The new educational standard for grades 10-11 provides for the introduction of a third compulsory Unified State Exam - in a foreign language. Galina Rynskaya, an English teacher at the Moscow Second School Lyceum and an expert in the UNESCO Information for All program, discusses the benefits and risks of innovation in an interview with RIA Novosti.

Galina Olegovna, the decision to introduce a compulsory Unified State Exam in a foreign language has been made, but the question of the timing remains. All schools in the country will operate according to the standard for high school only by 2020, but HSE Rector Yaroslav Kuzminov proposes making the Unified State Exam in a foreign language mandatory as soon as possible. How do you feel about this idea?

I support the idea of ​​a mandatory Unified State Exam in a foreign language, but the timing and methods of its implementation can and should be discussed. As a teacher, I believe that we need to act in this situation carefully and gradually: introduce the mandatory Unified State Exam in stages, first in a pilot mode and, depending on the results, extend it to the entire country. I propose to start the experiment in Moscow, where English teachers earn more than other subject teachers and where most schoolchildren choose the Unified State Exam in foreign languages.

The Unified State Exam in foreign languages ​​is unpopular among graduates. Thus, this year only 8.5% of the total number of children passed English, German and French - generally tenths of a percent. Compared to the 54% who took social studies and 25% who took physics, these are not numbers at all. How can we explain such a low rating for such an important subject?

Firstly, in very few universities a foreign language is a major. Secondly, our KIMs for the English language are developed based on foreign analogues, are overly complicated and are designed more for native speakers than for average Russian children. It is no coincidence that many graduates who take this exam simply want to practice before entering foreign universities and colleges.

But we must prepare our children not to go abroad, but to work for the benefit of our industry and science. The English language, along with information technology, is today becoming an integral “gentleman’s kit” when applying for any more or less promising job. Knowledge of foreign languages ​​broadens your horizons, allows you to freely communicate with peers from other countries...

Will the introduction of a mandatory Unified State Exam in a foreign language help improve the quality of teaching this subject?

I hope this is exactly what happens. And most importantly, this will allow the state to pay attention to this problem and get its solution off the ground. Mandatoryness implies control, which means that the demand from students and teachers will be stricter. So far, English, as well as other foreign languages, is taught poorly, as a secondary subject: if there is no mandatory independent exam, it is quite difficult to make demands on teachers. Of course, interested parents will find tutors and pay them money, but not everyone has such an opportunity, and this is not a way out.

As for students, they will finally have an incentive to learn a foreign language - and not only in high school, but throughout their entire school career.

At the same time, we will not be able to implement the proposed innovation only through a “carrot and stick” policy. A whole range of measures will be required.

- What needs to be done?

We need to act in different directions. First of all, rework KIM in English: in their current form they do not correspond to the tasks of our school and the real capabilities of students and teachers. In other words, the level of assignments must correspond to the requirements that are imposed on schoolchildren in the learning process, and not to exorbitant foreign standards. To do this, methodologists and teachers who know school practice well should take part in the development of CIM. I also consider the introduction of the oral part to be promising: the ability to communicate is one of the key competencies.

And current English language programs and textbooks should be re-evaluated, since many of them, recommended for schools, turn out to be completely ineffective.

Without a doubt, it is necessary to improve the qualifications of teachers and conduct their certification in the form of the Unified State Exam. Let them prove that they know the language they are teaching: they can communicate freely, answer questions, and write correctly. The more teachers we have who have confirmed their qualifications, the more experts we will have who can take and evaluate the oral part of the Unified State Examination in a foreign language. Those who fail the exam should look for another job.

What basic principles should be followed in teaching a foreign language when moving to new standards?

The goals and objectives of teaching English at school must meet the needs of society, and the requirements for graduates must be feasible. Then the tasks for the Unified State Exam will become realistic, and teachers and students will catch up.

Prepared by Olga Dashkovskaya, National Research University Higher School of Economics, especially for RIA Novosti.

Ninth-graders will be required to take this exam for the first time in three years. And in 2022 it will be included in the Unified State Examination - along with Russian, mathematics and history

The head of the Ministry of Education and Science Olga Vasilyeva thinks with horror about how ninth-graders will take the mandatory OGE in English in 2020. The minister admitted this at a meeting with young scientists at the Eastern Economic Forum.

