The Russian Ministry of Education and Science has published an important order to amend the standards of basic general education. The last paragraph of the order will be especially interesting for teachers - it significantly simplifies the structure of work programs. Life will tell whether we will write fewer papers in reality.

However, judging by the changes made to the standard, drawing up a work program for each teacher should now take less time.

What happened before the order?

The work program, in accordance with Article 18 of the standard, had to include 8 points:

1. an explanatory note specifying common goals basic general education taking into account the specifics academic subject;
2. general characteristics of the academic subject, course;
3. description of the place of the academic subject, course in the curriculum;
4. personal, meta-subject and subject results mastering a specific academic subject or course;
5. thematic planning with identification of main types educational activities;
6. description of educational, methodological and logistical support educational process;
7. planned results of studying an academic subject or course.

What happened now?

Now work programs should contain only 3 points:

1. planned results of mastering an academic subject or course;
2. content of an academic subject, course;
3. thematic planning indicating the number of hours allocated to mastering each topic.

That is, there is no need to write an explanatory note and a general description of the subject, or 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 a teacher has 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 shortened: 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 listing educational, methodological and logistical support.

The proposed three-part structure seems logical: I define what I want to achieve, then I describe what material I will use to do it - and in the end I give an approximate breakdown by topics and hours (not by dates and lessons, as many inspectors require!). I would like to see this same structure extended to the full school standard.

Now it is important that various interpreters of it do not stand between the standard and the teacher, who will demand that unnecessary things be introduced into work programs (the issue with the form of QTP, 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, as we see, has been changed in the direction of relieving the teacher of paperwork. And it is precisely based on the standard that the teacher must prove that he is right and has the right to such relief.

Sergey Volkov

The regulations on the structure of the work program are formed in accordance with industry legislation and the charter educational institution and other regulatory and local documents. Next, we will consider what the structure and content of the work program is.

General information

First of all, the concept of a work program should be explained. It acts as a regulatory document that must be complied with in full. The structure of the work program for the subject ensures the implementation of the requirements of the second generation state standard. It is formed in accordance with the conditions and results of education at the 1st and 2nd stages. Drawing up a work program is necessary to create conditions for organizing, planning and managing the education process in a specific discipline (area). It must ensure the achievement of the set results for mastering the basic material.

Tasks

The structure of the work program for the Federal State Educational Standard is built in such a way that:

1. To form an idea of ​​the practical implementation of the components of the standard when studying a specific discipline.
2. Clearly define the essence, order, and scope of studying the course in accordance with the goals, features and process of the institution and student population.

Functions

The structure of the work program for the Federal State Educational Standard implements:

Compilation

The structure of the working curriculum is formed and approved by the educational institution. The document can be compiled by one teacher or a group of them. The program should be uniform for all specialists in a particular discipline. It serves as the basis for the teacher to formulate a calendar-thematic plan for the year. If the project does not indicate the distribution of hours by topics and sections, if only their total number is given, the teacher independently sets them. In this case, one should be guided by the relevant methodological materials and focus on personal characteristics children.

Decor

Work programs in mathematics, literature or any other discipline are executed according to a model on a computer. There should be no corrections in the text. Typesetting is carried out in the Word editor. Letter font should be Times New Roman, font size 12-14. The spacing between lines is single. The text is aligned in width, there should be 1-2 cm margins on all sides. Paragraphs and headings are centered using the editor tools. Tables are inserted directly into the text. The first is the title page. It is not numbered. The calendar-thematic plan is carried out in the form of a table. The structure of the work program should include a list of references. It is arranged alphabetically, indicating all output data. The document must be prepared accurately, all information must be presented in a logical connection with each other. Program format A4. The standards do not provide for additional design for the work program in academic subjects in an educational institution.

Scheme

The structure of the teacher’s work program is as follows:

All this information is indicated on the structure of the teacher’s work program will differ from the presented diagram. They are due to the specifics of the work of the preschool educational institution itself.

Sections

All work programs (in mathematics, foreign languages, biology and other disciplines) are accompanied by applications and explanations. These include:

1. List of normative legal acts.
2. General tasks of primary and basic education. They must be specified in accordance with the specifics of the course (subject).
3. general characteristics disciplines.
4. Description of the course position in the plan.
5. The exact name of the program in the discipline with bibliographic characteristics.
6. Statement of value guidelines.
7. Meta-subject, personal, subject-specific results of mastering a specific discipline.
8. Course content.
9. Description of the regional component. It is presented in a table.
10. Calendar-thematic plan. At the same time, the main types of educational activities must be determined with a description of the expected results of mastery.
11. Requirements for the level of training of children.
12. Description of control and measuring materials.

Explanations

The structure of the teacher's work program must meet the requirements of the standards. Material educational course is aimed at providing conditions for the formation of individual and meta-subject (universal) actions. In this regard, the relevant section should list the learning activities that are performed when mastering a specific course. In addition, the types of tasks and techniques in which the formation is designed are given. universal actions.

Sequence of study

The structure of the work program includes the rationale for the choice of hours by section and year. It should reveal the sequence of mastering the material and show the distribution of time taking into account the maximum load. The description of the content of sections (topics) establishes the following sequence:

1. Name.
2. Content.
3. Required number of hours.

The expected results of mastery are presented taking into account the specifics of the subject (“the graduate will learn/will be able to learn...”).

Methodological support

This section provides characteristics of the corresponding complex. The list of educational and methodological support should contain the following materials:

1. Theoretical (textbook, program).
2. Didactic and methodological (manuals for teachers, collections of tests/tests, notebooks for independent work).

Other sections

When describing the part of practical exercises, you should indicate the number of them that is required by the program, and which are distributed by topic. The section for monitoring the level of mastery includes a set of measuring materials (tests, practical/control work). Each discipline has its own forms:

• In the Russian language - dictations, tests, essays, tests, test copying, presentations.
• In physical education - physical fitness standards.
• In mathematics - independent work/tests, testing, and so on.

The structure of the work program should include measuring materials compliant with the standard. The forms created by the author of the project must be included in the appendix.

Explanatory note

It should indicate:

1. Addressee (type and type of educational institution, class.
2. Features of the program regarding the Federal State Educational Standard.
3. The main idea of ​​the project.
4. Validity of the program.
5. The area that a particular course covers.
6. A brief statement of the overall goals for
7. Project implementation period.
8. Key criteria for selecting materials, explanations of the logic of program construction. This section, among other things, reveals the connections between the main and additional courses in the discipline (if any).
9. Planned results.
10. Summary of the grading system.
11. Description of the main analysis tools.
12. Presentation of the system of symbols.

