there is the possibility of the author's choice of the variable component of the content of education. The authors of work programs and textbooks can offer their own approach in terms of structuring teaching material, determining the sequence of its study, expanding the volume (detail) content, as well as ways of forming a system of knowledge, skills and methods of activity, development, education and socialization of students. Work programs based on the example program can be used in educational institutions different profiles and different specializations.

The sample curriculum for a basic school provides further development all the main types of activities of students presented in the programs of primary general education. However, the content of the model programs of basic general education has features due, first, to the tasks of development, training and education of students, given by the social requirements for the level of development of their personal and cognitive qualities; secondly, the subject content of the general secondary education system; third, the psychological age characteristics of the trainees.

The content of academic subjects representing the system in the basic school scientific concepts and the corresponding methods of action, creates the necessary basis for the formation of theoretical reflexive thinking in schoolchildren. Such a qualitatively new form of thinking acts as an operational and technical basis for the transition of students from educational activities as the ability to study in elementary school to learning activities with elements of self-education and self-development in basic school. This opens up new opportunities for the development of cognitive, communicative, aesthetic, subject-transforming (technical and technological) activities based on the value-semantic orientation of the individual in the world and society, the development of self-awareness and goal-setting, and building an individual educational trajectory.

A significant role in the formation of a new type of educational activity in basic school belongs to the program for the formation of universal educational actions, concretized in relation to the age characteristics of students. At the same time, the formation of all types of universal educational actions is ensured in the course of mastering all academic subjects and their cycles. At the same time, each of the academic subjects, crystallizing in itself the socio-cultural experience of certain types of activity, provides various opportunities for the formation of educational actions. The subjects of the natural and mathematical cycle first of all create a zone of proximal development for cognitive activities and, accordingly, the development of cognitive educational actions; humanitarian subjects, including subjects of the communicative cycle, - for communication activities and corresponding training actions, etc.

Accordingly, the requirements for personal, meta-subject and subject-specific learning outcomes (goals) for each of the sample programs in the basic school are determined by which types of activities prevail in a given academic subject. Requirements for learning outcomes in the sample curriculum are described at the level of specific personal, metasubject and subject actions that the student must master as a result of mastering the subject program.

Main feature adolescence(from 11 to 14-15 years old) is the beginning of the transition from childhood to adulthood, which is reflected in the formation of elements of adulthood in the cognitive, personal spheres, educational activities and communication of a teenager with adults and peers. Learning activity acquires the quality of subjectivity, which is expressed in purposeful and motivated student activity aimed at mastering learning activities. A new level of motivation development is embodied in special internal positions a student, a distinctive feature of which is the focus on independent cognitive search, setting educational goals, mastering educational actions, mastering and independent implementation of control and evaluative actions; initiative in organizing educational cooperation. Thus, educational activity acquires the features of self-development and self-education activities.

The leading activity of adolescence, according to psychologists, is intimate personal communication with peers. It is precisely this that plays a special role in the formation of a form of self-awareness specific for this age - the feeling of adulthood. Intimate and personal communication with peers is a qualitatively new form of communication, the main content of which is the establishment and maintenance of relationships with another person as a person on the basis of moral and ethical norms of respect, equality, responsibility. The development of communication requires a qualitatively new level of mastering the means of communication, primarily speech. Self-determination in the system of values ​​and the formation of the foundations of the worldview in relation to the world, culture, society, and the education system create the basis for the formation of a person's civic identity and prepare for the choice of specialized training to build an individual educational trajectory.

Students begin to master the higher forms of mental activity - theoretical, formal, reflective thinking. The basis of the ability to reason in a hypothetical-deductive way, to operate with hypotheses is formed; to think abstractly and logically (in the verbal plan), without resorting to relying on actions with specific objects.

The development of reflection acts as the adolescent's awareness of his own intellectual operations, speech, attention, memory, perception and management of them.

At the stage of basic general secondary education, students are included in the project and research forms of educational activity, which determines the development of cognitive research universal educational actions (the ability to see problems, pose questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend your ideas).

The requirements for the formation of these abilities are determined by the system of requirements for personal and meta-subject actions and the program for the formation of universal educational actions. A key role in their formation is played by the content of academic subjects and the methods of organizing educational activities and educational cooperation, determined by an exemplary curriculum in academic subjects, including a foreign language.

This sample curriculum consists of four sections: an explanatory memorandum with requirements for learning outcomes; course content with a list of sections, approximate thematic planning with an indication of the minimum number of hours allocated for the study of topics and the definition of the main types of educational activities of schoolchildren; equipment recommendations educational process.

V " Explanatory note»Reveals the features of each section of the program, the continuity of its content with the most important regulatory documents and the content of a foreign language program for primary education; given general characteristics course foreign language, its place in the basic curriculum. Particular attention is paid to the goals of learning a foreign language, its contribution to solving the main pedagogical problems in the system of basic general education, as well as disclosing the results of mastering a foreign language program by students at the level of basic general education.

Objectives and educational outcomes presented at several levels - metasubject, personal and objective. In turn, the objective results are designated in accordance with the main spheres of human activity: cognitive, value-orientational, labor, physical, aesthetic.

The section "Main content" includes a list of the studied content, combined into content blocks, indicating the minimum number of academic hours allocated for the study of each block.

In the section "Approximate thematic planning»Presented indicative list topics of a foreign language course and the number of academic hours allocated for the study of each topic, characteristics of the main content of the topics and the main activities of the student (at the level of educational actions).

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Assortments of Videos Cambridge ESOL BEC Cambridge ESOL CAE Cambridge ESOL CPE Cambridge ESOL FCE Cambridge ESOL IELTS Cambridge ESOL YLE English for Specific Purposes Happy Hearts Type I Idioms Type II Type IV Practice Exam Papers Prepare and Practice for the TOEFL iBT Readers Resource Books Skills Books Upstream Type VIII. V.V. Voronkova VIII view. The program of I.M. Bgazhnokova Welcome Academic school textbook Academy Focus on English Archimedes Teacher's library Quickly and efficiently Extracurricular activities Magic workshop Meetings of Prodigies Horizons State final attestation History rake Grammar in tables Preschool world Unified state exam Behind the pages of the textbook Problem books Starry English From childhood French series - History in faces. Time and contemporaries So, German! Final control in primary school Final control: GIA Final control: USE To the top five step by step Classic course Little Labyrinth Vocabulary in pictures Linguistic simulator Life line Literature for educational organizations with Russian (non-native) and native (non-Russian) languages ​​Lomonosov Moscow State University Mosaic On the edge of the world German... Preparing for the exam Perspective Polar Star Speech therapist portfolio Programs Profile school Five rings We work according to new standards We work according to the Federal State Educational Standard preschool education Rainbow Tutor Solving non-standard problems Russian culture Blue bird Coming soon to school Complex topics USE Second generation standards Steps of literacy Fate and creativity Spheres 1-11 Your friend French Your horizons Current control Universum Russian language lessons Success Successful start (Mathematics) Learning maps Tutorials for universities Learning with education FSES: Assessment educational achievement French in perspective Reading, listening, playing Step by step to the top Five School of Russia School dictionaries Elective courses Encyclopedic dictionaries I live in Russia "English" ed. V.P. Kuzovlev and others.

