Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia)
On the approval and implementation of the federal state educational
standard of primary general education
Document as amended by:Order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241;Order of the Ministry of Education and Science of Russia dated September 22, 2011 No. 2357;Order of the Ministry of Education and Science of Russia dated December 18, 2012 No. 1060; Order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1643; by order of the Ministry of Education and Science of Russia dated May 18, 2015 No. 507.
In accordance with subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923; No. 33, Art. 4386; No. 37, art. 4702; 2014, No. 2, art. 126; No. 6, art. 582; No. 27, art. of the Government of the Russian Federation dated August 5, 2013 No. 661 (Collected Legislation of the Russian Federation, 2013, No. 3, Art. 4377; 2014, No. 38, Art. 5096),
I order:
1. Approve the attached federal state educational standard for elementary general education.
2. To put into effect from January 1, 2010 the federal state educational standard, approved by this order.
Minister A. Fursenko
Application
Federalstate educational
primary general education standard
I. General provisions
1. The Federal State Educational Standard of Primary General Education (hereinafter referred to as the Standard) is a set of requirements that are mandatory for the implementation of the main educational program of primary general education.
The standard includes the requirements:
- to the results of mastering the main educational program of primary general education;
- to the structure of the main educational program of primary general education, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations;
- to the conditions for the implementation of the main educational program of primary general education, including personnel, financial, logistical and other conditions.
The requirements for the results, structure and conditions for mastering the main educational program of primary general education take into account the age and individual characteristics of students in obtaining primary general education, the inherent value of primary general education as the foundation of all subsequent education.
2. In order to ensure the realization of the right to education of students with disabilities, this Standard is applied taking into account special requirements and (or) the federal state educational standard for primary general education for students with disabilities and (or) the federal state educational standard for the education of students with mental retardation (intellectual disabilities).
3. The standard is the basis for an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered the basic educational program of primary general education, regardless of the form of education and the form of education.
4. Primary general education can be obtained:
- in organizations engaged in educational activities (in full-time, part-time or part-time form);
- outside organizations engaged in educational activities, in the form of family education.
A combination of various forms of education and forms of education is allowed.
The term for obtaining primary general education is four years, and for disabled people and persons with disabilities when studying according to adapted basic educational programs of primary general education, regardless of the educational technologies used, it increases by no more than two years.
In an educational organization that implements integrated educational programs in the field of arts, when implementing the educational program of primary general education, conditions are provided for students to acquire knowledge, skills and abilities in the field of the chosen type of art, experience in creative activity and prepare students for receiving professional education in the field of arts.
5. The standard was developed taking into account the regional, national and ethno-cultural characteristics of the peoples of the Russian Federation.
6. The standard aims to provide:
– Equal opportunities to receive quality primary general education;
- spiritual and moral development and upbringing of students in the process of receiving primary general education, the formation of their civic identity as the basis for the development of civil society;
- continuity of the main educational programs of preschool, primary general, basic general, secondary general, vocational education;
- preservation and development of cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to learn their native language, the possibility of obtaining primary general education in their native language, mastering the spiritual values and culture of the multinational people of Russia;
unity of the educational space of the Russian Federation;
– democratization of education and all educational activities, including through the development of forms of state and public administration, expansion of opportunities for exercising the right of teachers to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, using various forms of educational activities of students, developing a culture of the educational environment organizations carrying out educational activities;
- formation of a criteria-based assessment of the results of mastering the basic educational program of primary general education by students, the activities of teaching staff, the organization that carries out educational activities, the functioning of the education system as a whole;
- conditions for the effective implementation and development by students of the main educational program of primary general education, including the provision of conditions for the individual development of all students, especially those who are most in need of special learning conditions - gifted children and children with disabilities.