Course characteristics

This section contains information about:

1. An approximate or original program on the basis of which this project was created (year of publication, publisher).
2. Basic technologies, forms, methods, training regimen.
3. Logical connections of the subject with other disciplines/sections of the plan.

Development results

This section describes the requirements:

Description of topics

The work program contains lists and names of sections, topics of the discipline, and the required number of hours. The topic contents include:

1. Key questions to study.
2. Laboratory and practical work, creative tasks, excursions and other forms used in teaching.
3. Requirements for the skills and knowledge of schoolchildren to complete the study.
4. Questions and forms for control.
5. Suggested types independent work schoolchildren.
6. Formed UUD.

Calendar-thematic plan

It is compiled indicating the key activities of children:

1. List of sections, topics, sequence of studying the material.
2. Number of hours for each item.
3. Topics for individual lessons and materials for them.
4. Type of classes (practical, theoretical), number of hours.
5. Types of activities of schoolchildren.
6. Control methods and forms.

Applications

They can be presented as:

1. Topics of projects.
2. Basic concepts used in the course.
3. Testing and measuring materials.
4. Topics of creative tasks.
5. Examples of work.
6. Texts of dictations, checks, tests, etc.

Responsibility of the educational institution

It is established in the Federal Law “On Education”. According to its provisions, the educational institution will be responsible for the implementation of educational programs that are completely inconsistent with the schedule of the educational process. When drawing up his project, the teacher must take into account the requirements that apply state standards. The basic principles for the implementation of the Federal State Educational Standards in the discipline are:

Review and approval

The work program for the subject is discussed at a meeting of methodological school associations. The project is agreed upon with the head of the Moscow Region. In particular, the date is indicated, the number of the minutes that were taken at the meeting, and the signatures of authorized persons are affixed. The work program is agreed upon by the deputy director. After this, the project is approved by the director of the educational institution itself. On title page the corresponding stamp is affixed.

Conclusion

The structure of the program reflects all aspects of the educational process specifically in the subject. Drawing up this document ensures the clarity and consistency of the teacher’s actions and allows for various situations to be envisaged. When forming the program, the individual characteristics of children and the specifics of the discipline are taken into account. Program development is of critical practical importance. It not only describes the features of the discipline, methods of studying and presenting the material, but also establishes the results that graduates should achieve. The introduction of programs into the practice of teachers has a stimulating effect on them. By analyzing the final results, teachers see the effectiveness or ineffectiveness of certain tools and means, find errors, problems, and ways to eliminate them. It is also important that the implementation of the work program is carried out with the active participation of schoolchildren. The document provides for various forms and types of children’s actions that contribute to the assimilation of the material.

Select a document from the archive to view:

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Sample programs in biology.doc

Library
materials

Sample Biology Program
basic general education

Explanatory note

Document status

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

The approximate program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours among the sections of the course and the recommended sequence of studying topics and sections of the academic subject, taking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, and the 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 of teaching, educating and developing students using the means of a given academic subject.

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

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

Document structure

The sample program includes three sections: an explanatory note; main content indicating the approximate number of hours allocated for studying each block, a 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 teaching hours. The approximate program contains a list of demonstrations that can be carried out 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 developing in students ideas about the distinctive features of living nature, its diversity and evolution, and man as a biosocial being. The selection of content was carried out taking into account a culturally appropriate approach, according to which students must master basic knowledge and skills that are significant for the formation general culture, conservation environment and their own health, which are in demand in everyday life and practical activities. The basis for structuring the content of the biology course is the leading system-forming ideas - the distinctive features of living nature, its diversity and evolution, in accordance with which the content blocks are distinguished: Signs of living organisms; System, diversity and evolution of living nature; Man and his health; Relationships between organisms and the environment. The basis of the study of the biology course is made up of ecological-evolutionary and functional approaches, according to which the emphasis in the study of the diversity of organisms is transferred from consideration of the structural features of individual representatives to the disclosure of the processes of their life activity and complication during evolution, adaptability to the environment, and role in ecosystems. In the contents of the section “Man and his health” Special attention paid to the social essence of man, his role in the environment.

The approximate program provides for a reserve of free teaching 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:

mastering knowledge about living nature and its inherent patterns; 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 living nature, the life activity of one’s own body; use information about modern achievements in the field of biology and ecology, health and risk factors; work with biological devices, instruments, reference books; conduct observations of biological objects and the state of one’s own body, 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 living nature, one’s own health and the health of other people; culture of behavior in nature;

And c using acquired knowledge and skills in everyday life for caring for plants, pets, taking care of your own health, providing first aid to yourself and others; assessing the consequences of one’s activities in relation to the natural environment, one’s own body, and the health of other people; to comply with the rules of behavior in the environment, healthy lifestyle standards, prevention of diseases, injuries and stress, bad habits, HIV infection.

Place of the subject in the basic curriculum

The approximate 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 studying 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 living nature on the basis of a local history approach using the most typical representatives of plants, animals, and fungi of a particular region. To study local flora and fauna, including cultivated plants, domestic and farm animals, and mushrooms, it is recommended to use 35 hours of study time from the regional component.

General educational abilities, skills and methods of activity

The sample program provides for the development of general educational skills and abilities in students, universal methods of activity and key competencies. In this direction, the priorities for the academic subject “Biology” at the level of basic general education are: object recognition, comparison, classification, analysis, evaluation.

Learning outcomes

The results of the “Biology” course are given in the “Requirements for the level of graduate training” section, which fully complies with the standard. The requirements are aimed at the implementation of activity-based, practice-oriented and personality-oriented approaches: students’ mastery of intellectual and practical activities; mastering knowledge and skills that are in demand in everyday life, allowing one to navigate the world around them, and that are significant for preserving the environment and one’s own health.

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

The heading “Use 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 hours)

Biology as a science. Methods of biology (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 life, careful attitude towards 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 matter.

Observation of the growth and development of plants and animals.

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

Experiments to study soil composition.

Organic world system (25 hours)

System of the organic world. Classification of organisms.Basic systematic categories: kingdom, type (division), class, detachment (order), family, genus, species, their subordination .

Plant kingdom. The structure of a plant organism using angiosperms as an example: cells, tissues, organs. Life 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 to prevent diseases caused by plants. Protection of flora.