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UMK T. Ya. Shpikalova, class 5 UMK T. Ya. Shpikalova, class 4 UMK T. Ya. Shpikalova, class 3 UMK T. Ya. Shpikalova, class 2 UMK T. Ya. Shpikalova, class 1 UMK T.G. Khodot, class 6 UMK T.G. Khodot, class 5 UMK T.A. Rudchenko, 4th class UMK T.A. Rudchenko, class 3 UMK T. A. Rudchenko, 2 class. UMK T.A. Rudchenko, 1 class UMK T.A. Ladyzhenskaya, class 5 UMK Solodovnikov, 11 cl. (bases). UMK Solodovnikov, class 10 (bases). UMK S. N. Chistyakova, 8 class. UMK S. N. Chistyakova, 10 cells. UMK S.K.Biryukova, grade 8 UMK S. D. Ashurov, class 5 UMK S.V. Gromov, class 9 UMK S.V. Gromov, grade 8 UMK S.V. Gromov, class 7 UMK Russian language. Speech development, kindergarten. UMK Russian language. Speech development, grade 3 UMK Russian language. Development of speech, 2 cl. UMK Russian language. Development of speech, 1 class. UMK Russian language. Literacy training, grade 1 (II type) UMK Russian language, 9 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 8 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 7 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 6 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 5 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 4th class. (VIII view. V. V. Voronkov) Educational Code Russian language, 4th class. (I type) UMK Russian language, 3 class. (VIII view. V. V. Voronkov) Educational Code Russian language, 3 class. (II type) UMK Russian language, 2 classes. (VIII type. V. V. Voronkov) Educational Code Russian language, 2 class. (II type) UMK Russian language, 1 class. (Type II) UMK Revyakin, class 8 UMK Revyakin, class 7 UMK R.B.Sabatkoev, class 9 UMK R.B.Sabatkoev, class 10 UMK Pronunciation, 4 cl. UMK Pronunciation, 3 cl. UMK Pronunciation, 2 cl. UMK Pronunciation, 1 class. UMK Ed. B.M. Nemensky. 8 cl. UMK Ed. B.M. Nemensky. 7 cl. UMK Ed. B.M. Nemensky. 6 cl. UMK Ed. B.M. Nemensky. 5 cl. UMK Ed. B.M. Nemensky. 4 cl. UMK Ed. B.M. Nemensky. 3 cl. UMK Ed. B.M. Nemensky. 2 cl. UMK Ed. B.M. Nemensky. 1 cl. UMK Acquaintance with the outside world, 2 cl. (I type) UMK Acquaintance with the outside world, 1 class. (I type) UMK Acquaintance with the surrounding world (prepared). (I type) teaching materials teaching literacy, 1 class. (I. M. Bgazhnokova) Teaching and learning materials teaching literacy, 1 class. (VIII view. V. V. Voronkov) UMK O.S. Soroko-Tsyupa, 9 class. UMK O. E. Drozdova, 7 class. (electronic) UMK O.V. Afanasyev, class 9 (deepen). UMK O.V. Afanasyeva, grade 8 (deepen). UMK O.V. Afanasyeva, class 7 (deepen). UMK O. V. Afanasyeva, 6 class. (deepen). UMK O.V. Afanasyeva, 11 class. (deepen). UMK O.V. Afanasyeva, 10 class. (deepen). UMK N. Ya. Vilenkina, class 9 (deepen). UMK N. Ya. Vilenkina, grade 8 Deeper. UMK N. S. Rusin, 6 class. UMK N.A.Kondrashova, class 9 (deepen). UMK N.A.Kondrashova, 8 class. (deepen). UMK N.A.Kondrashova, class 7 (deepen). UMK N.A.Kondrashova et al., 11 cl. (deepen). UMK N.A.Kondrashova and others, 10 cells. (deepen). UMK World of History, 6 cl. UMK Mathematics, Preparatory class (VIII type. VV Voronkova) UMK Mathematics, 9th grade. (MN Perova, VIII type. VV Voronkov) UMK Mathematics, 8th grade. (VIII type. V. V. Voronkov) UMK Mathematics, grade 7. (VIII type. V. V. Voronkov) UMK Mathematics, 6 cl. (VIII type. V. V. Voronkov) UMK Mathematics, 5th grade. (VIII view. V. V. Voronkova) UMK Mathematics, 4th grade. (VIII type. V. V. Voronkov) UMK Mathematics, 3 class. (VIII type. V. V. Voronkov) UMK Mathematics, 2nd class. (VIII type. V. V. Voronkov) UMK Mathematics, 1 class. (VIII view. V. V. Voronkov) M. Ya. Pratusevich's teaching materials, 11 cl. (deepen). UMK M. Ya. Pratusevich, class 10 (deepen). UMK M. Ya. Vilensky, class 5 UMK M.T. Baranov, class 7 UMK M.T. Baranov, class 6 UMK M.G. Akhmetzyanov, class 5 UMK L. S. Atanasyan, class 9 UMK L. S. Atanasyan, grade 8 UMK L. S. Atanasyan, grade 7 UMK L.P. Anastasova, class 3 UMK L. N. Bogolyubov, class 9 UMK L. N. Bogolyubov, class 9 UMK L. N. Bogolyubov, grade 8 UMK L. N. Bogolyubov, class 7 UMK L. N. Bogolyubov, class 7 UMK L. N. Bogolyubov, class 6 UMK L. N. Bogolyubov, class 6 UMK L. N. Bogolyubov, class 5 UMK L. N. Bogolyubov, class 5 UMK L. N. Bogolyubov, 11 class. (prof). UMK L. N. Bogolyubov, 11 class. (bases). UMK L. N. Bogolyubov, class 10 (prof). UMK L. N. Bogolyubov, class 10 (bases). UMK L. N. Bogolyubov, "Law", 11 cl. (prof). UMK L. N. Bogolyubov, "Law", 10 cl. (prof). UMK L. N. Aleksashkina, 11 class. (elect). UMK L.M. Rybchenkova, class 9 UMK L.M. Rybchenkova, 8 class. UMK L.M. Rybchenkova, class 7 UMK L.M. Rybchenkova, 6 class. UMK L.M. Rybchenkova, class 5 UMK L.M. Zelenina, class 4 UMK L.M. Zelenina, class 3 UMK L.M. Zelenina, 2 class. UMK L.M. Zelenina, 1 class. UMK L.I. Tigranova, class 6 UMK L.I. Tigranova, class 5 UMK L.I. Tigranova, class 2 UMK L.I. Tigranova, class 1 UMK L. G. Sayakhova, class 9 UMK L. V. Polyakova, class 4 UMK L.V. Polyakova, class 3 UMK L. V. Polyakova, 2 class. UMK L. V. Polyakova, 1 class. UMK L. V. Polyakov, 11 class. UMK L. V. Polyakov, class 10 UMK L. V. Kibireva, 8 class. UMK L. V. Kibireva, class 7 UMK L.V. Kibireva, class 5 UMK L.A. Trostentsova, class 9 UMK L.A. Trostentsova, grade 8 UMK History of the Fatherland, 8 cl. UMK History of the Fatherland, 7 cl. UMK Fine art. 2 cl. (VIII view of IM Bgazhnokov) UMK Fine arts. 1 cl. (VIII view of I.M.Bgazhnokov) UMK I.A. Wiener, 2 cl. UMK I.A. Wiener, 1 class UMK I.O.Shaitanov, class 9 (elect). UMK I.O. Shaitanov, 11 class. (elect). UMK I. N. Vereshchagin, III class. (deepen). UMK I. N. Vereshchagin, II class. (deepen). UMK I. N. Vereshchagin, class 5 (deepen). UMK I. N. Vereshchagin, class 4 (deepen). UMK I. N. Vereshchagin, class 3 (deepen). UMK I. N. Vereshchagin, 2 class. (deepen). UMK I. N. Vereshchagin, class 1 (deepen). UMK I. L. Bim, 9 cl. UMK I. L. Bim, 8 cl. UMK I. L. Bim, class 7 UMK I. L. Bim, 6 cl. UMK I. L. Bim, 5 cl. UMK I. L. Bim, 4 class. UMK I. L. Bim, 3 class. UMK I. L. Bim, 2 class. UMK I. L. Bim, 11 cl. (base.) UMK I. L. Bim, 11 class. UMK I. L. Bim, 10 cl. (base.) UMK I. L. Bim, 10 cells. UMK I.K. Toporov, class 5 UMK I.K.Kikoin, 10 cl. UMK I. V. Metlik, A. F. Nikitin, 11 class. (bases). UMK I. V. Metlik, A. F. Nikitin, 10 cells. (bases). UMK I. V. Anurova et al., 6 cl. (deepen). UMK Z.N. Nikitenko, class 3 UMK Z. N. Nikitenko, class 2 UMK Z.N. Nikitenko, class 1 UMK Zhivoi mir, 3 cl. (IIIV view of I.M.Bgazhnokov) UMK Zhivoi Mir, 2 class. (IIIV view of I.M.Bgazhnokov) UMK Zhivoy Mir, 1 class. (IIIV view of I.M.Bgazhnokov) UMK E.A. Bazhanov, 1 class. UMK E. Yu. Sergeev, class 9 UMK E. S. Korolkova, class 7 UMK E. E. Lipova, 5 class. (deepen). UMK E. D. Cretan, 4 class. UMK E. D. Crete, 3 class. UMK E. D. Crete, 2 class. UMK E. D. Cretskaya, 1 class. UMK E. V. Efremova, 7 class. UMK E.V. Agibalova, class 6 UMK EA "Agricultural labor", 5 cl. UMK D.K.Belyaev, 11 class. (base) UMK D.K.Belyaev, 10 cells. 