Vasilyeva proposed changing the methodology of teaching a foreign language at school, focusing not on reading and translation, but on live communication. It is worth recalling that already in 2022, the unified state exam in English will become mandatory for all school graduates. First Deputy Chairman of the State Duma Committee on Education and Science Oleg Smolin shares Vasilyeva’s concerns:

Oleg Smolin Chairman of the State Duma Committee on Education and Science“I would like to say two things. First: I understand Olga Vasilyeva’s concern about the ability of ninth-graders to pass the OGE in English. The fact is that, firstly, in Russia there is a certain shortage of teachers in foreign languages ​​in general. Secondly, if we are talking about a rural school, then this shortage becomes even worse there, since graduates of pedagogical universities and classical universities who have completed foreign language can quite often get jobs as translators, employees of mixed companies, and so on, where they pay more . But secondly, and perhaps most importantly, I would even think about whether it is worth introducing a mandatory main state exam, and then the Unified State Exam in English? The fact is that, of course, knowledge of a foreign language is extremely useful, especially for those who live in big cities, will travel abroad, and so on. But these guys, as a rule, already master a foreign language with the help of tutors. As for the majority of our citizens, I would better think, for example, about a mandatory state exam in literature, only, of course, not in the form of the Unified State Exam. To choose from: either in the form of an essay or in the form of oral literature. Let the kids read more and think more about applied ethics, which, in essence, is literature.”

Council member of the Interregional Independent Trade Union of Education Workers “Teacher” Vsevolod Lukhovitsky believes that the capital’s schools will have the hardest time. Teachers have left to engage in private practice, and this situation needs to change.

Vsevolod LukhovitskyMember of the Council of the Interregional Independent Trade Union of Education Workers "Teacher"“It’s just that a Moscow English teacher can easily make money outside of school. Considering that it was English teachers who suffered the most already in the post-Luzhkov period, under Luzhkov English teachers actually received double salaries compared to other teachers. This was considered unfair. Accordingly, in the years 2012-2014, many left schools because of this. The “Germans” were hit harder by regulatory funding, because they said: why, you have small groups, which means you should receive little.”

English will become the fourth compulsory exam after Russian, mathematics and history.

Over the past few years, active work has been going on in the field of Russian education to expand the list of exams that schoolchildren must pass at the end of 11th grade. Thus, the question of whether the Unified State Exam in English will become mandatory and from what year turned out to be one of the most controversial: it was this decision that caused the most controversy.

Why do we need a mandatory Unified State Exam in English?

English is a discipline that an ordinary schoolchild studies for 10 years: from the second to the eleventh grade. It would seem that during this time you can learn it at a good level. However, the news that the Unified State Examination in English will become mandatory has caused many negative responses from not only children, but also parents. This is due to the fact that most of them simply do not understand why another mandatory exam is needed if the graduate does not want to connect his life with linguistics or international relations.

The official position of the Ministry of Education, which is responsible for secondary general education, is as follows: English is the language of international communication, and in a world tuned to globalization, the skill of communicating with representatives of other cultures is especially relevant. Therefore, every student who has received an education must be able to understand and express himself in English. The development of these skills is the purpose of introducing a compulsory English exam.

Positive sides

Despite many complaints and dissatisfaction, the mandatory Unified State Exam in English for all has its advantages. Firstly, it is an incentive to learn a foreign language at least at a basic level. Thus, by showing a little more effort and perseverance in school lessons, the student will have key ideas about the structure, grammar and vocabulary of the English language. So in the future, if desired, he will be able to restore the remaining gaps and improve his knowledge to the required level. If in adult life he never needs professional English, at least his knowledge will be enough to support everyday dialogue abroad or place an order in an online store.

In addition, it is likely that the need to pass the Unified State Exam in English will encourage not only children, but also their parents to study it.

Minuses

Although the advantages listed above seem to be enough, there are still negative consequences, and there are many of them. First of all, let's be honest, a regular secondary school is not the place where you can learn a foreign language. Despite the allotted three hours a week, schoolchildren are at best able to complete standard grammar tasks and compose sentences according to a template.

An additional exam will only increase the level of workload and stress, which is already off the charts.

Due to the ineffectiveness of school lessons, the demand for tutors and language courses will most likely increase, but not every family can afford additional expenses, especially for a subject that is not required for admission.

From what year is the Unified State Exam in English a mandatory exam?