7. The Standard is based on a system-activity approach, which involves:
- education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;
- the transition to a strategy of social design and construction in the education system based on the development of the content and technologies of education that determine the ways and means of achieving the socially desired level (result) of the personal and cognitive development of students;
- orientation to the results of education as a backbone component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education; recognition of the decisive role of the content of education, ways of organizing educational activities and the interaction of participants in educational relations in achieving the goals of personal, social and cognitive development of students;
- taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
- ensuring the continuity of preschool, primary general, basic and secondary general education;
- a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity;
- guaranteeing the achievement of the planned results of mastering the basic educational program of primary general education, which creates the basis for the independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.
8. In accordance with the Standard, when receiving primary general education, the following is carried out:
- formation of the foundations of civic identity and worldview of students;
- the formation of the foundations of the ability to learn and the ability to organize their activities - the ability to accept, maintain goals and follow them in educational activities, plan their activities, monitor and evaluate them, interact with the teacher and peers in educational activities;
- spiritual and moral development and education of students, providing for their adoption of moral standards, moral attitudes, national values;
– strengthening the physical and spiritual health of students. The standard is focused on the formation of the personal characteristics of the graduate ("portrait of an elementary school graduate"):
loving his people, his land and his homeland;
respecting and accepting the values of the family and society;
inquisitive, actively and interestedly knowing the world;
possessing the basics of the ability to learn, capable of organizing their own activities;
ready to act independently and be responsible for their actions to the family and society;
benevolent, able to listen and hear the interlocutor, justify his position, express his opinion;
following the rules of a healthy and safe lifestyle for yourself and others.
II. Requirements for the results of mastering the main educational program of primary general education
9. The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:
- personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;
- meta-subject, including universal learning activities mastered by students (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts;
- subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.
10. Personal results of mastering the basic educational program of primary general education should reflect:
1) the formation of the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity; formation of values of the multinational Russian society; the formation of humanistic and democratic value orientations;
2) the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;
3) the formation of a respectful attitude towards a different opinion, history and culture of other peoples;
4) mastering the initial skills of adaptation in a dynamically changing and developing world;
5) acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning;
6) development of independence and personal responsibility for one's actions, including in information activities, based on ideas about moral standards, social justice and freedom;
7) the formation of aesthetic needs, values and feelings;
8) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
9) development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations;
10) the formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.
11. Meta-subject results of mastering the main educational program of primary general education should reflect:
1) mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;
2) mastering ways to solve problems of a creative and exploratory nature;
3) the formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;
4) the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure;
5) mastering the initial forms of cognitive and personal reflection;
6) the use of sign-symbolic means of presenting information to create models of the objects and processes under study, schemes for solving educational and practical problems;
7) active use of speech means and means of information and communication technologies (hereinafter referred to as ICT) for solving communicative and cognitive tasks;
8) the use of various methods of searching (in reference sources and open educational information space on the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with the communicative and cognitive tasks and technologies of the educational subject; including the ability to enter text using the keyboard, record (record) measured values in digital form and analyze images, sounds, prepare one’s speech and perform with audio, video and graphic accompaniment; comply with the norms of information selectivity, ethics and etiquette;
9) mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives; consciously build a speech statement in accordance with the tasks of communication and compose texts in oral and written forms;
10) mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
11) willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
12) definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others;
13) willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
14) mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.) in accordance with the content of a particular academic subject;
15) mastering the basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes;
16) the ability to work in the material and information environment of primary general education (including with educational models) in accordance with the content of a particular academic subject; formation of the initial level of the culture of using dictionaries in the system of universal educational activities.
12. The subject results of mastering the basic educational program of primary general education, taking into account the specifics of the content of subject areas, including specific academic subjects, should reflect:
12.1. Philology
Russian language. Native language:
1) the formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity;
2) students' understanding that the language is a phenomenon of national culture and the main means of human communication, awareness of the importance of the Russian language as the state language of the Russian Federation, the language of interethnic communication;
3) the formation of a positive attitude to the correct oral and written speech as indicators of the general culture and civic position of a person;
4) mastering the initial ideas about the norms of the Russian and native literary language (orthoepic, lexical, grammatical) and the rules of speech etiquette; the ability to navigate the goals, objectives, means and conditions of communication, to choose adequate language tools for the successful solution of communication problems;
5) mastery of learning activities with language units and the ability to use knowledge to solve cognitive, practical and communicative problems.