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Smirnov, grade 8 UMK A.T.Smirnov, class 7 UMK A. T. Smirnov, class 6 UMK A. T. Smirnov, class 5 UMK A.P. Matveev, grade 8 UMK A.P. Matveev, class 6 UMK A.P. Matveev, class 5 UMK A.P. Matveev, class 3 UMK A.P. Matveev, class 2 UMK A.P. Matveev, 1 class. UMK A. N. Sakharov, class 7 UMK A. N. Sakharov, 6 class. UMK A. N. Sakharov, 10 cells. (prof). UMK A. N. Kolmogorov, 11 class. (Bases) UMK A. N. Kolmogorov, 10 class. (bases). UMK A. L. Semenov, 4 class. UMK A. L. Semenov, 3 class. UMK A. L. Semenov, class 7 UMK A. L. Semenov, 6 class. UMK A. L. Semenov, 5 class. UMK A.K. Reading, grade 7 (VIII view. V. V. Voronkov) UMK A. I. Gorshkov, 11 class. (elect). UMK A.I. Vlasenkov, 11 class. (base / prof). UMK A.I. Vlasenkov, 11 class. (bases). UMK A.I. Vlasenkov, class 10 (base / prof). UMK A.I. Vlasenkov, class 10 (bases). UMK A.I. Alekseev, class 9 UMK A.D. Aleksandrov, class 9 (deepen). UMK A.D. Aleksandrov, class 9 UMK A.D. Aleksandrov, grade 8 (deepen). UMK A.D. Aleksandrov, grade 8 UMK A.D. Aleksandrov, class 7 UMK A.D. Aleksandrov, 11 class. (prof / deep). UMK A.D. Aleksandrov, 11 class. (base / prof). UMK A.D. Aleksandrov, class 10 (prof / deep). UMK A.D. Aleksandrov, class 10 (base / prof). UMK A.G. Gein, class 9 UMK A.G. Gein, grade 8 UMK A.G. Gein, 11 cl. (base / prof). UMK A.G. Gein, 10 cells. (base / prof). UMK A. V. Filippov, 11 cl. (bases). UMK A. V. Filippov, 10 cl. (bases). UMK A. V. Pogorelov, class 9 UMK A. V. Pogorelov, grade 8 UMK A. V. Pogorelov, class 7 UMK A. V. Pogorelov, class 10 (base / prof). UMK A. A. Ulunyan, 11 class UMK A. A. Preobrazhensky, 6 class. UMK A.A.Murashova, 11 cl. (elect). UMK A. A. Lewandovsky, 8 class. UMK A. A. Kuznetsov, grade 8 UMK A. A. Danilov. Peoples of Russia, 9 cl. UMK A. A. Danilov, class 9 UMK A. A. Danilov, grade 8 UMK A. A. Danilov, grade 7 UMK A. A. Danilov, class 6 UMK A. A. Danilov, class 10 (elect). UMK A.A. Voinov et al., 4 class. (deepen). UMK A.A. Voinov et al., 3 class. (deepen). UMK A.A. Voinov et al., 2 class. (deepen). UMK A.A. Vigasin, class 6 UMK A.A. Vigasin, class 5 UMK "I am a citizen of Russia" L.V. Polyakov, class 5 (electronic) UMK "School of Russia" MI Moro, 4th class. UMK "School of Russia" M. I. Moro, 3 class. UMK "School of Russia" MI Moro, 2 class. UMK "School of Russia" MI Moro, 1 class. Educational complex "School of Russia" L. F. Klimanov, 4th grade. Educational complex "School of Russia" L. F. Klimanov, 3 class. UMK "School of Russia" L. F. Klimanov, 2nd class. UMK "School of Russia" L. F. Klimanov, 1 class. Educational complex "School of Russia" E. A. Lutseva, 4th grade. Educational complex "School of Russia" E. A. Lutseva, 3 class. Educational complex "School of Russia" E. A. Lutseva, 2nd class. Educational complex "School of Russia" E. A. Lutseva, 1 class. UMK "School of Russia" V.P. Kanakin, 4th grade. UMK "School of Russia" V. P. Kanakin, 3 class. Educational complex "School of Russia" V.P. Kanakin, 2nd class. UMK "School of Russia" V. P. Kanakin, 1 class. Educational complex "School of Russia" V. G. Goretsky, 1 class. Educational complex "School of Russia" A. A. Pleshakov, 4th grade. Educational complex "School of Russia" A. A. Pleshakov, 3 class. Educational complex "School of Russia" A. A. Pleshakov, 2nd class. Educational complex "School of Russia" A. A. Pleshakov, 1 class. Educational complex "School of Oleg Gabrielyan", 10 cells. UMK "French in perspective" E. M. Beregovskaya et al., Class 4. (deepen). UMK "French in perspective" N. M. Kasatkina et al., 3 class. (deepen). UMK "French in perspective" N. M. Kasatkina et al., 2 class. (deepen). UMK "French in perspective" E. Ya. Grigoriev, 9 class. (deepen). EMC "French in perspective" E. Ya. Grigoriev, 8 class. (deepen). UMK "French in perspective" A. S. Kuligin, 7 class. (deepen). UMK "French in perspective" A. S. Kuligin, 6 class. (deepen). UMK "French in perspective" A. S. Kuligin, 5 class. (deepen). UMK "French in perspective" GI Bubnov et al., 11 cl. (deepen). UMK "French in perspective" GI Bubnov et al., 10 cl. (deepen). Educational complex "Universum" S. V. Gromov, 11 class. Educational complex "Universum" S. V. Gromov, 10 cells. UMK "Technology. Sewing business" 7 class. UMK "Technology. Locksmith" 6 cl. UMK "Technology. Agricultural labor" 9 class. UMK "Technology. Agricultural labor" 8 class. UMK "Technology. Agricultural labor" 7 class. UMK "Your friend French language" A. S. Kuligin et al., 9 cl. UMK "Your friend the French language" A. S. Kuligin et al., 8 cl. UMK "Your friend the French language" A. S. Kuligin et al., 7 cl. UMK "Your friend French language" A. S. Kuligin et al., 6 cl. UMK "Your friend French language" A. S. Kuligin et al., 5 cl. UMK "Your friend the French language" A. S. Kuligin et al., 4th class. UMK "Your friend the French language" A. S. Kuligin et al., 3 class. UMK "Your friend French language" A. S. Kuligin et al., 2nd class. UMK "Spheres". Yu.A. Alekseev, 11 cl. UMK "Spheres". Yu.A. Alekseev, 10 cl. UMK "Spheres". E. A. Bunimovich, class 6 UMK "Spheres". E. A. Bunimovich, class 5 UMK "Spheres". D.Yu., Bovykin, grade 8 UMK "Spheres". D.Yu., Bovykin, class 7 UMK "Spheres". IN AND. Ukolova, 5 cl. UMK "Spheres". V.P.Dronov, class 9 UMK "Spheres". V.P.Dronov, grade 8 UMK "Spheres". V.I. Ukolov, class 6 UMK "Spheres". A.P. Kuznetsov, class 7 UMK "Spheres". A. A. Lobzhanidze, class 6 UMK "Spheres". A. A. Lobzhanidze, class 5 UMK "Spheres" Chemistry, 9 class. UMK "Spheres" Chemistry, 8 class. Educational complex "Spheres" Social studies 5 class. UMK "Spheres" L.S. Belousov, A. Yu. Vatlin, 9 cl. UMK "Spheres" L. N. Sukhorukova, 