Whether ordinary schoolchildren and their parents like it or not, the decision to introduce English into the list of compulsory exams has already been made. In many interviews and public appearances, the Minister of Education O. Yu. Vasilyeva says that in some regions a trial exam will be held in 2020. The Unified State Exam in English will become mandatory by 2022. This means that current eighth-graders will be the first to write it, and in some regions, tenth-graders. It is believed that it is at this moment that the Russian education system will be completely restructured in accordance with the requirements of the new time, and schoolchildren will be ready to write an exam without resorting to the help of tutors.

Basic and profile level: what is the difference.

The current English exam is quite difficult. According to official sources, in order to write it as “excellent”, you need to have a level corresponding to B2 according to the pan-European system. It includes tasks of increased complexity, such as an essay or a detailed written statement, as well as oral analysis and comparison of pictures, which requires the ability to spontaneously and quickly express one’s thoughts in a foreign language. Without a long and thorough study of English, such results are extremely difficult to achieve, so it is not surprising that the compulsory exam is divided into two levels: basic and specialized.

The profile level is intended for graduates who are seriously involved in languages ​​and who need an exam to enter a university. It will be very similar to the already existing Unified State Exam, both in structure and level of complexity. It probably won't even undergo any major changes.

To create a basic level, judging by the statements of the ministry, the existing format of the CDF in English will be taken as a basis.

What skills are required to successfully pass the compulsory English language exam?

The basic level will correspond to level A2-B1, the ministry says. This means that the student must be able to communicate on everyday topics: talk about his family, interests, hobbies, plans for the future. It shouldn’t be a problem for him to order food in a restaurant, pay a bill, or go to the store. He is able to discuss work issues at a basic level that is within his full-time area of ​​expertise.

The student must understand unadapted English speech in simple dialogues or texts, but for more complex topics, such as, for example, reading serious foreign media, his knowledge is not enough.

Assignment format

Probably, the basic level will include four blocks: listening, reading, grammar and vocabulary, speaking. To complete the tasks, it is enough to know the simplest vocabulary, be able to understand and apply basic grammatical structures in practice.

In listening, students are asked to listen to a short friendly dialogue and answer questions that are directly answered in the recording.

When completing reading assignments, students must match headings and short texts, no longer than 3-4 sentences.

The grammar and vocabulary block includes the simplest word formation, where you need to transform a given word so that it fits correctly into the text, as well as a task to compare spaces in the text and words that go with them.

An oral statement involves a description of a photograph to choose from three. At the same time, the student must imagine that he is telling his friend about it and use vocabulary appropriate to the situation, be able to accurately name the objects depicted in the picture, and also clearly formulate his thoughts.

Important note: this description of tasks is based on the existing PDF in English. It is likely that some tasks may change or disappear altogether, and some may be added. This depends on the year in which the compulsory Unified State Exam in English will be introduced, and how the approaches and requirements for monitoring students’ knowledge will change by then. However, the general level of knowledge testing will remain the same.

language?

Considering that Basic English is positioned as an easy exam, which every student who regularly attends school lessons can pass, it will not require any special preparation. It is probably worth taking English lessons more seriously, doing your homework on your own and sorting out existing mistakes with the teacher, and knowing the vocabulary and grammar provided in the school textbook.

Additionally, you can watch films and TV series in English to better understand spoken language, as well as read adapted literature or at least entertaining English-language media to expand your vocabulary. If you wish, it is useful to find a pen pal in order to practice learning how to formulate your own thoughts into statements in a foreign language.

To summarize, we can say that regardless of what year the compulsory Unified State Exam in English will be introduced, you can start studying it now, because this is a truly important skill in the modern world.

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Unified State Examination in English: a teacher’s view

• 23157
• 20.06.2017

I recently passed the Unified State Exam in a foreign language. According to Rosobrnadzor, every 11th graduate chose it, and most of them took an English language exam. It won't be long before the Unified State Exam in English becomes a mandatory exam. Is this exam necessary, important and effective in principle? About this - the teacher of foreign languages, deputy director of the Humanitarian Lyceum Alexander Filyand.

How effective, important, is this exam necessary?

