Regulations on the development of the curriculum. Sample work programs in the subjects: Skills for 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

(grades 5-8)

Subject line of textbooks

T. A. Ladyzhenskaya,

M. T. Baranova,

L. A. Trostentsova and others.

2017
EXPLANATORY NOTE

General characteristics of the subject

The Russian language work program for grades 5-9 was compiled using materials Federal State Educational Standard for Basic General Education", An approximate program in the Russian (native) language for primary school and a work program in the Russian language for the subject line of textbooks by T. A. Ladyzhenskaya, M. T. Baranov, L. A. Trostentsova and others.

Results of studying the subject

Personal results mastering the Russian (native) language program by basic school graduates are:

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

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

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

Meta-subject results mastering programs in the Russian (native) language for graduates of basic school are

1) mastery of all types of speech activity:

Adequate understanding of oral and written information;

Proficiency in different types of reading;

Adequate listening comprehension of texts of different styles and genres;

Ability to retrieve information from various sources, including the media, educational CDs, Internet resources; use various types of dictionaries and reference books freely;

Mastering the techniques of selecting and systematizing material on a specific topic; ability to independently search for information, analyze and select it;

The ability to compare and contrast speech utterances in terms of their content, stylistic features and linguistic means used;

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

The ability to reproduce listened or read text with varying degrees of condensation;

The ability to create oral and written texts of different types, speech styles and genres, taking into account the intent, addressee and communication situation;

The ability to freely and correctly express one’s thoughts orally and in writing;

Mastery of various types of monologue and dialogue;

Compliance in the practice of speech communication with the basic orthoepic, lexical, grammatical, stylistic norms of the modern Russian literary language; compliance with the basic rules of spelling and punctuation in the process of written communication;

The ability to participate in verbal communication, observing the norms of speech etiquette;

The ability to evaluate one’s speech in terms of its content and linguistic design; the ability to find grammatical and speech errors, shortcomings, and correct them; improve and edit your own texts;

Ability to speak in front of an audience of peers with short messages and reports;

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

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

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

1) an idea of ​​the main functions of language, the role of the Russian language as the national language of the Russian people, as the state language of the Russian Federation and the language of interethnic communication, the connection between the language and culture of the people, the role of the native language in the life of a person and society;

2) understanding the place of the native language in the system of humanities and its role in education in general;

3) mastering the basics of scientific knowledge about the native language; understanding the relationship between its levels and units;

4) mastering the basic concepts of linguistics: linguistics and its main branches; language and speech, verbal communication, oral and written speech; monologue, dialogue and their types; situation of speech communication; colloquial speech, scientific, journalistic, official business styles, language of fiction; genres of scientific, journalistic, official business styles and colloquial speech; functional-semantic types of speech (narration, description, reasoning); text, types of text; basic units of language, their characteristics and features of use in speech;

5) mastery of the basic stylistic resources of vocabulary and phraseology of the Russian language, the basic norms of the Russian literary language (orthoepic, lexical, grammatical, spelling, punctuation), norms of speech etiquette; using them in your speech practice when creating oral and written statements;

6) recognition and analysis of the basic units of language, grammatical categories of language, the appropriate use of language units is adequate to the situation of speech communication; carrying out various types of word analysis (phonetic, morphemic, derivational, lexical, morphological), syntactic analysis of phrases and sentences, multidimensional analysis of the text from the point of view of its main features and structure, belonging to certain functional varieties of language, features of linguistic design, use of expressive means of language ;

7) understanding the communicative and aesthetic possibilities of lexical and grammatical synonymy and using them in one’s own speech practice;

8) awareness of the aesthetic function of the native language, the ability to evaluate the aesthetic side of a speech utterance when analyzing texts of fiction.

competencies.

Section 1. Speech and verbal communication

1. Speech and verbal communication. Speech situation. Speech is oral and written. Speech is dialogic and monologue. Monologue and its types. Dialogue and its types.

2. Awareness of the main features of oral and written speech; analysis of samples of oral and written speech. Distinguishing between dialogical and monologue speech. Mastery of various types of monologue and dialogue. Understanding the communicative goals and motives of the speaker in different communication situations. Knowledge of norms of speech behavior in typical situations of formal and informal interpersonal communication.