7 class. UMK "Spheres" L. N. Sukhorukova, 6 class. UMK "Spheres" L. N. Sukhorukova, class 5 UMK "Spheres" L. N. Sukhorukova, 11 class. (prof). UMK "Spheres" L. N. Sukhorukova, 10-11 class. (base). UMK "Spheres" L. N. Sukhorukova, 10 class. (prof). UMK "Spheres" V. S. Kuchmenko, 9 class. UMK "Spheres" V. S. Kuchmenko, 8 class. UMK "Spheres" V.V. Belaga, class 9 UMK "Spheres" V.V. Belaga, 8 class. UMK "Spheres" V. V. Belaga, 7 class. UMK "Spheres" A. A. Danilov, 9 class. UMK "Spheres" A. A. Danilov, grade 8 UMK "Spheres" A. A. Danilov, grade 7 UMK "Spheres" A. A. Danilov, 6 class. UMK "Blue bird" E. M. Beregovskaya, 5 cells. UMK "Blue bird" N. A. Selivanov, 9 class. UMK "Blue bird" N. A. Selivanov, 7 class. UMK "Blue bird" N. A. Selivanov, 6 class. UMK "Agricultural labor", 8 cl. UMK "Agricultural labor", class 7 UMK "Agricultural labor", 6 cl. UMK "Continuity" UMK "Polar Star". Yu.N. Gladkiy, 11 class. UMK "Polar Star". Yu.N. Gladkiy, 10 cells. UMK "Polar Star" A. I. Alekseev, 9 class. UMK "Polar Star" A. I. Alekseev, 8 class. UMK "Polar Star" A. I. Alekseev, 7 class. UMK "Polar Star" A. I. Alekseev, 6 class. UMK "Polar Star" A. I. Alekseev, 5-6 grades. UMK "Polar Star" A. I. Alekseev, 5 class. UMK "Perspective" N. I. Rogovtsev, 4th class. UMK "Perspective" N. I. Rogovtsev, 3 class. UMK "Perspective" N. I. Rogovtsev, 2 class. UMK "Perspective" N. I. Rogovtsev, 1 class. UMK "Perspective" L. F. Klimanov, 4th class. UMK "Perspective" L. F. Klimanov, 4th class. UMK "Perspective" L. F. Klimanov, 3 class. UMK "Perspective" L. F. Klimanov, 3 class. UMK "Perspective" L. F. Klimanov, 2nd class. UMK "Perspective" L. F. Klimanov, 2nd class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" A. A. Pleshakov, class 4 UMK "Perspective" A. A. Pleshakov, 3 class. UMK "Perspective" A. A. Pleshakov, 2nd class. UMK "Perspective" A. A. Pleshakov, 1 class. UMK "Basics of cooking", 10 cl. UMK "Fundamentals of spiritual and moral culture of the peoples of Russia", 5 cl. UMK "Fundamentals of Spiritual and Moral Culture of the Peoples of Russia", 4th class. UMK "Fundamentals of Spiritual and Moral Culture of the Peoples of Russia", 4th class. UMK "Objective" E. Ya. Grigorieva, 11 class. UMK "Objective" E. Ya. Grigorieva, 10 cl. UMK "Mosaic". N. D. Galskova, class 9 (deepen). UMK "Mosaic". ND Galskova, grade 8 (deepen). UMK "Mosaic". N. D. Galskova, class 7 (deepen). UMK "Mosaic". N. D. Galskova, class 6 (deepen). UMK "Mosaic". N. D. Galskova, class 5 (deepen). UMK "Mosaic". L.N. Yakovleva, 11 class (deepen). UMK "Mosaic". L.N. Yakovleva, class 10 (deepen). Educational complex "MSU - school" S. S. Berdonosov, 9 class. Educational complex "MSU - school" S. S. Berdonosov, 8 class. Educational complex "MSU - school" S. M. Nikolsky, 9 class. Educational complex "MSU - school" S. M. Nikolsky, 8 cells. Educational complex "MSU - school" S. M. Nikolsky, 7 class. Educational complex "MSU - school" S. M. Nikolsky, 6 class. Educational complex "MSU - school" S. M. Nikolsky, 5 class. Educational complex "MSU - school" S. M. Nikolsky, 11 class. (base / prof). Educational complex "MSU - school" S. M. Nikolsky, 10 cells. (base / prof.). Educational complex "MSU - school" S. V. Novikov, 10 cells. (prof). Educational complex "MSU - school" N. S. Borisov, 10 cells. (bases). - A. A. Lewandovsky, 11 class. (bases). Educational complex "MSU - school" L. S. Atanasyan, 11 class. (base / prof). Educational complex "MSU - school" L. S. Atanasyan, 10 cells. (base / prof). Educational complex "MSU - school" VP Smirnov, 11 class. (prof). Educational complex "MSU - school" A.O. Soroko-Tsyupa, 11 class. (bases). Educational complex "MSU - school" A. A. Levandovsky, 11 class. (bases). UMK "Lomonosov" A. A. Fadeev, class 9 UMK "Lomonosov" A. A. Fadeev, grade 8 UMK "Lomonosov" A. A. Fadeev, class 7 Educational complex "Lyceum" A. A. Pinsky, 9 class. (deepen.) Educational complex "Lyceum" A. A. Pinsky, 8 cells. (deepen.) Educational complex "Lyceum" A. A. Pinsky, 7 class. (Deeper) UMK "Life Line". V.V. Pasechnik, class 9 UMK "Life Line". V.V. Pasechnik, grade 8 UMK "Life Line". V.V. Pasechnik, class 7 UMK "Life Line". V.V. Pasechnik, class 6 UMK "Life Line". V. V. Pasechnik, 5-6 grades of the educational complex "Life Line". V.V. Pasechnik, class 5 UMK "Labyrinth" I. Yu. Aleksashina, 5 class. UMK "Labyrinth" I. Yu. Aleksashina, 11 class. UMK "Labyrinth" I. Yu. Aleksashina, 10 cells. UMK "Contacts" G. I. Voronin, 11 cells. Educational complex "Classical course" G. Ya. Myakishev, 11 class. Educational complex "Classical course" G. Ya. Myakishev, 10th grade. UMK "So, German!" N. D. Galskova, 11 class. Educational complex "Star English", K. M. Baranova, 9th grade. Educational complex "Star English", K. M. Baranova, 8 cells. Educational complex "Star English", K. M. Baranova, 7th grade. Educational complex "Star English", K. M. Baranova, 6th grade. Educational complex "Star English", K. M. Baranova, 5th grade. Educational complex "Star English", K. M. Baranova, 4th grade. UMK "Star English", K. M. Baranova, class 3 Educational complex "Star English", K. M. Baranova, 2nd class. Educational complex "Star English", K. M. Baranova, 11 class. Educational complex "Star English", K. M. Baranova, 10 cells. Educational complex "Star English", K. M. Baranova, 1 class. UMK "Tomorrow" S.V. Kostyleva et al., Grade 9, "Tomorrow" S.V. Kostyleva et al., Grade 8, "Tomorrow" S.V. Kostyleva et al., Grade 7 of the educational complex "Tomorrow" S.V. Kostyleva et al., Grade 6, "Tomorrow" S.V. Kostyleva et al., Grades 5-6 of the educational complex "Tomorrow" S.V. Kostyleva et al., Grade 10 of the "Business French" educational complex by IA Golovanova, grade 10 (elect). Educational complex "Horizons" M. M. Averin, class 9 Educational complex "Horizons" M. M. Averin, 8 cells. Educational complex "Horizons" M. M. Averin, 7 class. Educational complex "Horizons" M. M. Averin, 6 class. Educational complex "Horizons" M. M. Averin, class 5 Educational complex "Prodigies" G. V. Yatskovskaya, 5 class. Educational complex "Prodigies Plus" O. A. Radchenko, grade 8 Educational complex "Prodigies Plus" O. A. Radchenko, grade 7 Educational complex "Prodigies Plus" O. A. Radchenko, class 6 EMC "Meetings" N. A. Selivanov et al., 8-9 grades EMC "Meetings" N. A. Selivanova et al., 7 class EMC "Astronomy" E. P. Levitan, 11 form. (Elect.) UMK "Archimedes" O. F. Kabardin, 9 cells. UMK "Archimedes" OF Kabardin, grade 8 UMK "Archimedes" OF Kabardin, class 7 UMK "Archimedes" K. Yu. Bogdanov, 11 class. UMK "Archimedes" K. Yu. Bogdanov, 10 cells. EMC "English in focus", Yu. E. Vaulina, 9th grade. EMC "English in focus", Yu. E. Vaulina, 8th grade. EMC "English in focus", Yu. E. Vaulina, 7th grade. EMC "English in focus", Yu. E. Vaulina, 6th grade. EMC "English in focus", Yu. E. Vaulina, 5th grade. EMC "English in focus", OV Afanasyeva, 11th grade. EMC "English in focus", OV Afanasyeva, 10th grade. Educational complex "English in focus", N. I. Bykova, 4th grade. EMC "English in focus", N. I. Bykova, 3 class. EMC "English in focus", N. I. Bykova, 2nd class. EMC "English in focus", N. I. Bykova, 1 class. UMK "Academy" A. A. Pinsky, 11 class. (angular). UMK "Academy" A. A. Pinsky, 10 form. (angular). UMK "Alphabet of a bookbinder", 5 cl. Russian language. Literacy training. (1) Russian language. Literacy training. (0) Russian language and literary reading, 4 cl. Russian language and literary reading, 3 cl. Russian language and literary reading, 2 cl. Russian language and literary reading, 1 class. Russian language (9) Russian language (8) Russian language (7) Russian language (6) Program edited by B.M. Nemensky. Fine arts, 5 years Program edited by B. M. Nemensky. Fine arts, 4 years Program edited by B. M. Nemensky. Fine arts, 3 years Natural science. (5) Continuity Familiarization with the surrounding world. Prepared, grades 1 and 2. Methodological recommendations (types I and II) Young Learners "Portfolio Wuthering Heights Wishes B2.2 Wishes B2.1 White Fang Welcome Starter b Welcome Starter a Welcome Plus 6 Welcome Plus 5 Welcome Plus 4 Welcome Plus 3 Welcome Plus 2 Welcome Plus 1 Welcome 3 Welcome 2 Welcome 1 Upstream Upper-Intermediate B2 + Upstream Proficiancy C2 Upstream Pre-Intermediate B1 Upstream Level B1 + Upstream Intermediate B2 Upstream Elementary A2 Upstream Beginner A1 + Upstream Advanced C1 Upload 4 Upload 3 Upload 2 Upload 1 Treasure Island The Worms The Wonderful Wizard of Oz The Wind in the Willows The Wild Swans The Ugly Duckling The Time Machine The Tiger Shark The Three Billy Goats Gruff The Teacher "s Basic Tools The Story of Santa Claus The Stone Flower The Speckled Band The Snow Queen The Shoemaker & his Guest The Shepherd Boy & the Wolf The Selfish Giant The Prisoner of Zenda The Prince and the Pauper The Portrait of Dorian Gray The Phantom of the Opera The Octopus The Nightingale & the Rose The Mysterious Island The Merchant of Venice The Maori People The Man in the Iron Mask The lost world The Loggerhead The Little Red Hen The Little Mermaid The Lion & the Mouse The Last of the Mohicans The Humpback Whale The Hound of the Baskervilles The Hare & the Tortoise The happy prince The Hammerhead Shark The Great White Shark The Golden Stone Saga II The Golden Stone Saga I The Giant turnip The Ghost The Frog Princess The Fisherman and the Fish The Father & his Sons The Creeping Man The Cracow Dragon The Canterville Ghost The Bottlenose Dolphin The Blue Scarab The Ant & the Cricket The Amazon Rainforest 2 The Adventures of Huckleberry Finn The 7 Wonders of the Ancient World The 7 Engineering Wonders of the Modern World Teaching Young Learners Swan Lake Successful Writing Upper-Intermediate Successful Writing Proficiency Successful Writing Intermediate Storytime Storyland Spark 4 (Monstertrackers) S park 3 (Monstertrackers) Spark 2 (Monstertrackers) Spark 1 (Monstertrackers) Snow White & the 7 Dwarfs Sleeping Beauty Skills First: The Magic Pebble Skills First: The False Smile Skills First: The Castle by the Lake Skills Builder STARTER 2 Skills Builder STARTER 1 Skills Builder MOVERS 2 Skills Builder MOVERS 1 Skills Builder FLYERS 2 Skills Builder FLYERS 1 Sivka-Burka Simon Decker & the Secret Formula Set Sail 4 Set Sail 3 Set Sail 2 Set Sail 1 Romeo & Juliet Robinson Crusoe Robin Hood Reading Stars Reading & Writing Targets 3 Reading & Writing Targets 2 Reading & Writing Targets 1 Pygmalion Puss in Boots Pride & Prejudice Practice Tests for the PET Practice Tests for the KET Practice Tests for the BEC Vantage Practice Tests for the BEC Preliminary Practice Tests for the BEC Higher Peter Pan Perseus and Andromeda Orpheus Descending On Screen B2 + On Screen B2 Oliver Twist (illustrated readers) Oliver Twist (classic readers) New Patches for O ld Mowgli Moby Dick Mission IELTS 1 Mission 2 Mission 1 Merry Christmas Macbeth Little Women Little Red Riding Hood Life Exchange Letterfun Kidnapped Journey to the Center of the Earth Jane Eyre Jack and the Beanstalk Interactive 2 Interactive 1 IELTS Practice Tests 2 IELTS Practice Tests 1 Henry Hippo Happy Rhymes 2 Happy Rhymes 1 Happy Hearts Starter Happy Hearts 2 Happy Hearts 1 Hansel & Gretel Hampton House Hamlet Hallo Happy Rhymes Great Expectations Grammarway 4 Grammarway 3 Grammarway 2 Grammarway 1 Grammar Targets 3 Grammar Targets 2 Grammar Targets 1 Good Wives Goldilocks and the Three Bears Gharial Crocodiles Game On Fun with English 6 Fun with English 5 Fun with English 4 Fun with English 3 Fun with English 2 Fun with English 1 Frankenstein FCE Use of English 2 FCE Use of English 1 FCE Practice Tests 2 FCE Practice Tests 1 FCE Practice Exam Papers 3 FCE Practice Exam Papers 2 FCE Practice Exam Papers 1 FCE Listening and Speaking Skills 3 FCE Listening and Speaking Skills 2 FCE Listening and Speaking Skills 1 Fairyland Starter Fairyland 6 Fairyland 5 Fairyland 4 Fairyland 3 Fairyland 2 Fairyland 1 Excalibur Enterprise Plus Enterprise 4 Enterprise 3 Enterprise 2 Enterprise 1 Dr Jekyll & Mr Hyde Death Squad David Copperfield CPE Use of English 1 CPE Practice Tests 3 CPE Practice Tests 2 CPE Practice Tests 1 Count Vlad Click On Starter Click On 4 Click On 3 Click On 2 Click On 1 Cinderella Chicken Licken Business English Marketing and Sales Blockbuster 4 Blockbuster 3 Blockbuster 2 Blockbuster 1 Blackbeard "s Treasure Black Beauty Beauty and the Beast Around the World in 80 Days Anna & the Dolphin Alice" s Adventures in Wonderland Aladdin & the Magic Lamp Advanced Grammar & Vocabulary Access 4 Access 3 Access 2 Access 1 Aboriginal Australians A Trip to the Rainf