The kingdom of bacteria, structural features and vital functions. Bacteria are pathogens that cause diseases in plants, animals, and humans. Prevention of diseases caused by bacteria.Use of bacteria in biotechnology. The 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

Structure of a plant cell

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

Structure and diversity of bacteria

The structure of a cap mushroom

Variety of mushrooms

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

Animals are pathogens and carriers of diseases

Virus structure

Laboratory and practical work

Study of flowering plant organs

Identifying the role of light and water in plant life

Reproduction indoor plants

Studying the structure of molds

Recognizing edible and poisonous mushrooms

Studying external structure mammal

Study of the internal structure of a mammal

Observation of animal behavior

Diversity and evolution of wildlife (62 hours)

The doctrine of the evolution of the organic world. Charles Darwin is the founder of the doctrine of evolution.Driving forces of evolution: hereditary variability, struggle for existence, natural selection. Artificial selection. Results of evolution: diversity of species, adaptability of organisms to their environment.

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

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

Demonstrations :

Variety of species

Adaptations of organisms to their environment

Plants of different divisions, families, species

Unicellular animals

External and internal structure coelenterates

The structure and diversity of worms

Structure and diversity of mollusks

Structure and diversity of arthropods

Structure and diversity of fish

Structure and diversity of amphibians

The structure and diversity of reptiles

The structure and diversity of birds

Structure and diversity of mammals

Laboratory and practical work

Study of the external structure of algae

Study of the external structure of mosses

Study of the external structure of a fern

Study of the structure and diversity of angiosperms

Study of the external structure and diversity of arthropods

Identification of features of the external structure of fish in connection with their lifestyle

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

Identification of features of the external structure of birds in connection with their lifestyle

Recognition of plants of different divisions

Recognizing the most common plants in your area

Recognition of the most important crops

Determining whether plants belong to a specific systematic group using reference books and keys (classification)

Determining whether animals belong to a certain systematic group using reference books and keys (classification)

Identification of adaptations in plants to their environment

Identification of adaptations in animals to their environment

Recognizing different types of animals

Pet recognition

Signs of living organisms (34 hour)

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

The cellular structure of 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 for the reproduction, growth and development of organisms. Disturbances 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 characteristic of living organisms. Nutrition. Differences between organisms in the way they 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 interrelation as the basis of the integrity of a multicellular organism. Signs of the species. 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

Signs of the species

Ecosystem

Laboratory and practical work

Study of plant cells and tissues on finished micropreparations and their description

Study of animal cells and tissues on finished micropreparations and their description

Study of bacterial cells

Preparation of micropreparations of plant cells and viewing them under a microscope

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

Recognizing organs in plants

Recognizing organs and organ systems in animals

Detecting variability in organisms

Relationships between organisms and the environment (28 hour)

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

Ecosystem organization of living nature. Ecosystems. Ecosystem structure. Food connections in the ecosystem.

The circulation of substances and energy conversion 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.

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

Ecological problems, their influence on their own lives, the lives of other people: Greenhouse effect, acid rain, desertification, deforestation, the appearance of “Ozone holes”, environmental pollution.

The consequences of human activity in ecosystems, the impact of one’s own actions on living organisms and ecosystems.

Demos:

Environmental factors

Ecosystem structure

Food chains and networks

Cycle of substances and energy conversion in an ecosystem

Agroecosystem

Boundaries of the biosphere

Laboratory and practical work

Observations of seasonal changes in wildlife

Drawing up diagrams of the transfer of substances and energy (power circuits)

Identification of adaptations in organisms to their environment (using specific examples)

Identifying Types of Interaction different types in a specific ecosystem

Study and describe 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 importance of knowledge about the structure and functioning of the human body for self-knowledge and maintaining health. Human sciences: anatomy, physiology, hygiene, medicine, psychology.Methods for 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 differences from them.

The structure and vital processes of the human body.

Neuro-humoral regulation of vital processes of the body. Nervous system.Divisions of the nervous system: central and peripheral. Reflex the nature of the activity of the nervous system. Spinal cord, structure and functions. Brain, structure and functions. Somatic and autonomic nervous system. Disorders of the nervous system and their prevention.Endocrine system.Exocrine and internal secretion glands, their structure and functions. Hormones. Regulation of gland 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. Food products 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 poisoning,intestinal infections, hepatitis.

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

Internal environment of the body:blood, lymph, tissue fluid.The Meaning of Permanence internal environment body.

Blood and its functions. Blood cells. Blood plasma. Blood clotting.Blood groups. Blood transfusion.Lymph. Tissue fluid.

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

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

Metabolism and energy conversion necessary condition vital activity of the body. Plastic and energy metabolism. Metabolism and role of proteins, carbohydrates, fats. Water-salt exchange. Vitamins, their role in the body, content in food. The body's daily need for vitamins.Manifestations of vitamin deficiencies and measures to prevent them.

Selection. Genitourinary system. Urogenital 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. Taking care of reproductive health. Sexually transmitted infections and their prevention. HIV infection and its prevention.

Support and movement. Structure and functions of the musculoskeletal system. Prevention of injuries. Techniques for providing first aid to yourself and others for injuries of the musculoskeletal system. Prevention of flat feet and curvature of the spine. Signs of good posture.

Covers of the body. Skin, hair, nail care.Techniques for providing first aid to yourself and others for injuries, burns, frostbite and their prevention.

Sense organs, their role in human life. A lyzers. Visual and hearing impairments, their prevention.

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

Biological nature and social essence of man. Cognitive activity brainHuman consciousness. Memory, emotions, speech, thinking.Features of the human psyche: meaningful perception, verbal and logical thinking, the ability to accumulate and transmit information from generation to generation.

The importance of intellectual, creative and aesthetic needs. Goals and motives of activity.Individual personality characteristics: abilities, temperament, character. The role of training and education in the development of the human psyche and 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 importance of the environment as a source of substances and energy. 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 safety of one’s own life.

Demos:

Similarities between humans and animals

The structure and diversity of cells in the human body

Human tissues

Organs and organ systems of the human body

Nervous system

Glands of external and internal secretion

Digestive system

Respiratory system

Mechanism of inhalation and exhalation

First aid techniques for carbon monoxide poisoning, rescue

drowning man

Blood composition

Blood groups

Circulatory system

First aid techniques for bleeding

Lymphatic system

Genitourinary system

Structure of the musculoskeletal system

First aid techniques for injuries of the musculoskeletal system

Skin structure

First aid techniques for injuries, burns, frostbite

Analyzers

Laboratory and practical work

Study of the microscopic structure of tissues

Study of the microscopic structure of blood (micropreparations

human and frog blood)

Measuring your weight and height

Recognition of human organs and organ systems on tables

Study of the structure of the human brain (based on models)

Definition of normsrational nutrition

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

Counting heart rate at rest and during exercise

Respiration rate determination

Blood pressure measurement

Studying techniques for stopping capillary, arterial and venous bleeding

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

Studying appearance individual bones

Studying changes in pupil size

Analysis and assessment of the influence of environmental factors and risk factors on health

Sample excursion topics

Variety of plants in your 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).