Literary reading. Literary reading in native language:
1) understanding of literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values and traditions;
2) awareness of the importance of reading for personal development; formation of ideas about the world, Russian history and culture, initial ethical ideas, concepts of good and evil, morality; successful learning in all academic subjects; formation of the need for systematic reading;
3) understanding the role of reading, the use of different types of reading (introductory, studying, selective, search); the ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the characters' actions;
4) achievement of the level of reading competence, general speech development necessary for continuing education, i.e. mastering the technique of reading aloud and to oneself, elementary methods of interpretation, analysis and transformation of artistic, popular science and educational texts using elementary literary concepts;
5) the ability to independently choose the literature of interest; use reference sources for understanding and obtaining additional information.
Foreign language:
1) the acquisition of initial communication skills in oral and written forms with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of verbal and non-verbal behavior;
2) mastering the initial linguistic representations necessary for mastering oral and written speech in a foreign language at an elementary level, expanding the linguistic horizons;
3) the formation of a friendly attitude and tolerance towards native speakers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore and accessible samples of children's fiction.
12.2. Mathematics and Computer Science:
1) the use of basic mathematical knowledge to describe and explain the surrounding objects, processes, phenomena, as well as assess their quantitative and spatial relationships;
2) mastering the basics of logical and algorithmic thinking, spatial imagination and mathematical speech, measurement, recalculation, estimation and evaluation, visual representation of data and processes, recording and execution of algorithms;
3) the acquisition of initial experience in the application of mathematical knowledge to solve educational and cognitive and educational and practical problems;
4) the ability to perform verbal and written arithmetic operations with numbers and numerical expressions, solve text problems, the ability to act in accordance with the algorithm and build the simplest algorithms, explore, recognize and depict geometric shapes, work with tables, diagrams, graphs and diagrams, chains, aggregates, represent, analyze and interpret data;
5) acquisition of initial ideas about computer literacy.
12.3. Social science and natural science (World around):
1) understanding the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, victories;
2) the formation of a respectful attitude towards Russia, the native land, one's family, history, culture, nature of our country, its modern life;
3) awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, elementary rules of moral behavior in the world of nature and people, norms of health-saving behavior in the natural and social environment;
4) mastering available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., with obtaining information from family archives, from people around, in an open information space);
5) development of skills to establish and identify causal relationships in the surrounding world.
12.4. Fundamentals of Religious Cultures and Secular Ethics:
1) readiness for moral self-improvement, spiritual self-development;
2) acquaintance with the basic norms of secular and religious morality, understanding their significance in building constructive relationships in the family and society;
3) understanding the importance of morality, faith and religion in the life of a person and society;
4) the formation of initial ideas about secular ethics, about traditional religions, their role in the culture, history and modernity of Russia;
5) initial ideas about the historical role of traditional religions in the formation of Russian statehood;
6) the formation of the internal setting of the individual to act according to his conscience; education of morality based on freedom of conscience and religion, spiritual traditions of the peoples of Russia;
7) awareness of the value of human life.
12.5. Art
Art:
1) the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;
2) the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, the aesthetic attitude to the world; understanding of beauty as a value; needs for artistic creativity and communication with art;
3) mastering practical skills and abilities in the perception, analysis and evaluation of works of art;
4) mastering elementary practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, animation elements, etc.).
Music:
1) the formation of initial ideas about the role of music in human life, its role in the spiritual and moral development of a person;
2) the formation of the foundations of musical culture, including on the material of the musical culture of the native land, the development of artistic taste and interest in musical art and musical activity;
3) the ability to perceive music and express one's attitude to a piece of music;
4) the use of musical images in the creation of theatrical and musical-plastic compositions, the performance of vocal and choral works, in improvisation.