Section 2. Speech activity

1. Types of speech activity: reading, listening (listening), speaking, writing.

Culture of reading, listening, speaking and writing.

2. Mastery of basic types of speech activity. Adequate understanding of basic and additional information of the text, perceived visually or auditorily. Transmitting the content of a read or listened text in a compressed or expanded form in accordance with the situation of verbal communication. Mastering the practical skills of viewing, introductory, studying reading, techniques for working with an educational book and other information sources. Mastering various types of listening. Presentation of the content of the text listened or read (detailed, condensed, selective).

Creation of oral and written monologues, as well as oral dialogic statements of various communicative directions, taking into account the goals and situation of communication. Selection and systematization of material on a specific topic; search, analysis and transformation of information extracted from various sources.

Section 3. Text

1. The concept of the text, the main features of the text (articulation, semantic integrity, coherence). Theme, the main idea of ​​the text. Micro-theme text.

Means of connecting sentences and parts of text. The paragraph as a means of compositional and stylistic division of the text.

Functional and semantic types of speech: description, narration, reasoning. Text structure. Text plan and abstracts as types of information processing of the text.

2. Analysis of the text from the point of view of its theme, main idea, structure, belonging to the functional-semantic type of speech. Dividing the text into semantic parts and drawing up a plan. Determining the means and methods of connecting sentences in the text. Analysis of linguistic features of the text. The choice of linguistic means depending on the purpose, topic, main idea and communication situation. Creation of texts of various types, styles, genres. Compliance with the norms of text construction (logicality, consistency, coherence, relevance to the topic, etc.). Evaluating and editing oral and written speech.

Section 4. Functional varieties of language

1. Functional varieties of language: spoken language; functional styles: scientific, journalistic, official business; the language of fiction.

2. The main genres of scientific (review, speech, report), journalistic (speech, interview), official business (receipt, power of attorney, statement) styles, colloquial speech (story, conversation).

Development Regulationscurriculum

Basic documents

• state educational standard (federal and national-regional components);
• the basic curriculum of schools in the Russian Federation (distribution of educational content by educational areas, academic disciplines, years and weeks);
• standard (exemplary) training programs;
• educational program and curriculum of the educational institution;
• work program for a particular teacher's subject.

Sample programs for the subject

• reflect the leading ideological ideas of the development of society,
• determine the main directions for the implementation of the content of education and the requirements for the organization of the educational process, for basic knowledge, skills and abilities, taking into account the specifics of a particular academic subject;
• calculated for the number of hours allocated to the study of each educational area in the invariant part of the Basic curriculum of the educational institution of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 of 03/09/2004;
• serve as the basis for drawing up work programs for training courses and disciplines.

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

Sample Program Functions

Information and methodological function

(gives an idea of ​​the goals, content, general strategy of teaching, upbringing and development of students using the means of a given academic subject).

Organizational planning function

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

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

Work program of the subject

This is a set of educational and methodological documentation that is independently developed by the teacher (teachers) of the educational institution on the basis working curriculum And sample programs training courses, subjects, disciplines (modules) recommended by the Ministry of Education and Science of the Russian Federation, original programs With taking into account the goals and objectives of the main educational program at the school level and which reflects ways to implement content of an academic subject in a specific educational institution.

Difference between sample and working program

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

Work program specifies the appropriate educational standard, taking into account the necessary requirements for its construction, and also describes the national-regional level, takes into account the possibilities of methodological, informational, technical support of the educational process, the level of students’ training, and reflects the specifics of training in a given educational institution

The compiler of the working curriculum can independently

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

Aspects reflected and taken into account in the work program

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

Structure of the teacher's educational work program

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

Title page of the program

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

• where, when and by whom the working curriculum was approved;
• name of the academic subject (course);
• indications of whether the work curriculum belongs to the stage or level of general education;
• implementation period of this program;
• an indication of the sample program and its authors, on the basis of which this working curriculum was developed;
• full name the teacher who compiled this working curriculum

• title, author and year of publication of a specific program(approximate, author's) on the basis of which the Work Program was developed;
• goals and objectives of this program training in the field of formation of a system of knowledge and skills (tasks are formulated in accordance with the standard and taking into account the given educational institution);
• logical connections this subject with other subjects of the curriculum;
• rationale for content selection and the general logic of the sequence of its study, the distinctive features of the work program 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 the feasibility of making these changes;
• general characteristics of the educational process: forms, methods and means of teaching, technologies

Contents of the training course topics

• An abstract description of each section according to the numbering in the curriculum. The presentation of educational material in a given sequence provides for the specification of all didactic content units.
• Contents of the training topic:
• main issues being studied,
• practical and laboratory work, creative
  and practical assignments, excursions and other forms of exercise used in training,
• requirements for knowledge and skills of students,
• forms and issues of control,
• possible types of independent work for students.
• Topic title.
• The required number of hours to study it.

