And sample programs for academic subjects. Work programs by subject: recommendations for preparation

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

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

In order to bring work programs into compliance with existing requirements, we invite you to familiarize yourself with the methodological recommendations for their development and execution.

1. Status of work programs in educational institutions

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

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

Normative function determines the obligation to implement the program content in full.

Information and methodological function allows all participants in the educational process to get an idea of ​​the goals, content, sequence of studying the material, as well as ways to achieve the results of mastering the educational program by students using this educational subject.

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

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

1) presence of signs of a normative document;

2) taking into account the main provisions of the educational program of the educational institution;

3) consistency and integrity of the content of education;

4) the sequence of arrangement and relationship of all elements of the course content;

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

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

Types of work programs:

Work programs

subjects of the invariant part of the curriculum

subjects additionally introduced into the curriculum through hours of the variable part in accordance with the characteristics of the educational institution (type and type) and its educational policy (mission, goals, objectives, etc.)

elective courses

elective courses

subject clubs

Clubs, associations, sections of additional education

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

The basis for drawing up work programs are sample programs . Sample program is a document that reveals in detail the mandatory (federal) components of educational content and the quality parameters for mastering educational material in a specific subject of the basic curriculum. Exemplary programs serve as a tool for the implementation of the federal component of the state standard of general education in general education institutions. The development of exemplary educational programs falls within the competence of the Russian Federation in the field of education represented by its federal government bodies (Article 28 of the Law of the Russian Federation “On Education”).

Sample programs perform two main functions .

Information and methodological function allows participants in the educational process to gain an understanding of the goals, content, general strategy of teaching, educating and developing school students through the means of a specific academic subject, and the contribution of each academic subject to the solution of the general goals of education.

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

An approximate program defines the invariant (mandatory) part of the educational course, subject, discipline (module), outside of which there remains the possibility of the author's choice of a variable component of the educational content. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to achieve results in students mastering the educational program.

Sample programs cannot be used as working programs , since they do not contain the distribution of educational material by year of study and individual topics. Sample programs are reference document when preparing work programs for subjects included in the Basic Curriculum. Also, sample programs can be a reference document when drawing up programs for integrated academic subjects. (Sample programs are posted on the official website of the Russian Ministry of Education and Science – http://www.mon.gov.ru/ )

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

1) Author's programs for textbooks(line of textbooks or teaching materials).Author's program is a document created on the basis of the state educational standard and an exemplary program and having the author’s concept for constructing the content of an academic subject, course, discipline (module). The author's program is developed by one or a group of authors. The author's program is characterized by an original concept and structure of content. For such programs, the teacher makes only calendar and thematic planning , reflecting the characteristics of the educational process in a particular educational institution or class.

2) Programs compiled by a teacher or a team of teachers. In this case, to develop a work program, teachers can take as a basis:

-sample programs in individual academic subjects of general education.

The compiler of the work program can independently: expand the list of topics and concepts studied within the limits of the teaching load, reveal the content of sections, topics designated in the state educational standard and the sample program; specify and detail topics; establish a sequence for studying educational material; distribute educational material by year of study; distribute the time allocated for studying the course between sections and topics according to their didactic significance, as well as based on the material and technical resources of the educational institution; to specify the requirements for the results of mastering the main educational program by students; choose, based on the tasks facing the subject, methods and technologies of teaching and monitoring the level of preparedness of students.

3. Work programs of additional subjects, elective, optional courses, subject clubs and other associations of additional education.

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

Programs of primary and secondary vocational education institutions;

Programs implemented in institutions of additional education for children;

Reference and methodological literature;

Other information sources.

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

4. Work program structure:

The structure of the work program is a form of presentation of a training course, subject, discipline (module) as an integral system, reflecting the internal logic of the organization of educational and methodological material, and includes the following elements:

Title page;

Explanatory note;

Requirements for the level of training of students;

Calendar and thematic planning;

List of educational and methodological support.

Title page the work program must contain:

Name of the educational institution;

The name of the course for which the program is written;

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

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

Last name, first name, patronymic of the teacher who compiled the work program;

Program approval stamp;

Year of the program.

Purpose explanatory note in the structure of the program is to:

Determine the goals and objectives of studying the academic subject (must be understood unambiguously and be diagnosable), the role of the academic subject in achieving the results of mastering the educational program of the educational institution;

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

If a teacher uses a published author’s program as a work program, then in the explanatory note it is enough to provide information about the author’s program, indicating the name, author and year of publication and briefly justify the reasons for its choice and the features of its implementation in a particular educational institution. In this case, the explanatory note is very brief.

Main content of the program.