Agroecosystem of your area (park, garden, square, field, pond).

Evolution of the organic world (paleontological museum).

Reserve time – 33 hours

LEVEL REQUIREMENTS
GRADUATE TRAINING

As a result of studying biology, the student must

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 mushrooms of your region;

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

characteristics of the human body, its structure, vital activity, higher nervous activity and behavior;

be able to

explain: the role of biology in the formation of the 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 (using the example of a comparison of individual groups); the role of various organisms in human life and their own activities; relationships between organisms and the environment; biological diversity in preserving the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; relationships between humans 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: conduct biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, animal behavior, seasonal changes in nature; examine on finished micropreparations and describe biological objects;

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

identify variability of organisms, adaptations of organisms to their environment, types of interaction between different species in an ecosystem;

compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of individual 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 distinctive features of the main systematic groups in the text of the textbook; 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 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; injuries, stress, HIV infection, bad habits (smoking, alcoholism, drug addiction); disorders of posture, vision, hearing, infectious and colds;

providing first aid for poisoning by poisonous mushrooms, plants, animal bites; for colds, burns, frostbite, injuries, rescuing a drowning person;

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

growing and propagating cultivated plants and domestic animals, caring for them;

conducting observations of the state of one’s own body.

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Sample programs in foreign languages

ENGLISH LANGUAGE

Explanatory note

1. Program status

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

The approximate program specifies the content of 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, interdisciplinary and intradisciplinary connections. Based on the approximate federal program, regional and proprietary programs are developed, textbooks and teaching aids are created.

The program implements the following main functions:

informational 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 through the means of an academic subject, and the specifics of each stage of education.

Organizational planning The function involves highlighting the stages of learning, determining the quantitative and qualitative characteristics of the educational material and the level of students’ preparation in a foreign language at each stage.

Controlling The function is that the program, by setting requirements for the content of speech, communication skills, the selection of language material and the level of training of schoolchildren at each stage of education, can serve as a basis for comparing the results obtained during control.

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

2. Document structure

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

3. General characteristics of the academic subject “Foreign language”

Foreign languages ​​(including English) are included in the general education field “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 and means of communication (the use of new information technologies) require increasing the communicative competence of schoolchildren and improving their philological training. All this increases the status of the subject “foreign language” as a general educational discipline.

Main purpose foreign language consists in the formation of communicative competence, i.e. ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.

A foreign language as an academic 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 language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);

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

Being an essential element of the culture of the people who are native speakers 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 in schoolchildren. Knowledge of a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of an ever-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 general speech development students. This reveals the interaction of all language academic subjects that contribute to the formation of the foundations of philological education for schoolchildren.

The sample program is aimed at implementing a student-oriented, communicative-cognitive, sociocultural activity-based approach to teaching foreign languages ​​(including English).

The formation of foreign language communicative competence is considered as an integrative goal of education, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren using the means of the academic subject.

A personality-oriented approach, which places the student’s personality at the center of the educational process, taking into account his abilities, capabilities and inclinations, assumes a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure a cultural orientation of education, the familiarization of schoolchildren with the culture of the country/countries of the language being studied, a better awareness of the culture of their own country, the ability to present it through the means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.

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

In the basic school, the importance of the principles of individualization and differentiation of learning is increasing, the use of project methodology and modern technologies teaching a foreign language (including information). All this allows you to expand connections in English with other academic subjects, promotes foreign language communication between schoolchildren and students from other classes and schools, for example, during project activities with peers from other countries, including via the Internet, and promotes their social adaptation in the modern world. It is possible to introduce a second foreign language through the school component.

In grades 8-9, pre-profile orientation of schoolchildren through the means of the English language becomes real. At this stage of language development, schoolchildren also show significant age-related and individual differences, which must be taken into account both when selecting content and using teaching methods. In connection with the dynamics of the age development of schoolchildren at the secondary level, this program provides for the identification of two stages:

teaching English in grades 5-7

teaching English in grades 8-9.

By the end of basic school, it is planned that students will reach the pan-European pre-threshold level preparation in a foreign language (English language (level A-2). This level allows graduates of 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. Objectives of teaching English

Studying a foreign language in general and English in particular in primary school is aimed at achieving the following:goals :

development foreign language communicative competence in the totality 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 accordancectopics, areas and situations of communication selected for basic school; mastering knowledge about linguistic phenomena of the language being studied, different ways of expressing thoughts in the native and target languages;

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 experience, interests, psychological characteristics primary school students at different stages (V- VI And VII- IXclasses); developing the ability to represent one’s country and its culture in the conditions of foreign language intercultural communication;

compensatory competence – development of skills to overcome situations in conditions of shortage linguistic means when receiving and transmitting information;

educational and cognitive competence – further development general and special educational skills; familiarization with the ways 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; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different communities, and a tolerant attitude towards manifestations of another culture.

5. Place of the foreign language subject in the basic curriculum

Federal basic syllabus for educational institutions of the Russian Federation, 525 hours are allocated for compulsory study of an academic subject at the stage of basic (general) education, including 315 hours in grades 5-7 at the rate of 3 academic hours per week; in grades 8-9, 310 hours based on 3 teaching hours per week.

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

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

Compulsory study of a foreign (English) language at the elementary, middle and senior stages, as well as the implementation of a person-centered approach to the education and upbringing of 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 abilities, skills and methods of activity

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

7. Learning outcomes

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

The “Be able to” section includes requirements based on more complex types of activities, including creative ones: question, explain, study, describe, compare, analyze and evaluate, conduct an independent search for the necessary information, navigate a simple foreign language text, do short messages in English.

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

MAIN CONTENT

(525 hours)

5-7 grades

(315 hours)

Subject content of speech

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

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

1. Home country and target language country/countries. Their geographical location, climate, weather, capitals, their attractions. Urban/rural living environment for schoolchildren - 90 hours.

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

Speech skills

Speaking

Dialogue speech . In grades 5–7, the development of such speech skills as the ability to conduct an etiquette dialogue, dialogue-questioning, dialogue-incitement to action continues, while in comparison with elementary school the subject content of speech becomes more complex, the number of remarks uttered by schoolchildren during the dialogue increases, The linguistic design of speech becomes more diverse.

Lead 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 leaddialogue-questioning are being processedspeech skillsrequest and provide factual information (Who? What? How? Where? Where? When? With whom? Why?), moving from the position of the questioner to the position of the answerer. Volume of dialogues – up to 4 remarks from the sideevery student.