ART

Second generation standards
Sample programs for academic subjects
ART. 5-9 grades

The study of fine arts in basic school is a continuation of the initial stage of artistic and aesthetic development of the individual and is an important, integral link in the system continuing education... The peculiarities of the content of teaching fine arts in basic school are due to the specifics of art as a social phenomenon, the tasks of art education and upbringing, as well as the long-standing traditions of domestic pedagogy.
A great contribution to the achievement of the main goals of basic general education is made by the study of fine arts, which is aimed at:
- on the development of imaginative perception of the visual world and the development of ways of artistic, creative self-expression of the individual;
- to harmonize the emotional, spiritual and intellectual development of the individual as the basis for the formation of a holistic view of the world;
- on the development of abilities for artistic and creative knowledge of the world and oneself in this world;
- to prepare a student for a conscious choice of an individual educational or professional trajectory.
The approximate program in the visual arts was developed taking into account the logic of the educational process of general secondary education, intersubject and intrasubject connections, the continuation of the formation of students' aesthetic attitude to the world on the basis of visual artistic images, the implementation of the artistic and creative potential of students on the material of fine arts. The program is built on the principle of concentric return to the foundations of the fine arts, studied in elementary school, their constant deepening and wider disclosure.
The study of fine arts in basic school is aimed at the formation of moral values, ideas about the real artistic picture of the world, and involves the development and formation of an emotional-figurative, artistic type of thinking, which, along with the rational-logical type of thinking prevailing in other subjects curriculum, ensures the formation of holistic thinking of students. The skills of emotional and value relationships, aesthetic perception of the world and artistic and creative activity laid down in elementary school should acquire a new quality. The leading approaches in the study of the subject are activity and problem. Of particular importance is the formation of the foundations of critical thinking on the basis of the perception and analysis of works of fine art, an understanding of the role of art in the life of society.
Studying the fine arts makes it possible to realistically integrate with related subject areas (music, history and social studies, Russian language and literature). There also arises the possibility of building a system of intersubject and oversubject connections, integrating basic and additional education through an appeal to the realization of the artistic and creative potential of students, the synthesis of training and education, implemented in project activities. Creative activities using art materials and techniques can be supplemented by creative projects based on computer multimedia technologies, based on museum pedagogy, etc.
Teaching children the fine arts should be aimed at achieving a set of the following results.
Personal results of studying fine arts in basic school:
- the formation of artistic taste as the ability to feel and perceive plastic arts in all the variety of their types and genres;
- adoption of a multicultural picture modern world;
in the labor sphere:
- skills building independent work when doing practical creative works;
- readiness for a conscious choice of further educational trajectory;
in the cognitive sphere:
- the ability to learn about the world through images and forms of fine arts.
Metasubject results of the study of fine arts in the main school are manifested:
in the development of an artistic-figurative, aesthetic type of thinking, the formation of a holistic perception of the world;
in the development of fantasy, imagination, artistic intuition, memory;
in the formation of critical thinking, in the ability to argue their point of view in relation to various works of art;
in gaining experience in the perception of works of art as the basis for the formation of communication skills.

In the area of substantive results a general education institution provides a student with an opportunity at the stage of basic general education to learn:

In the cognitive sphere:
- to cognize the world through a visual artistic image, to represent the place and role of fine art in the life of a person and society;
- master the basics of visual literacy, especially the figurative and expressive language different types visual arts, artistic means expressiveness;
- to acquire practical skills and abilities in visual activity;
- to distinguish between the studied types of plastic arts;
- to perceive and analyze the meaning (concept) of the artistic image of works of plastic arts;
- to describe works of fine art and cultural phenomena, using special terminology for this, to give definitions of the studied concepts;

In the value-orientational sphere:
- to form an emotional-value attitude to art and to life, to be aware of the system common human values;
- to develop aesthetic (artistic) taste as the ability to feel and perceive plastic arts in all the diversity of their types and genres, to master the multicultural picture of the modern world;
- understand the value artistic culture different peoples of the world and the place of national art in it;
- respect the culture of other peoples; to master the emotional and value attitude to art and to life, the spiritual and moral potential accumulated in works of art;
navigate the system of moral norms and values ​​presented in works of art;

In the field of communication:
- to navigate in social, aesthetic and information communications;
- to organize dialogue forms of communication with works of art;

In the aesthetic field:
- to realize the creative potential in their own artistic and creative activities, to carry out self-determination and self-realization of the individual at the aesthetic level;
- to develop artistic thinking, taste, imagination and fantasy, to form the unity of emotional and intellectual perception on the basis of the plastic arts;
- to perceive aesthetic values, to express an opinion on the merits of works of high and mass visual arts, to be able to highlight associative connections and realize their role in creative activity;
- to show a steady interest in art, artistic traditions of their people and the achievements of world culture; to form an aesthetic outlook;

In the labor sphere:
- to use various means of expression, art materials and techniques in their creative activities.

The main lines of content in the study of fine arts are:
the appearance and types of plastic arts; language and genres of fine arts;
artistic image and artistic and expressive means of painting, graphics, sculpture, arts and crafts; the connection of times in art on the example of the evolution of artistic images.
The main types of educational activities of students are: perception of works of plastic arts; practical creative activity in various genres, types, artistic materials and techniques.
The approximate programs of basic general education in the fine arts are drawn up on the basis of the hours specified in the Basic Curriculum of educational institutions of general education.
It is recommended to study the subject "Fine Arts" in grades 5-7 for at least 105 hours (35 hours in each class).
Art
The study of art makes a great contribution to the achievement of the main goals of basic general education. In basic school, students are introduced to fine arts and music. The previously formed skills of active dialogue with art become the basis of the process of generalization and reflection; within the framework of the training course, a rethinking of the results of the study of world artistic culture takes place. Thus, the content of studying the course "Art" in basic school is the result of the first stage of aesthetic development of the individual and is an integral link in the system of lifelong education.
When studying the subject "Art", the task of students' perception of works of art is brought to the fore, revealing patterns in front of them historical development, features of the figurative language of art, the formation and development of artistic and figurative thinking.
A special place is given to the study of Russian art. The art, in which the native word sounds, the feelings and aspirations of compatriots are captured, are closer, more understandable and perceived more sharply. This allows creating conditions for dialogue between cultures not only of different historical eras, but also within one era (domestic and foreign art); helps to identify that common and peculiar, which is due to the historical fate, psychological makeup, traditions, the originality of the spiritual life of each nation; contributes to the achievement of social consolidation and harmony in the context of the growing social, ethnic, religious and cultural diversity of our society.
Activity educational institution general education in teaching art should be aimed at achieving the following personal results by students:
the development of imaginative perception and the development of methods of artistic, creative self-expression of the individual;
harmonization of the intellectual and emotional development of the individual;
the formation of a worldview, a holistic view of the world, of the forms of art being;
the development of skills and knowledge of cognition and self-knowledge through art, the accumulation of diversity and unique experience of aesthetic experience;
the formation of a creative attitude to problems, preparation for the conscious choice of an individual educational or professional trajectory.