This section is included in the work program if:

There are no original syllabuses or teaching materials, but the work syllabus is based on educational literature (for work syllabuses in additional educational subjects, elective and elective courses).

This part of the work program provides a summary of the educational material being studied in the form of a listing of the main sections, course topics and a list of didactic elements within each topic. For each section (general topic), the number of teaching hours allocated for its development is indicated.

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

If changes compared to the author’s program do not significantly affect its structure, the order of presentation of educational material, etc., then in this section you can only indicate sections, topics, didactic elements introduced into the author’s program, indicating their place in the author’s program , without completely rewriting its text.

If the teacher uses the author’s program without modifications as a working program, then this section may be missing (in this case, the teacher must have a published author’s program).

Requirements for the level of training of students

Requirements for the level of student preparation are designed taking into account and on the basis of state educational standards. They are formulated in three main components: “Students should know...”, “Be able to...” and “Use acquired knowledge and skills in practical activities and everyday life.”

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

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

Calendar and thematic planning is one of the most important components of the work program, because allows you to distribute all educational material in accordance with the curriculum and the annual work schedule of the educational institution.

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

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

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

Approximate form of a calendar-thematic plan.

Lesson numbers

Titles of sections and topics

Planned completion dates

Adjusted completion dates

Name of the topic being studied No. 1 (total hours for studying it; number of hours per week according to the curriculum)

Lesson topic

Lesson topic

Control lesson topic

List of educational and methodological support, which is a component of the work program, contains reference information about the output data of sample and author's programs, the author's educational and methodological kit and additional literature, and also includes data on the educational and laboratory equipment used.

The work program is subject to examination . First, it is reviewed at a meeting of the methodological association of teachers for its compliance with the requirements of the state educational standard, as well as the mission, goals, and objectives of the educational institution, as recorded in the educational program. The decision of the methodological association of teachers is reflected in the minutes of the meeting, and on the last page of the work program (bottom left) the approval stamp is placed: AGREED. Minutes of the meeting of the methodological association of teachers dated 00.00.0000 No. 00.

Then the work program is analyzed by the deputy director for educational work for compliance of the program with the curriculum of the general education institution and the requirements of state educational standards, and the availability of the textbook intended for use is checked in the federal list.

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

After agreement the work program is approved by the director educational institution, puts the stamp of approval on the title page (top right): APPROVED Director (signature) Explanation of signature. Date of.

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

In general educational institutions the following are implemented:

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

Work programs for studying the subject at the profile level (grades 10-11);

Work programs for in-depth study of the subject (grades 2-11);

Work programs for extended study of the subject (grades 2-11).

Work programs for studying the subject on basic level are a tool for implementing the state standard of general education and allow general education preparation of students. The basis for compiling these programs (as noted above) are sample programs.

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

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

As work programs for in-depth study of the subject, as a rule, proprietary programs are used, proposed by teams of authors, authors

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

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

The program must be reviewed by an educational institution (methodological council, department, methodological association, etc.);

The program must be tested in an educational institution and receive an expert opinion on the progress of the program and the results obtained (together, these actions ensure internal review of the program);

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

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

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

The program for extended study of the subject undergoes an internal review procedure at the Educational Institution:

Presented at a meeting of the methodological council (subject department, methodological association, etc.)

It is being tested and analyzed for the effectiveness of the additions made.

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

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 reveals in detail the mandatory (federal) components of educational content and the quality parameters for mastering educational material in a specific subject of the basic curriculum. 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, education 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.

Working programm 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 training of students, 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

  • title 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 have to :

  • 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;
  • Teacher's own program.

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 documented 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 04/02/2019) 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”

The register of exemplary programs is a state information system, which is maintained on electronic media and operates in accordance with unified organizational, methodological, software and technical principles that ensure its compatibility and interaction with other state information systems and information and telecommunication networks. (Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

According to Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” Sample basic educational programs are included in the register of sample basic educational programs.

SAMPLE

BASIC EDUCATIONAL PROGRAM OF SECONDARY GENERAL EDUCATION

APPROVED

by the decision of the federal educational and methodological association for general education (minutes of June 28, 2016 No. 2/16-z)

I. Target section of the approximate basic educational program of secondary general education . 8

I.1. Explanatory note. 8

I.2. Planned results students' mastery of the basic educational program of secondary general education. 15

I.2.1. Planned personal results of mastering OOP.. 15

I.2.2. Planned meta-subject results of mastering OOP.. 20

I.2.3. Planned subject results of mastering OOP.. 22

Russian language. 24

Literature. thirty

Foreign language. 35

Story. 46

Geography. 52

Economy. 57

Right. 71

Social science. 79

Russia in the world. 90

Mathematics: algebra and principles of mathematical analysis, geometry. 93

Computer science. 132

Physics. 141

Chemistry. 146

Biology. 152

Natural science. 159

Physical Culture. 161

Ecology. 163

Fundamentals of life safety. 165

I.3. System for assessing the achievement of the planned results of mastering the basic educational program of secondary general education. 178