When learning to leaddialogue-encouragement To action skills are being developed:

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

Volume of dialogues – up to 2 remarks from the side every student.

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

express your point of view;

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

express doubt;

express feelings, emotions (joy, sadness).

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

Monologue speech. The development of monologue speech in grades 5-7 involves mastering 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 text read/listened to.

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

Listening

Possession of the ability to perceive a foreign language 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 a text that is perceived by ear;

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

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

Reading

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

The content of the texts must correspond to the age characteristics and interests of students in grades 5-7, and 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 the subject content highlighted 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 reading texts is 400-500 words.

highlight the main idea;

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

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

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

express your opinion on what you read.

The volume of reading texts is up to 250 words.

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

Written speech

make extracts from the text;

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

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

Students become acquainted with individual sociocultural elements of speech behavioral etiquette in the English-speaking environment in the context of playing communication situations “In the family”, “At school”, “Leisure activities”. The use of English as a means of sociocultural development of schoolchildren at this stage includes familiarization 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 language 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 Christmas, New Year, Easter, etc. in the countries of the language being studied;

words of the English language that are included in many languages ​​of the world (including Russian) and Russian words that are included in the lexicon of the English language.

It is planned to master the following skills:

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

write the address correctly in English;

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

LANGUAGE KNOWLEDGE AND SKILLS

5-7 CLASSES

Graphics and spelling

Phonetic side of speech

Lexical side of speech

Expanding the scope of the productive and receptive lexical minimum through lexical means that serve new topics, problems and communication situations. To the 500 lexical units learned in primary school, about 400 new lexical units are added, including stable phrases, evaluative vocabulary, cliché remarks of speech etiquette, reflecting the culture of the countries of the language being studied.

Knowledge of basic word formation methods:

a) affixations:

verbs with prefixesre - (rewrite);

nounssuffixes –ness (kindness), -ship (friendship), -ist (journalist), -ing (meeting);

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

adverbs with suffix - ly (quickly);

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

b) compound words: noun + noun (football)

c) conversion (formation of nouns from the indefinite form of the verb – to change – change)

Recognizing and using international words (doctor).

The grammatical side of speech

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

Knowledge of signs and skills of recognizing and using uncommon and common words in speech simple sentences, including several circumstances following in in a certain order(We moved to a new house last year); sentences with initial It and with 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); complex sentences with coordinating conjunctions 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 unreal character (Conditional II – If I were you, I would start learning French); all types of interrogative sentences (general, special, alternative, dividing questions in Present, Future, Past Simple, Present Perfect, Present Continuous); incentive sentences in the affirmative (Be careful!) and negative (Don’t worry.) form

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

Knowledge of the signs and skills of recognizing and using speech correctly and irregular verbs in the most common forms of the active voice in the indicative mood (Present, Past, Future Simple, Present Perfect, Present Continuous); and forms passive voice 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 training.

Skills in recognizing and using definite, indefinite and zero articles in speech; 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 irregularly (good -better -best); personal pronouns in the nominative (my) and objective (me) cases, as well as in absolute form (mine); indefinite pronouns(some, any); adverbs ending in –ly (early), as well as those coinciding in form with adjectives (fast, high); cardinal numbers over 100; ordinal numbers over 20.

8-9 CLASSES

(210 hours)

Subject content of speech

1. Interpersonal relationships in the family, with friends, at school; a person's appearance and characteristics; 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 the native country, their cultural characteristics (national holidays, significant dates, traditions, customs), attractions, travel to the countries of the language being studied and Russia; outstanding people, their contribution to science and world culture;facilities mass media(press, television, radio, Internet ) – 75 hours.

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

Speech skills

Speaking

Dialogue speech . The development of dialogical speech among schoolchildren at the middle stage involves their mastering the skills of conductingetiquette dialogue , dialogue-questioning , dialogue-incitement to action And dialogue-exchange of opinions, as well as their combinations :

Speech skills when conductingdialogues of an etiquette nature :

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 remarks from each student.

Speech skills when conductingdialogue-questioning :

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

• purposefully question, “interview”.

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

Speech skills when conductingdialogue-encouragement To action :

make a request and express willingness/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 conductingdialogue –exchange of views :

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 your partner, including through compliments.

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

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

Monologue speech. The development of monologue speech at the middle stage involves students mastering the following skills:

speak briefly about facts and events, using basic communicative types of speech (description, narrative, 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 text read.

express and justify your attitude to what you read/heard.

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

Listening

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

This involves developing the following skills:

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

select the main facts, omitting the secondary ones;

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

ignore unfamiliar language material that is not essential for understanding.

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

The duration of the text is 1.5-2 minutes.

Reading

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

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

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

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

Reading skills to be developed:

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

highlight the main idea;

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

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

Text volume – up to 500 words.

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

Reading skills to be developed:

fully and accurately understand the content of the text based on its information processing (linguistic guesswork, word-formation and grammatical analysis, selective translation, use of regional commentary);

evaluate the information received, express your opinion;

comment/explain certain facts described in the text .

The text volume is up to 600 words.

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

Written speech

Mastering written language involves the development of the following skills:

make extracts from the text;

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

fill out forms (indicate first name, last name, gender, age, citizenship, address);

write a personal letter according to the example/without reference to a sample (ask the addressee about his life, affairs, communicate the same about himself, express gratitude, request), using material from 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 mastery of the English language at a subthreshold level (corresponding to the international standard) involves the development educational And compensatory skills in teaching speaking, writing, listening and reading.

At the middle stage of education, students develop suchspecial training skills How:

carry out information processing of foreign language texts, revealing in a variety of ways the meanings of new words, 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, development is also purposefully carried outcompensatory skills - skills to get out of difficult situations when there is a shortage of linguistic means, namely: development of the ability to use questioning, paraphrase, synonymous means, facial expressions, gestures when speaking, and when reading and listening - linguistic guesswork, thematic prediction of content, omit/ignore information that does not interfere understand the main meaning of the text.

Sociocultural knowledge and skills

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

They acquire knowledge about:

the importance of the English language in the modern world;

the most common thematic background vocabulary and realities when studying educational topics (traditions in nutrition, weekends, major national holidays, etiquette features of visiting guests, service industries);

sociocultural portrait of countries (speaking the target language) and cultural heritage countries of the language being studied;

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

It is also planned to master the following skills:

represent your home country and culture in a foreign language;

provide assistance to foreign guests in everyday communication situations.

Graphics and spelling

Knowledge of the rules of reading and writing new words selected for this stage of training and the skills of their application within the framework of the lexical and grammatical material being studied.