Educational and thematic plan

• reflects the sequence of studying sections and topics of the program shows distribution of training hours by sections and topics;
• determines the conduct tests, tests, practical and other types of work at the expense of the time provided for by the maximum academic load;
• compiled for the entire period of study (usually for the academic year);
• formatted as a table

Requirements for the level of student preparation

• Description of the goals and learning outcomes expressed in the actions of students (operational) and actually identified using any tool (diagnostic).
• This list of learning outcomes includes specific subject-specific and general educational skills and methods of activity.
• The basis for highlighting the requirements for the level of preparation of students is the state educational standard of general education and the curriculum (model or original), on the basis of which the Work Program is developed. Therefore, the requirements for the level of student preparation specified in the Work Program must be no lower than the requirements formulated in the federal component of the state standard of general education and the curriculum adopted as the basis.

Features of the formulation of requirements for the level of student preparation

They should :

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

Educational and methodological teaching aids

include

• basic and additional educational literature (textbooks, teaching aids, collections of exercises and problems, tests, practical works and laboratory workshops, anthologies);
• reference books (dictionaries, reference books);
• visual material (albums, atlases, maps, tables);
• equipment and devices...

Three groups:

• “Literature (basic and additional)”;
• "Didactic material";
• "Equipment and devices."

Literature is formatted in accordance with GOST bibliographic description

Possible options for using and designing work programs by the teacher

• Using a sample program, a sample program with modifications;
• Using an existing author’s program (usually the textbook’s author’s program);
• Using the author's program with modifications;
• Author's program of the teacher.

Work program approval path

1. Considered at the methodological association, adopted by the scientific and methodological council. The decision of the ShMO and NMS is formalized in a protocol. Preliminary external examination is possible (June)

2. The school director issues an order on the approval of each educational program. Each program must be marked acceptance of the program (MS), examination results (if any), note from the school director on approval of the program (date and order number). Approval of all programs until August 31.

3. One copy of the training programs is part of the PLO and are with the administration in accordance with a list of cases. Second copy from the teacher

• Federal list of extremist materials (as of 12/09/2019) Open
• Federal Law No. 114 “On Combating Extremist Activities” Open
• Federal Law of July 5, 2002 No. 112-FZ “On introducing amendments and additions to legislative acts of the Russian Federation in connection with the adoption of the Federal Law “On Combating Extremist Activities” Open
• Decree of the President of the Russian Federation of March 23, 1995 No. 310 (as amended on November 3, 2004) “On measures to ensure coordinated actions of public authorities in the fight against manifestations of fascism and other forms of political extremism in the Russian Federation”

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

In connection with the goal, the following were set: tasks, ensuring the implementation of a person-oriented approach to learning:

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

Education of citizenship and patriotism, a conscious attitude towards language as a cultural phenomenon, the main means of communication and acquiring knowledge in various spheres of human activity; nurturing interest and love for the Russian language;

Improving speech and thinking activity, communication skills and abilities that ensure fluency in the Russian literary language in different areas and situations of its use; enriching the vocabulary and grammatical structure of students’ speech; development of readiness and ability for verbal interaction and mutual understanding, the need for verbal self-improvement;

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

General characteristics of the item

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

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

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

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

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

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

Metasubject

1) mastery of all types of speech activity:

Adequate understanding of oral and written communication information;

Proficiency in different types of reading;

Ability to extract information from various sources, including the media, educational CDs, Internet resources;

Mastering the techniques of selecting and systematizing material on a specific topic; ability to independently search for information, analyze and select it; the ability to transform, store and transmit information obtained as a result of reading or listening, including with the help of technical means and information technology;

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

The ability to freely and correctly express one's thoughts orally and in writing;