12.6. Technology:
1) obtaining initial ideas about the creative and moral significance of labor in the life of a person and society; about the world of professions and the importance of choosing the right profession;
2) the assimilation of the initial ideas about material culture as a product of subject-transforming human activity;
3) acquisition of self-service skills; mastering the technological methods of manual processing of materials; learning safety rules;
4) the use of acquired knowledge and skills for the creative solution of simple design, art and design (design), technological and organizational problems;
5) acquisition of initial skills of joint productive activity, cooperation, mutual assistance, planning and organization;
6) the acquisition of initial knowledge about the rules for creating a subject and information environment and the ability to apply them to perform educational, cognitive and design art and design tasks.
12.7. Physical Culture:
1) formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and psychological), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors of successful learning and socialization;
2) mastering the skills to organize health-saving life activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);
3) the formation of the skill of systematic monitoring of one's physical condition, the magnitude of physical activity, health monitoring data (height, body weight, etc.), indicators of the development of basic physical qualities (strength, speed, endurance, coordination, flexibility), including preparation for performance standards of the All-Russian physical culture and sports complex "Ready for work and defense" (TRP).
13. In the final assessment of the quality of mastering the main educational program of primary general education, as part of monitoring progress in the process of mastering the content of individual academic subjects, readiness to solve educational, practical and educational and cognitive tasks should be taken into account on the basis of:
- systems of knowledge and ideas about nature, society, man, technology;
- generalized methods of activity, skills in educational, cognitive and practical activities;
– communication and information skills;
– systems of knowledge about the basics of a healthy and safe lifestyle.
The final assessment of the quality of mastering by students of the basic educational program of primary general education is carried out by the organization carrying out educational activities.
The subject of the final assessment of the mastering by students of the main educational program of primary general education should be the achievement of subject and meta-subject results of mastering the main educational program of primary general education, necessary for continuing education.
The final assessment should have two components:
- the results of the intermediate attestation of students, reflecting the dynamics of their individual educational achievements, progress in achieving the planned results of mastering the main educational program of primary general education;
- the results of the final work, characterizing the level of mastering by students of the main formed methods of action in relation to the basic system of knowledge necessary for obtaining a general education of the next level.
The final assessment of the development of the main educational program of primary general education is carried out by the organization carrying out educational activities, and is aimed at assessing the achievement by students of the planned results of mastering the main educational program of primary general education.
The results of the final assessment of mastering the basic educational program of primary general education are used to make a decision on the transfer of students to receive basic general education.
The results of individual achievements of students that are not subject to the final assessment of the quality of mastering the main educational program of primary general education include:
- value orientations of the student;
- individual personal characteristics, including patriotism, tolerance, humanism, etc.
A generalized assessment of these and other personal results of students' learning activities can be carried out in the course of various monitoring studies.
III. Requirements for the structure of the basic educational program of primary general education
14. The main educational program of primary general education determines the content and organization of educational activities in obtaining primary general education and is aimed at the formation of a common culture, spiritual, moral, social, personal and intellectual development of students, creating the basis for the independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of the health of students.
15. The main educational program of primary general education contains a mandatory part and a part formed by participants in educational relations.
The compulsory part of the main educational program of primary general education is 80%, and the part formed by the participants in educational relations is 20% of the total volume of the main educational program of primary general education.
16. The main educational program of primary general education is implemented by an organization carrying out educational activities through the organization of classroom and extracurricular activities in accordance with sanitary and epidemiological rules and regulations.
The main educational program of primary general education should contain three sections: target, content and organizational.
The target section defines the general purpose, goals, objectives and planned results of the implementation of the basic educational program of primary general education, as well as ways to determine the achievement of these goals and results.
Target section includes:
- an explanatory note;
- the planned results of mastering the main educational program of primary general education by students;
- a system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.