II. 1. Approximate program for the development of universal educational activities with getting the average general education, including the formation of students’ competencies in the field of educational, research and project activities. 193

II.1.1. Goals and objectives, including educational, research and project activities of students as a means of improving their universal educational activities; description of the place of the Program and its role in the implementation of the requirements of the Federal State Educational Standard SOO.. 193

II.1.2. Description of the concepts, functions, composition and characteristics of universal educational activities and their connection with the content of individual academic subjects and extracurricular activities, as well as the place of universal educational activities in the structure of educational activities. 197

II.1.3. Typical tasks for the formation of universal educational actions200

II.1.4. Description of the features of educational, research and project activities of students. 204

II.1.5. Description of the main directions of educational, research and project activities of students. 206

II.1.6. Planned results of educational, research and project activities of students within the framework of class and extracurricular activities206

II.1.7. Description of the conditions that ensure the development of universal learning activities among students, including the system of organizational, methodological and resource support for educational, research and project activities of students. 209

II.1.8. Methods and tools for assessing the success of students' mastery and application of universal learning activities. 212

II.2. Sample programs of individual academic subjects. 217

Russian language. 218

Literature. 227

Foreign language. 253

Story. 263

Geography. 308

Economy. 318

Right. 324

Social science. 332

Russia in the world. 339

Mathematics: algebra and principles of mathematical analysis, geometry. 347

Computer science. 367

Physics. 385

Chemistry. 397

Biology. 417

Natural science. 427

Physical Culture. 437

Ecology. 440

Fundamentals of life safety. 444

II.3. An approximate program for the education and socialization of students receiving secondary general education. 453

II.3.1. The purpose and objectives of spiritual and moral development, education and socialization of students. 455

II.3.2. The main directions and value foundations of spiritual and moral development, education and socialization. 456

II.3.4. A model for organizing work on spiritual and moral development, education and socialization of students. 468

II.3.5. Description of forms and methods of organizing socially significant activities of students. 469

II.3.6. Description of the main technologies of interaction and cooperation of subjects of the educational process and social institutions. 471

II.3.7. Description of methods and forms of professional guidance in an organization carrying out educational activities. 473

II.3.8. Description of the forms and methods of developing an environmental culture, a culture of a healthy and safe lifestyle in students, including activities to teach the rules of safe behavior on the roads475

II.3.9. Description of forms and methods of improving the pedagogical culture of parents (legal representatives) of students. 479

II.3.10. Planned results of spiritual and moral development, education and socialization of students, their professional guidance, formation of a safe, healthy and environmentally friendly lifestyle. 480

II.3.11. Criteria and performance indicators of an organization carrying out educational activities to ensure the education and socialization of students. 485

II.4. Approximate program of correctional work.. 489

II.4.1. Goals and objectives of the program of correctional work with students with special educational needs, including those with disabilities and people with disabilities, at the level of secondary general education. 490

II.4.2. The list and content of complex, individually oriented correctional measures, including the use of individual methods of training and education, conducting individual and group classes under the guidance of specialists. 491

II.4.3. A system of comprehensive psychological, medical and social support and support for students with special educational needs, including those with disabilities. 497

II.4.4. An interaction mechanism that provides for a common target and unified strategic focus of the work of teachers, specialists in the field of correctional and special pedagogy, special psychology, and medical workers. 502

II.4.5. Planned results of work with students with special educational needs, including those with disabilities and people with disabilities. 504

III. Organizational section of the approximate basic educational program of secondary general education. 509

III.1. Sample curriculum. 509

III.2. Sample plan for extracurricular activities. 524

III.3. System of conditions for the implementation of the main educational program.. 538

III.3.1. Requirements for personnel conditions for the implementation of the main educational program.. 538

III.3.2. Psychological and pedagogical conditions for the implementation of the basic educational program.. 545

III.3.3. Financial support for the implementation of the educational program of secondary general education. 549

III.3.4. Material and technical conditions for the implementation of the main educational program.. 551

III.3.5. Information and methodological conditions for the implementation of the main educational program.. 559

III.3.6. Justification of necessary changes in existing conditions in accordance with the basic educational program of secondary general education. 562

III.4. Mechanisms for achieving targets in a system of conditions. 563

III.5. Development of a network schedule (road map) for the formation of the necessary system of conditions. 564

III.6. Development of condition system state monitoring

Download the full text of the document: [ PDF ], [ Word ].