So, since 2013, a voluntary Unified State Exam in English has been introduced in our schools, and from 2020 it will become mandatory. Let me repeat again: only in English, at least for now there is information only about English. In my opinion, this is all the more strange because in the 9th grade, that is, 2 years before taking the Unified State Exam, you can choose to take one of 4 languages: English, German, French or Spanish. It’s a pity there isn’t also Italian, and then in any option, it would be an ideal range of choice out of 5 possible ones. And in the 11th grade, that means it will be possible to take only English? But what if the child has been learning some other language all these years? Does anyone making such a decision seriously believe that in 2 years the overwhelming majority of these children will be able to learn English from scratch to the level required to pass the Unified State Exam?

I doubt that any serious and honest teacher will answer this question unequivocally in the affirmative. After all, preparation for the Unified State Exam includes not so much knowledge of the subject, but a thorough knowledge of those specific requirements and detailed acquaintance with the specific tasks that are needed to pass the exam. Plus also the problems and challenges of adolescence, the difficulties of a rebuilding body, explosions of feelings and emotions. During this period of life, starting to learn something serious and complex from scratch is very difficult, and such a need usually does not arouse enthusiasm among teenagers. That is, it’s one thing if children come to the tenth grade who already know English at least at some decent level in order to understand the specifics of these tasks. And it’s a completely different matter if a child has been studying a completely different language for many years, and now he is required to take the Unified State Exam in English.

There is no greater torment for any teacher when they bring to him a 15- (or even 16-) year old student who has never studied English before, does not know the most basic things, and who needs to be taught the language well and fluently in a year or two. prepare a high score on the Unified State Exam. The child is on edge, the parents are in panic, the teacher is terrified. And, of course, the Unified State Exam in English. will not be the only one, so the load on the child in these last 2 years of school life will be truly colossal. After all, a mandatory Unified State Examination in Russian history is also being introduced. And no one canceled the existing exams. But children seem to have some time to rest.

Experience of foreign colleagues

I have written many times before, and I will repeat it now, that I am madly in love with the Cambridge scale exams: KET, PET, FCE, CAE, CPE. In my opinion, this is the best and most carefully developed and constantly improving system for preparing for exams and comprehensive testing of knowledge in English over the course of approximately a century. It is no coincidence that it served as a model for the creation of similar examination systems in German, French and all other European languages, becoming the basis of the Common European Framework of Reference for Languages ​​(CEFR), as well as similar examination systems in Japanese and Russian both foreign and other languages. Therefore, our children have been preparing for many years at school according to this system and at the end of the school year they calmly go to Cambridge authorized centers (there are several of them in Moscow, there are them in St. Petersburg and in other cities), take these exams there and about a month later they receive certificate from England with the result. If the result is insufficient, you can always study more and calmly retake the exam after a short period of time, without spoiling your nerves, without considering that life is over and you have to climb into a loop, die of grief, but simply spend some additional amount of time and money on preparation and retake (the exam and the document, of course, are paid, but the prices are by no means prohibitive). Both the nerves of children and parents are in order under such a system, and we, teachers, are very happy: we ourselves do not give grades, we do not engage in subjective and terribly unpleasant things, we do not argue pointlessly about grades with children and parents. We teach, we just teach. The assessment is made by a completely independent expert council of native speakers and highly qualified language teachers outside our country, which cannot be influenced in any way, and this is very good. The result of any Cambridge exam has no statute of limitations and is valid for life, unlike, for example, TOEFL or IELTS. I once wrote about the specifics of preparing young children for the first few Cambridge exams - KET and PET, and I will certainly write about the rest soon.

The Unified State Exam largely copies the Cambridge system, just at a slightly more primitive, simplified level. Therefore, our student, of course, did not have to learn anything new from the actual language; he had already passed KET, PET, FCE, without fail and successively, for several years (and those guys who wanted to connect their lives with the constant use of the language managed to also pass the CAE), knew much more than was required to pass the Unified State Exam. We, together with future graduates, looked at the specific requirements for our Unified State Exam in special textbooks on the Unified State Exam, advising what exactly to pay additional attention to.

This, however, was and is only as long as the Unified State Examination in English. did not become mandatory. Now the boys and I will no longer have a choice; in parallel with the Cambridge exams, we will have to purposefully prepare for passing the Unified State Exam. And, as it seems to me now, this is not so bad. The more a child studies the language at school, the more he does various kinds of exercises, re-reads and re-listens to a variety of texts, writes all kinds of letters and essays, the more exams he takes during his school years, the better it will be for him, first of all, the better he will know the language. Children, in my opinion, should study language every day and not forget about it for a minute.