Metasubject results of studying art in basic school:
application of methods of cognition through an artistic image to study various aspects of the surrounding reality;
active use of basic intellectual operations: analysis and synthesis, comparison, generalization, systematization, identification of cause-and-effect relationships, search for analogues in the life and dynamics of art development;
the ability to organize their activities, determine its goals and objectives, choose the means of realizing these goals and apply them in practice, interact with other people in achieving common goals; evaluate the results achieved;
development of critical thinking, the ability to argue their point of view about works of art;
to form key competencies in the process of dialogue with art: research skills, communication skills, information skills.
In the field of subject outcomes, an educational institution of general education provides the student with the opportunity to learn:
in the cognitive sphere:
- to represent the place and role of art in the development of world culture, in the life of a person and society;
- observe (perceive) objects and phenomena of art, perceive the meaning (concept) of an artistic image, a work of art;
- to master the peculiarities of the language of different types of art, artistic means of expressiveness, the specifics of the artistic image in various types of art;
- to distinguish between the studied types and genres of arts;
- describe the phenomena of art using special terminology;
- to classify the studied objects and cultural phenomena;
- structure the studied material and information obtained from various sources;

In the value-orientational sphere:
- to represent the system of universal values;
- to be aware of the value of art from different nations of the world and the place of national art;
- respect the culture of other people, master spiritual and moral the potential accumulated in works of art, to show an emotional-value attitude to art and to life, to navigate in the system of moral norms and values ​​presented in works of art;
in the communicative sphere:
- to form communicative, informational and socio-aesthetic competence, including mastering the culture of oral and written speech;
- use the methods of aesthetic communication, master the dialogue forms of communication with works of art;
in the aesthetic sphere:
- to develop an individual artistic taste, intellectual and emotional spheres;
- to perceive and analyze aesthetic values, to express an opinion on the merits of works of high and mass art, to see associative connections and realize their role in creative activity;
- to show a steady interest in art, artistic traditions of their people and the achievements of world culture, to expand their aesthetic horizons;
- to understand the conventions of the language of various types of art, to create conventional images, symbols;
- to determine the dependence of the artistic form on the purpose of the creative concept;
- to realize their creative potential, to realize self-determination and self-realization of the personality on the aesthetic (artistic-figurative) material;

In the labor sphere:
- apply various art materials, use the expressive means of art in their work, both in traditional and innovative (information) technologies.
The main content lines in the study of art: the role and place of art in the life of a person and society, the artistic image and its specificity in various types of art; types and genres, styles and trends in art; art history of different eras (primitive art, art Of the ancient world, Middle Ages, Renaissance, Enlightenment; general characteristics of 19th century art); art of the peoples of Russia and the world artistic process; art of the XX century; new types of art (cinema, television, computer art and its aesthetic features).
The main types of educational activities of students are: perception of works of art (listening to music, perception of works of plastic arts, watching films, theater performances, etc.); creative activity in various types of art, genres and artistic techniques; performance research projects using the means of new information and communication technologies.
The sample programs of basic general education in arts are compiled on the basis of the hours specified in the Basic Curriculum of educational institutions of general education.
It is recommended to study the subject "Art" in grades 8, 9 for at least 35 hours in each class.

From 2011/2012 school year all educational institutions of Russia switched to the new Federal State educational standard primary general education (FSES NOE).

Federal state standards are set in Russian Federation in accordance with the requirement of Article 7 of the "Law on Education" and represent "a set of requirements that are mandatory in the implementation of basic educational programs of primary general education (PLE NOE) by educational institutions that have state accreditation." The official order on the implementation of the FGOS LEO and the text of the Standard can be found on the website of the Ministry of Education and Science of Russia: http://www.edu.ru/db-mon/mo/Data/d_09/m373.html. The materials on the Federal State Educational Standard for LEO are posted on the website http://standart.edu.ru/catalog.aspx?CatalogId=223.

The Federal State Educational Standard is a combination of three systems of requirements:

  • requirements for the result of education,
  • requirements for the structure of basic educational programs (how the school builds its educational activities),
  • requirements for the conditions for the implementation of the standard (personnel, finance, material and technical base, information support, etc.).

What is the difference between the new standards and the current ones?

The fundamental difference between the new standards is that the goal is not subject, a personal result. What is important, first of all, is the personality of the child himself and the changes occurring to her in the learning process, and not the amount of knowledge accumulated during schooling. Distinctive feature the new FSES elementary school is its activity-oriented nature, which sets the main goal of the development of the student's personality. The education system rejects the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the formulations of the standard indicate the real types of activities that the student must master by the end of primary education.

The goal of education is not the accumulation of specific knowledge and individual skills, but the formation of universal educational skills and, on their basis, the assimilation of basic knowledge, and most importantly, the ability to independently update and improve one's education in accordance with the conditions of a rapidly changing world.

Integral part of the core The second generation standard is Universal Learning Actions (ULE). UUD is understood as "general educational skills", " general ways activities "," oversubject actions ", etc. A separate program is provided for UUD - the program for the formation of universal educational actions (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the Basic educational program primary general education sets an activity-based approach in educational process primary school.

An important element of the formation of universal educational actions students at the stage of primary general education, ensuring its effectiveness, is the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to use them competently (ICT competence). The use of modern digital tools and communication media is indicated as the most natural way to form an ELC.

The program for the formation of universal educational actions includes a subprogram "Formation of ICT Competence of Students".

What are the requirements for the results of students established by the Standard?

Requirements for learning outcomes are formulated in the form of: personal, metasubject and subject results.

  • personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual and personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;
  • metasubject, including mastering by students of universal educational actions (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and intersubject concepts;
  • subject, including the experience mastered by students in the course of studying a subject area of ​​activity specific to a given subject area to obtain new knowledge, its transformation and application, as well as a system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Subject results are grouped by subject areas, within which subjects are indicated. They are formulated in terms of "a graduate will learn ...", which is a group of mandatory requirements, and "a graduate will have the opportunity to learn ..."; failure to achieve these requirements by a graduate cannot serve as an obstacle to transferring him to the next level of education.

The graduate will learn how to independently title the text and create a text outline.

The graduate will have the opportunity to learn how to create a text according to the proposed title.

Second-generation educational standards make new demands on the education system in an educational school. In this regard, new approaches to the organization of the educational process are needed. One of them could be design and solution design tasks in primary school, which are the start for project activities in the future.

In this regard, the use of techniques and methods in the educational process that contribute to the formation of the ability to independently acquire new knowledge, collect the necessary information, the ability to put forward hypotheses, draw conclusions and inferences becomes more relevant. They are trying to solve this problem in elementary school, in particular, through the organization of project activities. Project activities of students- joint educational, cognitive, creative or playful activity of students, having a common goal, agreed methods, methods of activity, aimed at achieving a common result of activity. An indispensable condition for project activities is the presence of pre-developed ideas about the final product of activities, design stages (concept development, definition of project goals and objectives, available and optimal activity resources, creation of a plan, programs, organization of project implementation activities) and project implementation, including its understanding and reflection on the results of activities.

Project tasks play a special role in the development of educational cooperation in small groups. Interacting in groups, children understand that in order to achieve a common goal, all participants need to agree with each other, develop a common strategy for solving the problem, distribute responsibilities, and provide mutual assistance in the process of solving the problem. Thus, solving project problems contributes to the development of a sense of responsibility, the formation of the ability to communicate, negotiate, and be sensitive to peers.

What is extracurricular activity, what are its features?

The standard assumes the implementation in an educational institution of both classroom and extracurricular activities... Extracurricular activities are organized according to the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).

Extracurricular activities may include: doing homework (starting in the second half of the year), individual sessions teachers with children requiring psychological, pedagogical and corrective support (including - individual lessons on the formulation of oral speech, handwriting and writing, etc.), individual and group consultations (including distance) for children of various categories, excursions, circles, sections, round tables, conferences, disputes, school scientific societies, olympiads, competitions, search and Scientific research etc.

The time allotted for extracurricular activities is not included in the maximum permissible load of students. The alternation of lesson and extracurricular activities is determined by the educational institution and is agreed with the parents of the students.

How will the work of schoolchildren be assessed?

Each student will have a portfolio. That is, a kind of complex portrait, which will consist, firstly, of the assessment of knowledge and - since the extracurricular part is also important for us now - to take into account all the achievements, certificates, documentary evidence of his participation in certain extracurricular creative, intellectual, sports events. Here will be the results of pedagogical observations, psychological testing, which will show the level of development of his communicativeness, tolerance, since these are also the requirements of new standards. There are a lot of psychotests, now the task is to select non-labor-intensive, correctly understood by teachers, giving the most objective assessment.

The portfolio should show: how the student is developing, how his potential is growing, what problems he had. Let's say why the student is doing well in the artistic and aesthetic direction, but with mathematics he is still "you". Or why his health is deteriorating.

The components of the cumulative assessment (what the portfolio will consist of) will be approved by the beginning of the school year. But the general mechanism will be as follows: a comprehensive assessment that takes into account educational and extracurricular achievements, personal development child.