Ability to speak in front of an audience of peers with short messages and reports;

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

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

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

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

2) understanding the determining role of language in the development of an individual’s intellectual and creative abilities when receiving education, as well as the role of the Russian language in the process of self-education;

2) mastery of all types of speech activity:

listening and reading:

Adequate understanding of the information of oral and written communication (purpose, topic of the text, basic and additional information);

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

Ability to freely use various types of dictionaries, reference books, including those on electronic media;

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

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

speaking and writing:

The ability to reproduce in oral and written form a text listened to or read with a given degree of condensation (retelling, plan, theses);

The ability to freely and correctly express one’s thoughts orally and in writing, to comply with the norms of text construction (logic, consistency, coherence, relevance to the topic, etc.); adequately express your attitude to the facts and phenomena of the surrounding reality, to what you read, heard, saw;

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

3) presents the material consistently and correctly from the point of view of the norms of literary language.

Rating "4" is given if the student gives an answer that satisfies the same requirements as for a “5” grade, but makes 1-2 mistakes, which he himself corrects, and 1-2 shortcomings in the sequence and linguistic design of what is presented.

Rating "3" is given if the student demonstrates knowledge and understanding of the main provisions of this topic, but:

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

2) does not know how to substantiate his judgments deeply and convincingly enough and give his examples;

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

Rating "2" is given if the student reveals ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions and rules that distort their meaning, and presents the material in a disorderly and uncertain manner.

A rating of “2” indicates deficiencies in the student’s preparation that are a serious obstacle to the successful mastery of subsequent material.

Rating "1" is given if the student exhibits complete ignorance or misunderstanding of the material.

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

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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 the function involves highlighting the stages of training, structuring the educational material, determining 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 curricula 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 of the 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 of a general culture, preservation of the environment and their own health, 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 content of the section “Man and his health,” special attention is paid to the social essence of man and his role in the environment.

The approximate program provides for a reserve of free educational 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, tools, 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” section includes requirements based on more complex types of activities, including creative ones: explain, study, recognize and describe, identify, compare, define, 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 hour)

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 substances in plants.

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 complete 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

Propagation of indoor plants

Studying the structure of mold fungi

Recognizing edible and poisonous mushrooms

Study of the external structure of a 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 of 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 of chemical composition, metabolism and energy conversion, growth, development, reproduction, movement, irritability, adaptability 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. Ecological factors: abiotic, biotic, anthropogenic, their influence 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.V.I. 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.

Environmental problems, their impact on one’s own life and the lives of other people: the 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 between different species 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 importance of the constancy of the internal environment of the body.

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

Immunity. Human immune system.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 as a necessary condition for the life 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 of the brain.Human 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 behavior in the environment, in dangerous and emergency situations, as the basis for the safety of one’s own life.

Demos:

Similarities between humans and animals

The structure and diversity of 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 the appearance of 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 fungi of your region;

essence of 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 certain 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 technology);

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 behavior 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.

The sample program can serve as a guide for thematic planning of the 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.

The main purpose of a foreign language is to develop 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. Proficiency in a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of 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 promotes the overall speech development of 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 the presence of significant changes in the development of schoolchildren, since by the time they start studying in primary school, their horizons and general understanding of the world have significantly expanded, 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, 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 teaching is increasing, the use of project-based methodology and modern technologies for teaching a foreign language (including information ones) is becoming more important. All this makes it possible to expand the connections between the English language and 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 using the English language becomes real. At this stage of language development, schoolchildren also show significant age 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 secondary school, in special educational institutions and for further self-education.

4. Objectives of teaching English

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 the experience, interests, psychological characteristics of students of primary school at its 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 get out of a situation in conditions of a shortage of language resources when receiving and transmitting information;

educational and cognitive competence – further development of 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

The federal basic curriculum for educational institutions of the Russian Federation allocates 525 hours 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 teaching 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 facilitating independent study of the 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, make short messages in English language.

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.

(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.

Speaking

Dialogue speech . In grades 5–7, the development of such speech skills as the ability to conduct a dialogue of an etiquette nature, dialogue-questioning, dialogue-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:

express gratitude;

politely ask again, express agreement/refusal.

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

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.

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.