Phonetic side of speech

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

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

Lexical side of speech

Expanding the scope of the productive and receptive lexical minimum due to lexical means serving new topics, problems and communication situations. To the 900 lexical units previously acquired by schoolchildren, about 300 new lexical units are added, including the most common set phrases, evaluative vocabulary, cliché remarks of speech etiquette, reflecting the culture of the countries of the language being studied.

Development of skills for their recognition and use in speech.

Expanding your potential vocabulary through international vocabulary and mastering new word-forming 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) by compounding: adjective + adjective (well- known), adjective + noun (blackboard);

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

The grammatical side of speech

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

Knowledge of the signs and skills of recognition and use in speech of all types of simple sentences studied earlier, as well as sentences with the 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 conjunctions for, since, during; goals with the conjunction so that; conditions with the conjunction unless ; attributive with conjunctions 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 likeIsawPetercross/ crossingthestreet. He seems to be a good pupil. I want you to meet me at the station tomorrow, designs be/get used to something; be/get used to do something.

Knowledge of signs and skills of recognition and use in speech of verbs in aspectual and tense forms of the active that are new for this stage( PastContinuous, PastPerfect, PresentPerfectContinuous, Future- in- the- Past) and passive (Present, Past, FutureSimpleinPassiveVoice) collateral; modal verbs (need, shall, could, might, would, should); indirect speech in affirmative and interrogative sentences in the present and past tense; skills formationcagreement of tenses within a complex sentence in terms of the present and past.

Recognition and comprehension skills when reading verb forms inFutureContinuous, PastPerfectPassive; non-finite forms of the verb (gerund, present and past participles).

Knowledge of the signs and skills of recognizing and using 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 such as sometimes, at last, at least, etc., numerals to denote dates and large numbers.

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

LEVEL REQUIREMENTS
GRADUATE TRAINING

As a result of learning English, the student must

Know/understand:

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

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

signs of the studied grammatical phenomena (aspectual 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 (cliche remarks, the most common evaluative vocabulary) adopted in the country of the language being studied;

the role of proficiency in foreign languages ​​in the modern world, features of the lifestyle, way of life, culture of the countries of the language being studied (world-famous attractions, outstanding people and their contribution to world culture), similarities and differences in the traditions of one’s country and the countries of the language being studied;

Be able to:

speaking

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

question 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 you are learning;

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

use paraphrases and synonymous means in the process of oral communication;

listening

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

understand the main content of simple authentic texts related to different communication 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 asking again, asking to repeat;

reading

navigate a foreign language text: predict its content based on the title;

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

read simple authentic texts of different genres with full and accurate understanding, using various methods of semantic processing of the text (linguistic guesswork, analysis, selective translation), evaluate the information received, express your opinion;

written language

fill out questionnaires and forms;

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

Use 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 accessible limits;

Find material for any lesson,

According to paragraph 7 of Art. 32 of the Law of the Russian Federation “On Education”development and approvalwork programs training courses, subjects, disciplines (modules) includedto competence and responsibilityeducational institution.

Work programs are one of the main components educational program of a general education institution, as well as a means of recording the content of education in academic subjects of the invariant part of the curriculum of a general education institution, intended for compulsory study, as well as elective, elective courses and additional subjects (courses) of the variable part of the curriculum. Work programs are also drawn up for subject clubs that expand the capabilities of the curriculum.

In order to bring work programs into line with existing requirements, we invite you to get acquainted with methodological recommendations for their development and design.

1. Status of work programs in educational institution

Working programm- this is a document that determines the content, volume, and procedure for studying any academic discipline, in accordance with which the teacher directly carries out the educational process in a specific class in an academic subject, elective and optional courses, and subject clubs. 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 the implementation of the Federal State Educational Standard of General Education, taking into account the features of the educational policy of the general education institution, the status of the general education institution (type and type, See http://edu.tomsk .gov.ru/ou/ou.html), educational needs and the requests of students, the characteristics of the student population, the author’s intention of the teacher.

The work program performs three main functions: normative, informational and methodological, and organizational and planning.

Normative function determines the obligation to implement the program content 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 educational subject.

Provides for the identification of stages of training, structuring of educational material, determination of its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students.

The functions of the program determine the following requirements for it:

1) presence of signs of a normative 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 arrangement and relationship of all elements of the course content;

5) taking into account logical relationships with other subjects of the curriculum of an educational institution;

6) specificity and unambiguous presentation of elements of educational content.

Types of work programs:

Work programs	subjects of the invariant part of the curriculum
	subjects additionally introduced into the curriculum through hours of the variable part in accordance with the characteristics of the educational institution (type and type) and its educational policy (mission, goals, objectives, etc.)
	elective courses
	elective courses
	subject clubs
	Circles, associations, sections additional education

2. Work programs for academic subjects included in the invariant part of the Basic Curriculum.

The basis for drawing up work programs are sample programs . Sample program is a document that reveals in detail the mandatory (federal) components of educational content and the quality parameters for mastering 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 general education institutions. The development of exemplary educational programs falls within the competence of the Russian Federation in the field of education represented by its federal government bodies (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 gain an understanding of the goals, content, general strategy of teaching, educating and developing school students through the means of a specific academic subject, and the contribution of each academic subject to the solution of the general goals of education.

Organizational planning function allows us to consider the possible direction of development and specification of the content of the educational standard of general education in a separate academic subject, taking into account its specifics and the logic of the educational process. The implementation of the organizational planning function involves highlighting the stages of training, determining the quantitative and qualitative characteristics of the training content at each stage.

An approximate program defines the invariant (mandatory) part of the educational course, subject, discipline (module), outside of which there remains the possibility of the author's choice of a variable component of the educational content. 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 achieve results in students mastering the educational program.

Sample programs cannot be used as working programs , since 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 for subjects included in the Basic Curriculum. Also, sample programs can be a reference document when drawing up programs for integrated academic subjects. (Sample programs are posted on the official website of the Russian Ministry of Education and Science – http://www.mon.gov.ru/ )

Work programs for academic subjects included in the invariant part of the Basic Curriculum include:

1) Author's programs for textbooks(line of textbooks or teaching materials).Author's program is a document created on the basis of the state educational standard and an exemplary program and having the author’s concept for 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 structure of content. For such programs, the teacher makes only calendar and thematic planning , reflecting the characteristics of the educational process in a particular educational institution or 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 in individual academic subjects of general education.

The compiler of the work program can independently: expand the list of topics and concepts studied within the limits of the teaching load, reveal the content of sections, topics designated in the state educational standard and the sample program; specify and detail topics; establish a sequence for studying educational material; distribute educational material by year of study; distribute the time allocated 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; to 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. Work programs of additional subjects, elective, optional courses, subject clubs and other associations of additional education.