In the field of foreign languages, the Unified State Exam is the least harmful

Yes, the Unified State Exam is a terrible exam, it is a kind of visible symbol of the subordination of our education to other people’s rules and interests, but for now it’s better to have at least such an exam than none. In the field of foreign languages, the Unified State Exam is the least harmful, but in history or literature, in my opinion, it is necessary to return to the traditional Russian/Soviet examination system as soon as possible. But, as I personally think, the Unified State Exam alone is completely insufficient for serious knowledge of the language, so I strongly recommend preparing your child to pass at least the FCE on the Cambridge scale. The Unified State Exam is needed only for admission to a university, Cambridge exams are needed for a lifetime and the best knowledge of the language.

But still, such a total dominance of English over other excellent European languages ​​in the Unified State Examination system seems to me personally inconvenient for many students, unpleasant for teachers and enthusiasts of other languages, and generally somewhat strange. Possibly following the English The Unified State Examination will be developed and introduced in both German and French. and other languages, and then such an imbalance will return to normal. If not, it will be extremely sad. We cannot, we do not have the right to become a country of only one global foreign language, especially in its bastard American version, which is now actively being imposed everywhere. As a result, this can lead to quite negative results both on the mental and social levels.

How many foreign languages ​​can a student fully and efficiently master during his school years?

The answer, of course, can hardly be unambiguous. A lot depends primarily on the individual characteristics of each student. But, taking into account the workload of a student, especially in high school, not only with languages, but also with other subjects, clubs, sections, I very much risk causing your justified anger, but I will say what I think: if it is at school, in the lessons, that the student is fully functional, if he conscientiously learns any foreign language during his school years, it will be just fine. As they say, less is more. All the rest can be fully learned only at home or other out-of-school conditions.

And the point here is not only, and not so much, the extremely low level of teaching the second language, etc. foreign language in our modern school. So, in principle, it was always and everywhere. Judge for yourself. The best and hitherto unsurpassed average (although in a number of properties and indicators already approaching the highest) educational institution of all times and peoples, according to UNESCO, is the Alexander Tsarskoye Selo Lyceum. Its most famous lyceum student and graduate is you know who. Well, what did Pushkin himself write in letters and diaries about his mastery of languages, and he wrote about this a lot, in detail and more than once - this topic occupied him greatly? When he left the Lyceum, he didn’t really know Latin, the main ancient language, but then he learned it again at Mikhailovsky, in exile. I also hardly knew German, the second compulsory language in the program among the modern European languages; I later learned it practically from scratch myself several times and forgot several times. I learned English on my own, from scratch just before I got married, at almost 30 years old, in order to translate English poetry. Already being a married man, after 30 years, he independently learned Spanish and the basics of Italian. That is, in essence, how A.S. came. to the Lyceum in 1811 with a good knowledge of French acquired at home, and with only excellent French he left the Lyceum in 1817. His knowledge of all other languages ​​then, in 1817, was at a rather low level. That is, it turns out that in any, even the best secondary educational institution, one language being studied always prevails, to which no less than 80% of the teaching time and attention of the students themselves is given. All other languages ​​are perceived by children purely on a residual basis. But Pushkin’s lyceum years were not at all linguistically barren! At the Lyceum they were taught the most important thing: to study on their own, to study all their lives! And he learned and later amazed his contemporaries both with the colossal speed of independent mastery of new languages, and with the stunning, almost professional depth of his knowledge of judgments on linguistic and philological issues. This is exactly how we try to teach our children, to teach them to learn. The better we teach this, the more languages ​​our graduate will be able to master at a high level in life.

Comments (5)

In our regular school this year, a girl passed English with excellent marks. The main thing is to teach


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Well, yes - this principle “The main thing is to teach” was available only to one girl, whose parents did not skimp on tutors.

Why EVERYONE else didn’t want to pass with flying colors - that is the question....

And the concept of “harmfulness of the Unified State Exam” fascinates me immensely.



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In our rural school, current 11th grade graduates began to study English. language only in 5th grade.

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"And, of course, the Unified State Exam in English will not be the only one, so the load on the child in these last 2 years of school life will be truly colossal. After all, a mandatory Unified State Exam in Russian history will also be introduced. And no one has canceled the existing exams. But children like "We should rest sometime."