- a program for the formation of universal educational activities for students when receiving primary general education;
- programs of individual subjects, courses and courses of extracurricular activities;
a program of spiritual and moral development, education of students while receiving primary general education;
– a program for the formation of an ecological culture, a healthy and safe lifestyle;
- Corrective action program.
The organizational section defines the general framework for organizing educational activities, as well as the mechanisms for implementing the main educational program.
The organizational section includes:
– Curriculum of primary general education;
- plan for extracurricular activities, calendar training schedule;
– a system of conditions for the implementation of the main educational program in accordance with the requirements of the Standard.
The curriculum of primary general education and the plan of extracurricular activities are the main organizational mechanisms for the implementation of the main educational program of primary general education.
An organization that carries out educational activities in accordance with the state-accredited basic educational programs of primary general education develops the basic educational program of primary general education in accordance with the Standard and taking into account the exemplary basic educational program of primary general education.
(Clause as amended by Order No. 2357 of the Russian Ministry of Education and Science dated September 22, 2011.)
17. The main educational program of primary general education developed by the organization carrying out educational activities must ensure that students achieve the results of mastering the main educational program of primary general education in accordance with the requirements established by the Standard.
Educational programs of primary general education are implemented by an organization that carries out educational activities, both independently and through network forms of their implementation.
During the holidays, the possibilities of organizations for the recreation of children and their rehabilitation, thematic camp shifts, summer schools created on the basis of organizations engaged in educational activities, and organizations of additional education are used.
(As amended by Order No. 1241 of the Russian Ministry of Education and Science dated November 26, 2010; as amended by Order No. 1643 of the Russian Ministry of Education and Science dated December 29, 2014.)
In order to ensure the individual needs of students in the educational program of primary general education, it is provided (As amended by the order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241):
- training courses that ensure the various interests of students, including ethno-cultural (As amended by the order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241);
18. The organization of educational activities in the main educational program of primary general education can be based on the differentiation of content, taking into account the educational needs and interests of students, providing in-depth study of individual subjects, subject areas of the main educational program of primary general education.
(As amended by the order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1643.) (see previous edition)
19. Requirements for sections of the main educational program of primary general education:
19.1. The explanatory note should disclose:
1) the goals of the implementation of the main educational program of primary general education, specified in accordance with the requirements of the Standard for the results of mastering the main educational program of primary general education by students;
2) principles and approaches to the formation of the main educational program of primary general education and the composition of participants in educational relations of a particular organization carrying out educational activities;
3) a general description of the basic educational program of primary general education;
4) general approaches to the organization of extracurricular activities.
19.2. The planned results of mastering the basic educational program of primary general education should:
1) provide a link between the requirements of the Standard, educational activities and the system for assessing the results of mastering the basic educational program of primary general education;
2) be the basis for the development of the main educational program of primary general education of organizations engaged in educational activities;
3) be a meaningful and criteria-based basis for the development of work programs of subjects and educational and methodological literature, as well as for the system for assessing the quality of mastering by students of the basic educational program of primary general education in accordance with the requirements of the Standard.
The structure and content of the planned results of mastering the basic educational program of primary general education should adequately reflect the requirements of the Standard, convey the specifics of educational activities (in particular, the specifics of the goals of studying individual subjects), correspond to the age capabilities of students.
The planned results of mastering the basic educational program of primary general education by students should clarify and concretize the general understanding of personal, meta-subject and subject results both from the standpoint of organizing their achievement in educational activities, and from the standpoint of evaluating these results.
Evaluation of the performance of the education system, organizations engaged in educational activities, teaching staff should take into account the planned results of the students' mastering the basic educational program of primary general education.
19.3. The curriculum of primary general education (hereinafter referred to as the curriculum) determines the list, labor intensity, sequence and distribution by periods of study of subjects, forms of intermediate certification of students.
The main educational program of primary general education may include one or more curricula.
The forms of organization of educational activities, the alternation of educational and extracurricular activities within the framework of the implementation of the main educational program of primary general education are determined by the organization carrying out educational activities.