The standard refers to the main results of primary general education:

  • the formation of universal and substantive methods of action, as well as a supporting system of knowledge, ensuring the possibility of continuing education in basic school;
  • education of the foundations of the ability to learn - the ability to self-organize with the aim of setting and solving educational and cognitive and educational and practical tasks;
  • individual progress in the main areas of personality development - motivational-semantic, cognitive, emotional, strong-willed, self-regulation.

The requirements of the Standard are the basis for the formation of a system of state control and assessment of the quality of education.

Requirements for the conditions for the implementation of the basic educational program of primary general education:

The main task: creating a comfortable developing educational environment,

  • ensuring high quality education, its accessibility, openness and attractiveness for students, their parents and the whole society, spiritual and moral development and education of students;
  • guaranteeing the protection and strengthening of the physical, psychological and social health students;
  • comfortable in relation to students and teaching staff.

In connection with the transition of educational institutions to the new standard Publishing House "Enlightenment" publishes the "Second Generation Standards" series. The series was founded in 2008. The purpose of publishing the books in the series is to provide educational institutions with regulatory and teaching aids that will help educational leaders, teachers and methodologists successfully transition to the new standard of general education.
Books series "Second generation standards" can be conditionally divided into several groups:
- directly the standards themselves for each stage (primary, basic, secondary (complete)) of general education;
- books that can be conditionally called fundamental, that is, these are the publications on which the FSES-2 is based;
- books that reveal and specify the basic requirements of the new educational standard.

Second generation standards ".

The fundamental core of the content of general education: the project

ed. ,

The book pays attention to the definition of the Fundamental core of the content of general education, its main purpose in the system of normative support of second generation standards. The creation of the Fundamental Core is the initial stage in the development of a new content of general education, followed by the development of concepts subject areas, planned learning outcomes, basic curriculum, sample subject programs, etc.

The concept of spiritual and moral development and education of a citizen of Russia.

The concept of spiritual and moral development and education of the personality of a citizen of Russia was developed in accordance with the Constitution of the Russian Federation, the Law of the Russian Federation "On Education" on the basis of the annual messages of the President of Russia to the Federal Assembly of the Russian Federation. The document is methodological framework development and implementation of the federal state educational standard for general education. The concept is a value-normative basis for the interaction of educational institutions with other subjects of socialization - family, public organizations, religious associations, institutions of additional education, culture and sports, the media. The purpose of this interaction is to jointly provide conditions for the spiritual and moral development and education of students.

Approximate basic educational program of an educational institution. Basic school.

Compiled by

In accordance with Art. 14 clause 5 of the Law of the Russian Federation "On Education" this program is the basis for the development of the basic educational program of an educational institution.

Biology. 5-9 cl.

The sample biology curriculum for basic school is based on the Fundamental Core of the Content of General Education and the Requirements for Outcomes of Basic General Education, presented in the federal state educational standard for general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational actions for general education, it respects the continuity with the model programs of primary general education.

Sample programs for academic subjects.

Biology. 6-9 cl. Natural science 5th grade

The programs were prepared within the framework of the project "Development, testing and implementation of federal state standards of general education of the second generation", which is being implemented The Russian Academy education commissioned by the Ministry of Education and Science of the Russian Federation and Federal agency of Education.

https://pandia.ru/text/78/652/images/image008_55.jpg "align =" left "width =" 157 "height =" 232 src = "> Sample programs of basic general education. LIFE SAFETY FUNDAMENTALS. 5-9 cl.

The program publishes the changed content of education in the subject; for the first time, forms of educational activity of schoolchildren are given for each section of the course.

https://pandia.ru/text/78/652/images/image010_49.jpg "align =" left "width =" 152 "height =" 231 src = "> Sample programs for academic subjects.

Physics 7-9.

The approximate physics program for basic school is based on the Fundamental core of the content of general education and the Requirements for the results of mastering the basic educational program of basic general education, presented in the Federal State Educational Standard of Basic General Education.

Variation "href =" / text / category / variatciya / "rel =" bookmark "> variable component of the content of education. The authors of work programs and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detail) of the content , as well as ways of forming a system of knowledge, skills and methods of activity, development, education and socialization of students.Work programs, drawn up on the basis of an exemplary program, can be used in educational institutions of different profiles and different specializations.

Sample programs for academic subjects. Russian language. 5-9 cl.

The approximate Russian language program for basic school is based on the Fundamental core of the content of general education and the Requirements for the results of basic general education, presented in the Federal State Standard of General Education of the Second Generation. It also takes into account the main ideas and provisions of the development program and the formation of universal educational actions for basic general education, continuity with the model programs of primary general education.

Sample programs for academic subjects. Geography. 5-9 cl.

The programs have been prepared within the framework of the project "Development, testing and implementation of federal state standards of general education of the second generation", implemented by the Russian Academy of Education at the request of the Ministry of Education and Science of the Russian Federation and the Federal Agency for Education.

Foreign languages ​​"href =" / text / category / inostrannie_yaziki / "rel =" bookmark "> foreign language for basic school is compiled on the basis of the Fundamental core of the content of general education and the Requirements for the results of basic general education presented in the federal state educational standard for general education of the second It also takes into account the main ideas and provisions of the program for the development and formation of universal educational actions for general education, and maintains continuity with the model programs of primary general education.

Sample programs for academic subjects.

History 5-9 grades.

Already today it is necessary to know what requirements for education are imposed by the standards of the second generation, and to use new approaches in work. The program offers a modified content of education in the subject, for the first time provides forms of educational activities for schoolchildren in the course of history, and also contains recommendations for equipping the educational process.

Curriculum "href =" / text / category / uchebnie_programmi / "rel =" bookmark "> the curriculum for the subject defines the invariant (compulsory) part of the curriculum and, along with the requirements of the standard related to educational outcomes, is a guideline for drawing up work programs for all educational institutions providing basic general education. The sample program does not set the sequence of studying the material and its distribution by class. The authors of work programs and textbooks can offer their own approach to structuring educational material and determining the sequence of its study.

Sample programs for academic subjects. Social studies 5-9 grades

Already today it is necessary to know what requirements for education are imposed by the standards of the second generation, and to use new approaches in work. The program offers a modified content of education in the subject, for the first time gives the forms of educational activity of schoolchildren in the course of social studies, and also contains recommendations for equipping the educational process.

Sample programs for academic subjects. Technology 5-9 class.

The sample program is the basis and guideline for the compilation of copyright programs and textbooks (can be directly used in the thematic planning of the author's course by the teacher). At the same time, the authors of programs and textbooks can apply their own approach in terms of structuring educational material, supplementing it with storylines that are desirable for them, determining the sequence of studying this material, distributing hours by sections and topics, as well as ways to supplement the content of the knowledge system, skills and methods of activity, development and socialization of students according to the presented content.

Sample programs for academic subjects. Physical education. 5-9 cl.

Already today it is necessary to know what requirements for education are imposed by the standards of the second generation, and to use new approaches to work. The program provides a modified content of education in the subject "Physical culture", for the first time given the forms of educational activities of students for each section of the course. The programs are designed for teachers and methodologists.

Sample programs for academic subjects.

Chemistry. 8-9 cl.

The sample program in chemistry for a basic school is based on the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the federal state educational standard for general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational actions for basic general education, it respects the continuity with the model programs of primary general education.

https://pandia.ru/text/78/652/images/image022_16.jpg "align =" left "width =" 158 height = 229 "height =" 229 "> Extracurricular activities of schoolchildren. Methodical constructor.

The book contains guidelines for organizing extracurricular activities of schoolchildren. A kind of methodological constructor of extracurricular activities includes types, forms and levels of student performance. The manual is addressed to teachers, methodologists, specialists of the advanced training system, students of pedagogical universities.

Extracurricular activities "href =" / text / category / vneklassnaya_rabota / "rel =" bookmark "> extracurricular activities The remaining manuals formulate the goals and objectives of specific areas of extracurricular activities, describe the content, thematic planning and expected results of the programs.

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