This, in my opinion, will become the main problem in preparing for the Unified State Exam; human resources are not unlimited, it is impossible to endlessly increase the number of exams, so we must invite the authors of these projects to pass all the exams themselves. After all, a person who strives for some goal teaches and gets acquainted with knowledge that lies beyond the boundaries of not only secondary, but also higher school. Today, the school curriculum is hopelessly outdated; it does not contain a number of important topics in a number of subjects.

In mathematics, the emphasis is on areas of knowledge, some of which have long lost their practical significance, and the knowledge that is actually in demand has been left out of the school curriculum. From the perspective of a person who, for various reasons, has worked in many engineering fields of human activity, I am simply surprised how huge the gap is between really in demand knowledge in construction, economics, mechanics, in the field of knowledge of electrical circuits, programming, in the field of constructing logical reasoning and the basic knowledge that school provides. But this is the kind of knowledge that is in demand and should be given at the school level; higher schools cannot constantly continue to teach it.

The higher school relies on the fact that the school has equipped the future specialist with a minimum amount of knowledge, which serves as the foundation for further training. But this is not even close, and now imagine how much you need to master on your own, when at school you are “given” what you don’t need, many such “gifts” are not accepted, subconsciously discarding the garbage part of knowledge that will never be in demand or when " give" something that is not clear where it can be used (WHERE IS THE FUNCTIONALITY?).

The lie is that this develops thinking, thinking can and should be developed in areas of knowledge that are practically significant for a person, everything else will simply be thrown out by the person’s subconscious and safely forgotten. And who is responsible for the formation of school programs - no one. This is complete irresponsibility. Already today, the volume of homework, taking into account all sorts of rubbish, has reached the limit of the capabilities of an ordinary schoolchild, I see it very well in my son, he has entered the 9th grade, the time that can be spent on self-improvement is shrinking like shagreen leather from a famous work. And there are directives from above - let's do more. Where is the reasonable approach of those who propose this? Why is such a dictatorship not considered violence against a person, because in reality the possibilities are already at their limit. My son entered first grade knowing more about Greek history and astronomy than an ordinary school teacher; today he knows more about many topics in physics and mathematics than the teachers of these subjects at school, but the first time he failed 5 in the three main subjects for the year, although I took third place in the region in the international Olympiad in the same mathematics, and this is compared to the fact that a year ago, one B in a quarter, received in one of the lessons, was considered an emergency. In the seventh grade he received two programming certificates, in the 8th grade - 0, the reason was an acute lack of time.

In such a situation, a legitimate question arises: isn’t it time to conduct a complete revision of school programs, replace garbage with tools that are in demand in life, free up time for sports and interests, so that the student can go and study in clubs without detriment to the school curriculum. Why is it necessary to pit these useful aspirations against each other?

The author raises an important topic, I would suggest the following - to recognize international certificates as equivalent to the highest score in the subject, this will provide greater opportunities for managing time, as an irreplaceable resource of any person.

Consider the possibility of creating permanent centers for taking the Unified State Examination, so that the exam can be taken at any time convenient for the person. Why should a person adapt to the system, and not the system to adapt to the person? Do we have everything for a person or is everything exactly the opposite?

It is the permanent examination centers, and not the wretched Unified State Examination, that are the norm in the minds of thinking people around the world, but are we really going to go our own way again? A legitimate question arises! What part of world civilization are we in matters of education?

Mandatory state exams are becoming more and more difficult every year, requiring 9th grade graduates to have deep, thorough knowledge in the main subjects of the school curriculum.

For students who are finishing 8th grade in the 2017-2018 academic year, it’s time to think about how to prepare for the upcoming 2019 OGE and what subjects need to be taught better today.

For teachers of students and their parents, we have collected the most up-to-date information about next year’s OGE, namely:

All things

In the 2018-2019 academic year, ninth-graders will have to take a total of 5 final exams, of which 2 will be mandatory (Russian language and mathematics), and another 3 students will have the opportunity to choose at their own request from a list of approved subjects. The following are taken for the elective exam:

• story;
• physics;
• chemistry;
• Informatics;
• biology;
• geography;
• literature;
• social science;
• foreign languages ​​(English, French, German or Spanish).

Knowing what mandatory tests are included in the OGE, you will be able to brush up on the necessary subjects and successfully pass the exams in 2019 by joining the desired educational institutions or specialized classes.