Work programs of additional subjects, elective, optional courses, subject clubs introduced into the curriculum in accordance with the peculiarities of the educational policy of a general education institution, status (type and type), educational needs and requests of students, characteristics of the student population can be developed on the basis of a wide variety of program and teaching materials. Such materials can be:

Programs of primary and secondary vocational education institutions;

Programs implemented in institutions of additional education for children;

Reference and methodological literature;

Other information sources.

This diversity is determined by the fact that, as a rule, these programs are aimed at mastering content that is not included in the state educational standards of general education and the teacher, in the absence of ready-made copyright programs, can use a variety of sources. If there are proven author's programs for optional, elective courses, subject clubs, they can be used as working ones.

4. Work program structure:

The structure of the work program is a form of presentation of a training course, subject, discipline (module) as an integral system, reflecting 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 and 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 is written;

Program level (basic, specialized level, in-depth or advanced study of the subject);

Indication of the parallel, class in which the course is being studied;

Last name, first name, patronymic of the teacher who compiled 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 academic subject (must be understood unambiguously and be diagnosable), the role of the academic subject in achieving the results of mastering the educational program of the educational institution;

Give an idea of ​​the ways of developing educational material, show in general terms the methodological system for achieving the goals that are set when studying the subject, describe the means of achieving them;

If a teacher uses a published author’s program as a working program, then 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 its choice 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:

Author's program and educational and methodological kit are missing, 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 the educational material being studied 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, when developing a work program, can determine a new order for studying the material; make changes to the content of the topic being studied, specifying and detailing didactic units; expand the list of didactic units, supplement the requirements for the level of preparation of students. Changes made in the content of the work program in comparison with the sample or original program for the subject must be justified and logically follow from those stated in the explanatory note.

If 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 modifications as a working program, then this section may be missing (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 student preparation 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 sample programs for a number of subjects characterize the requirements for the level of training of students at the time of completion of a certain level of education (basic general education, secondary (complete) general education) without detailing by year of study. Some of the requirements that are natural for a 9th grade graduate can hardly be imposed on a student who has completed the 5th grade. This circumstance must be remembered when compiling the section “Requirements for the level of student preparation.”

If a teacher uses an author’s program as a work program, which sets out the requirements for the level of students’ preparation, then this section may be missing (in this case, the teacher must have a published author’s program with this section).

Calendar and 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 and thematic planning is developed on academic year. Planning by half-years or quarters (trimesters) is impractical, because does not allow planning, ensuring and monitoring the completion of the work program by students in full.

The calendar-thematic plan must contain information about the sections and topics of the program, indicating the volume of teaching 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; topics of lessons for monitoring the results of students’ assimilation of program material. The lesson-by-class distribution of educational material is carried out sequentially. Approximate dates for completing training topics are indicated according to the current year’s calendar.

In each reporting period (quarter, semester, half-year), the calendar-thematic plan of the work program must be correlated with the class register and the teacher’s report on the completion of the program material. If there is a discrepancy, the teacher justifies and makes changes to the calendar-thematic plan, providing conditions for completing the program in full in fewer or more teaching hours.

Approximate form of a calendar-thematic plan.

Lesson numbers	Titles of sections and topics	Planned completion dates	Adjusted completion dates
Name of the topic being studied No. 1 (total hours for studying it; number of hours per week according to the curriculum)
	Lesson topic
	Lesson topic
	Control lesson topic

List of educational and methodological support, which is a component of the work program, contains background information about the output data of sample 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 . It is first considered at a meeting methodological unification teachers for its compliance with the requirements of the state educational standard, as well as the mission, goals, objectives of the educational institution, recorded in 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 approval stamp is placed: 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 compliance of the program with the curriculum of the general education institution and the requirements of state educational standards, and the availability of the textbook intended for use is checked in the federal list.

On the last page of the work program (bottom left) the approval stamp is put: AGREED. Deputy director of water management (signature) Explanation of 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): APPROVED Director (signature) Explanation of signature. Date of.

5. Classification of work programs according to the level of content being implemented

In general educational institutions the following are implemented:

Work programs for studying the subject at a basic level (grades 1-11);

Work programs for studying the subject on profile level(10-11 grade);

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 implementing the state standard of general education and allow general education preparation of students. The basis for compiling these programs (as noted above) are sample programs.

Work programs for studying the subject at the profile level (grades 10-11) are focused on preparing students for subsequent vocational education. These programs provide specialized training for students in secondary schools and institutions of higher status (schools with in-depth study of individual subjects, lyceum, gymnasium). The basis for compiling these programs are sample profile-level programs.

To provide additional training for students, institutions of higher status also implement programs for in-depth and extended subject study.

As work programs for in-depth study of the subject, as a rule, proprietary programs are used, proposed by teams 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 (team of teachers) can develop work programs for in-depth study of the subject. In primary and secondary schools, an approximate program in the subject is taken as a basis (guarantee of fulfillment of the requirements of the state standard) with a deepening of individual topics and issues. In high school, a program for in-depth study of a subject can be compiled on the basis of 1) an approximate program of a profile level with in-depth study of individual topics and issues; 2) an author’s program for specialized study of a subject with in-depth coverage of individual topics and issues. Also, an author’s program for studying a subject at a specialized level can be recognized as a program for in-depth study of a subject, provided that students are offered elective courses that deepen individual issues of the subject being studied (i.e., a program for specialized study of a subject + elective course programs = a program for in-depth study of a subject) .

When developing programs for in-depth study of subjects by a teacher (team of teachers), the following conditions must be met:

The program must be reviewed by 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 (together, these actions ensure internal review of the program);

The program must undergo external review at subject (subject-methodological) departments of specialized (pedagogical) universities, advanced training institutions (regional, federal).

Work programs for advanced study of subjects are implemented, as a rule, in institutions of higher status - lyceum, gymnasium, and provide additional training in a certain direction (humanities, natural sciences, etc.). The program for extended study of the subject assumes the presence of additional content (at least 10-15%), which allows you to study additional questions and topics not contained in the sample program. The content of the additionally proposed material reflects the features of the educational policy of the educational institution, its type, areas of specialized training, the needs and requests of students, and the author’s intention of the teacher.

The teacher, the developer of the program for extended study of the subject, in an explanatory note must justify the goals of including additional material, highlight the planned result (increment compared to basic level preparation), describe ways to check the result; indicate the available resources for mastering the proposed content.

The program for 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 and analyzed for the effectiveness of the additions made.