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 set phrases, evaluative vocabulary, and cliche speech etiquette remarks that reflect 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) compounds: noun + noun (football)

c) conversion (formation of nouns from the infinitive 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 the signs and skills of recognition and use in speech of uncommon and common simple sentences, including those with several circumstances following 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); compound 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 the verbs of regular 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 of the 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 topics selected for this stage of 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)

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;media (press, television, radio, Internet ) – 75 hours.

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

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;

express gratitude;

politely ask again, express agreement/refusal.

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

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.

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.

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.

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.

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.

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 (browsing/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.

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 the material of one or several topics learned in oral speech and reading, using the necessary formulas of speech etiquette (the volume of a personal letter is 80-90 words, including address).

Successful 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.

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 the cultural heritage of the countries of the target language;

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

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 learned by schoolchildren, about 300 new lexical units are added, including the most common set phrases, evaluative vocabulary, and cliche speech etiquette remarks that reflect 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 signs and skills in recognizing and using in speech 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 unreal 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; imfinite 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).

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);

features of the structure of simple and complex sentences of 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 foreign language proficiency 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 reports, describe events/phenomena (within the framework of the topics covered), convey the main content, the main idea of ​​what was read or heard, express your attitude to what you read/heard, give a brief description of the 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 communicative types of speech (message/story), be able to determine the topic of the text, highlight the main facts in the text, omitting the secondary ones;

use 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,

Interview with M. R. Leontyeva

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

The word “program” is heard everywhere now, it is given different definitions... What kind of programs can there even be?

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

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

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

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

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

We will talk about programs in academic subjects.

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

The law does not provide for or have any interpretation of copyrighted programs. The Law has a work program, which means that a teacher in a school must have his own work program. Love? No! With the approval of the Federal State Educational Standard for Primary Education, the standard strictly defined the structure of programs in academic subjects.

What is a work program and why is it needed?

Why is it needed? The teacher has always worked and works according to the program. Previously, programs for academic subjects were approved by the Ministry, but in recent years they have not been approved or reviewed. And teachers today work according to these very original programs, which have different structures and, as a rule, are more like concepts rather than programs.

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

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

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

Sample programs for academic subjects are prepared by order of the Ministry of Education and are an integral part of the sample basic educational program and are published on the Ministry’s website. They can be used as the basis for work programs.

That is, the school director or teacher cannot add their own sections?

The program for an academic subject or course must contain certain sections, but this does not mean that you cannot add something of your own. I may have a work program for a subject, in which, along with the rest, I will also include tests or planned results that need to be achieved. It is necessary to show (and the teacher himself knows!) what personal, meta-subject and subject results need to be achieved, what content is included here and what types of educational activities will be used. That is why now the publishing house, to the best of its understanding, is beginning to create work programs to help teachers, the structure of which exactly corresponds to the Federal State Educational Standard.

If he is presenting this program, is external review necessary?

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

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

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

What can be reviewed in a subject syllabus? The structure is determined by the Federal State Educational Standard, personal, meta-subject and subject results - in this program there must be those that the standard dictates. And if the content is reviewed, then this is strange, since the content is a reflection of the fundamental core and in fact should be taken from sample programs in academic subjects. In general, no one can dictate the structure of the course that I have chosen. I must describe this structure in my work program, that is, it is not the program that needs to be reviewed, but the textbook. And it has already been reviewed by the Ministry, because the textbook is selected from the federal list, which is approved by the Ministry. Nobody should review thematic planning at all, because it’s my business how I create it. In general, methods, teaching techniques, distribution of material, speed of study - this is all my methodology, and no one reviews it.

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

Absolutely right.

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

This is determined by the Law.

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

The standard says that there are planned results in all subjects. In the approximate basic educational program, which will be legalized by the Ministry, there are planned results in all subjects, and the teacher must focus on them.

Is it right for school management to require reference to programs in printed form?

None of your business, dear administration! You can only check the program and standard items. And where do I get it - whether I create it myself or buy it - there are no limits.

Should there be forms of control in the curriculum for the subject?

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

We receive questions from teachers: do programs need to be graded?

I would reassure people that, unfortunately, they are not alone! Apparently, neither the head teacher nor the director knows that for more than five years the Ministry of Education has not certified programs; the Ministry of Education only examines textbooks. And the Law “On Education” only provides for the examination of textbooks. Therefore, a program with a stamp can only be found up to 1995.