Important! For many ninth-graders, the OGE will not just be the result of studying in high school, but also the first step towards their desired profession, because in 2019, exam grades will influence the certificate, and recommended passing scores have been established for specialized classes.

Schedule for the OGE in 2019

Starting in 2018, a mandatory oral part of the Russian language exam is introduced for 9th grade graduates. Speaking will be the first test for schoolchildren and at the same time a kind of admission to other exams. They plan to take the conversation in February (before the start of the preliminary and main campaigns).

There is no official schedule for the OGE yet, but today we can assume that the campaign will take place in three stages:

1. Preliminary (end of April – beginning of May).
2. Main (end of May - beginning of June).
3. Additional (September 2019).

The calendar for the preliminary period of the OGE 2019 will be as follows:

Main exams for 9th grade in 2019 are scheduled for the following dates:

The autumn (September) retake is scheduled for the following days:

Expected changes

So, we figured out how many and what subjects ninth graders will have to take in 2019. But what can children expect from tickets? What will the tasks be?

The Ministry of Education and Science assures that they are completely satisfied with the level of tickets for the 2017-2018 academic year and are not planning any fundamental changes. Will this be true with certainty when the graduation campaign ends and the results are summed up?

In 2019, the following innovations from 2017 and 2018 will definitely remain:

• speaking Russian;
• oral part of the OGE in foreign languages;
• uniform tickets in mathematics for all educational institutions and all regions of the Russian Federation;
• mandatory video surveillance in the rooms where exams will be held.

In the coming 2019, 9th grade students will take both compulsory OGE subjects and elective disciplines at their schools!

Most likely, KIMs for the OGE in compulsory and additional subjects in 2019 will receive minor changes aimed at more accurately adjusting the questions and replacing some controversial tasks (if any are identified after passing the exams in 2018).

The likelihood of increasing the passing threshold for entry into specialized classes is being considered. But today this selection criterion is rather advisory in nature. In 2017-2018, the minimum scores were distributed as follows:

	Minimum score for the certificate	Passing score to the specialized class
Russian language
Mathematics (natural profile)		(but not less than 6 in geometry)
Mathematics (economic profile)		(but not less than 5 in geometry)
Mathematics (physics and mathematics profile)		(but not less than 7 in geometry)
Computer science
Social science
Foreign language
Biology
Geography
Literature

We suggest reading in more detail about how the results of the OGE are interpreted in the official FIPI document developed for 2018.

Retake procedure

Mandatory exams for ninth graders are not just a snapshot of knowledge. The issue of issuing certificates depends on the results that children receive while completing tasks.

In 2019, you can use the right to retake if:

1. The child was unable to attend the exam for a valid reason (documentary evidence required).
2. The student appeared for the test but did not complete it for a valid reason.
3. The work was canceled by the State Examination Committee (but not through the student’s fault).
4. The examinee received an unsatisfactory grade in a compulsory subject.
5. When filing an appeal and its satisfaction after consideration by the conflict commission.

A student is not allowed to retake if:

1. The exam was missed without a valid reason.
2. The child was removed from work due to his own fault (conduct violations, use of cheat sheets, unauthorized technical means, etc.).
3. The examinee “failed” both mandatory exams or more than 2 subjects.

Keep track of innovations and changes regarding the OGE, which is scheduled to take place in 2019, by reading the latest news on our portal. As soon as the dates and innovations regarding the Unified State Examination and the Unified State Examination are announced, we will be the first to tell you about it!

Preparation

The most important component of successfully passing the State Examination is always the systematic study of the subject throughout all years of schooling. If, from 5th to 8th grade, some gaps in knowledge have formed, it’s time to fill them up by starting intensive preparation for the final exams.

Where to begin?

1. Find out what exams your 9th grade will take and how many subjects will be submitted for final certification in 2019.
2. Review the theoretical foundations in selected disciplines.
3. Practice solving tests and problems as much as possible by working through trial versions of OGE tickets for 2017, 2018 and 2019.

Most schools offer additional classes to prepare for final exams. If there are none, and the need for the help of a teacher is obvious, it is worth considering the option of group or individual lessons with a tutor.

Information that can be found on the Internet can be irreplaceable. These include explanations for solutions to certain types of tasks, video lessons, and collections of theory necessary to prepare for the OGE.