Thus, the work programs used in a general education institution reflect the features of the educational policy of the institution, its status (especially its type) and ensure the implementation of the State educational standard.

Clause 2.7 of Article 32 “Competencies and responsibilities of an educational institution” of the Law of the Russian Federation “On Education” states that the competence of an educational institution includes “the development and approval of work programs for educational courses and disciplines.”

What is a work program and what place does it occupy in the series of documents that determine the content of education?

The main documents containing the requirements for the level of training of students and the minimum content of education are:

1. state educational standard (federal and national-regional component),
2. the basic curriculum for schools in the Russian Federation, which contains:

• distribution of educational content by educational fields, academic disciplines, years and weeks,
• for each academic discipline of the basic curriculum, standard (exemplary) educational programs are developed,
• on the basis of these documents, the educational institution draws up its educational program, curriculum,
• Each teacher, relying on the above sources, draws up a work program based on the standard curriculum.

Thus, the work program is a local (created for a specific educational institution) and individual (developed by a teacher for his activities) document of an educational institution. It shows how, taking into account specific conditions, educational needs and developmental characteristics of students, a teacher creates an individual pedagogical model of education based on the state educational standard. A work program is an individual tool for a teacher, in which he determines the most optimal and effective content, forms, methods and techniques for organizing the educational process for a particular class in order to obtain a result that meets the requirements of the standard.

The work program of a subject can be uniform for all teachers working in a given school and mandatory for administrative control over the completeness and quality of its implementation.

The work program may include the following structural elements:

• title page,
• explanatory note,
• thematic plan,
• content of the academic subject,
• list of mandatory laboratory, practical, control and other types of work,
• requirements for the level of student preparation,
• criteria and norms for assessing students’ knowledge of learning in relation to various forms of knowledge control,
• list of literature for teachers and educators.

By decision of the pedagogical council of an educational institution, the following may be attached to the work program:

• calendar-thematic and lesson planning,
• sample texts and tests,
• questions for tests,
• topics of essays, projects, etc.

All of the above is the educational and methodological equipment of the curriculum.

Title page

Explanatory note

The purpose of the explanatory note in the program structure is to:

• briefly and reasonably characterize the essence of this academic subject, its functions, specifics and significance for solving the general goals and objectives of education defined in the educational program of this level of schoolchildren’s education,
• give an idea of ​​the ways of developing educational material, show in general terms the methodological system for achieving the goals that are set when studying the subject, and describe the means of achieving them.

The explanatory note usually contains the following information:

1. The goals and objectives of studying a subject (course), the concept embedded in the content of educational material, taking into account the type of educational institution and the specific student. When setting the goals of an academic subject, the requirements of state standards, as well as the order for educational services of students and their parents, must be taken into account. The main goals of the educational subject are those that characterize the leading components of the learning content: knowledge, methods of activity, experience of value relations and creative experience. The objectives of the subject are usually grouped as ideological, methodological, theoretical, developmental, educational, and practical. When formulating goals and objectives, the requirements for the level of education and competence of students in the subject, presented after completing the course, are taken into account. It is important that goals and objectives are understood unambiguously and are diagnosable.
2. Reflection of the expansion of the goals and objectives of studying a subject (course) in comparison with the sample program due to the introduction of a regional (national-regional) component.
3. Logical connections of this subject with other subjects of the curriculum.
4. Justification for the selection of content and the general logic of the sequence of its study, the distinctive features of the work program in comparison with the example program (change in the number of hours for studying individual topics, structural rearrangement of the order of study of topics, expansion of the content of educational material, disclosure of connections between basic and additional education, etc. ) and justification for the feasibility of making these changes.
5. General characteristics of the educational process: forms, methods and means of teaching, technologies.
6. Used forms, methods and means of checking and assessing learning outcomes for this work program.
7. Justification for the choice of educational and methodological kit for the implementation of the work program.

Thematic plan

The thematic plan reveals the sequence of studying sections and topics of programs by year, the sequence of their study, the organizational forms of training used and the number of hours allocated both for studying the entire course and for individual topics. The thematic plan can be presented in the form of a table. The forms of control are determined by the characteristics of the class in which the subject is taught, the specifics of the training course itself (for example, the need to conduct practical and laboratory work for natural science subjects), and the characteristics of the methods and technologies used in the learning process. So, when studying the humanities, especially in high school, you can plan seminars. In addition, excursions, conferences and other forms of classes may be included in the curriculum.

	Name of sections and topics	Total hours	Including on:			Approximate number of hours per independent work of students
			theoretical	laboratory and practical	test papers
At the bottom of the table, the hours are summarized

The content of the training course is formed on the basis of the following principles:

• unity of training content at its different levels,
• reflection in the content of training of the tasks of personal development,
• scientific and practical significance of the training content,
• accessibility of training,
• maintaining continuity.

When describing the content of the topics of the work program, the following sequence of presentation can be recommended:

1. Topic title.
2. The required number of hours to study it.
3. Contents of the training topic:

• main issues being studied,
• practical and laboratory work, creative and practical tasks, excursions and other forms of classes used in teaching,
• requirements for knowledge and skills of students,
• forms and issues of control,
• possible types of independent work for students.

List of mandatory laboratory, practical, control and other types of work

A list of mandatory laboratory, practical, control and other types of work is indicated by year of study throughout the entire period of implementation of the work program.

Requirements for the level of training of students (by year of study)

Didactic units are grouped from generalized requirements for the level of training of graduates. The basic knowledge, abilities and skills, the level of formation of the basic competencies that the student must master after studying the course in accordance with state standards by year of study are prescribed. Requirements for the level of mastery of the discipline are formed in terms of “have an idea”, “know”, “possess”, “be able to”, etc.

Criteria and norms for assessing students' knowledge

Compiled in relation to various forms of knowledge control (oral questioning, solving quantitative and qualitative problems, laboratory work, practical work, testing, test, comprehensive text analysis, expressive reading of works of art by heart, creative work (essay, message, report, illustrative and visual material, student-made project, etc.), test, exam).

Bibliography

The literature on the academic discipline is divided into basic and additional, educational and reference manuals, educational and methodological literature. The list of basic literature includes publications, the content of which specifies the knowledge of students on the main issues outlined in the program. The additional list depends on the preferences of the authors of the work program. It includes publications that expand students’ knowledge on individual aspects and issues of the course.

The bibliographic list highlights publications intended for students and literature for teachers (both basic and additional). The list of references includes bibliographic descriptions of publications recommended by the author of the program, which are listed in alphabetical order indicating the author, title of the book, place and year of publication.

The work provides examples of work programs for primary school in Russian language (Appendix 1), literary reading (