The curricula provide for the teaching and learning of the state language of the Russian Federation, the possibility of teaching and learning the state languages of the republics of the Russian Federation and the native language from among the languages of the peoples of the Russian Federation, and also establish the number of classes allotted for their study, by grade (year) of study.
Mandatory subject areas and the main tasks of implementing the content of subject areas are given in the table:
The number of training sessions for 4 academic years cannot be less than 2904 hours and more than 3345 hours.
In order to ensure the individual needs of students, the part of the curriculum formed by the participants in educational relations provides for:
– training sessions for in-depth study of individual compulsory subjects;
- training sessions that provide various interests of students, including ethno-cultural ones.
To develop the potential of students, especially gifted children and children with disabilities, individual curricula can be developed with the participation of the students themselves and their parents (legal representatives). The implementation of individual curricula is accompanied by the support of a tutor of an organization carrying out educational activities.
19.4. The program for the formation of universal educational activities for students when receiving primary general education should contain:
- description of the value orientations of the content of education in obtaining primary general education;
- the connection of universal educational activities with the content of educational subjects;
- characteristics of personal, regulatory, cognitive, communicative universal educational actions of students;
- typical tasks of the formation of personal, regulatory, cognitive, communicative universal educational actions;
- description of the continuity of the program for the formation of universal educational activities in the transition from preschool to primary general education.
The formation of universal learning activities for students when receiving primary general education should be determined at the stage of completion of education in primary school.
19.5. The programs of individual subjects, courses must ensure the achievement of the planned results of mastering the basic educational program of primary general education.
Programs of individual subjects, courses are developed on the basis of:
- requirements for the results of mastering the main educational program of primary general education;
- programs for the formation of universal educational activities.
Programs of individual subjects, courses should contain:
1) an explanatory note, which specifies the general goals of primary general education, taking into account the specifics of the subject, course;
2) general characteristics of the subject, course;
3) description of the place of the subject, course in the curriculum;
4) description of the value orientations of the content of the academic subject;
5) personal, meta-subject and subject results of mastering a particular academic subject, course;
7) thematic planning with the definition of the main types of educational activities of students;
8) description of the material and technical support of educational activities.
19.6. The program of spiritual and moral development, education of students when receiving primary general education (hereinafter referred to as the Program) should be aimed at ensuring the spiritual and moral development of students in the unity of classroom, extracurricular and extracurricular activities, in the joint pedagogical work of an organization that carries out educational activities, families and others institutions of society.
This Program should be based on key educational tasks, the basic national values of Russian society.
The program should provide for the familiarization of students with the cultural values of their ethnic or socio-cultural group, the basic national values of Russian society, universal values in the context of the formation of their civic identity and ensure:
- creation of a system of educational activities that allow the student to master and use the acquired knowledge in practice;
- the formation of a holistic educational environment, including classroom, extracurricular and extracurricular activities and taking into account historical, cultural, ethnic and regional specifics;
- the formation of an active activity position in the student.
The program should contain a list of the planned results of education - the formed value orientations, social competencies, behavior patterns of younger students, recommendations on the organization and current pedagogical control of the results of classroom and extracurricular activities aimed at broadening the horizons, developing a general culture; to get acquainted with the universal human values of the world culture, the spiritual values of the national culture, the moral and ethical values of the multinational people of Russia and the peoples of other countries; on the formation of value orientations of universal human content, an active life position, the need for self-realization in educational and other creative activities among students when receiving primary general education; to develop communication skills, self-organization skills; on the formation and expansion of the experience of positive interaction with the outside world, the education of the foundations of legal, aesthetic, physical and environmental culture.
19.7. The program for the formation of an ecological culture, a healthy and safe lifestyle should provide:
– formation of ideas about the basics of ecological culture on the example of environmentally consistent behavior in everyday life and nature, safe for humans and the environment;
- awakening in children the desire to take care of their health (the formation of an interested attitude towards their own health) by observing the rules of a healthy lifestyle and organizing the health-saving nature of educational activities and communication;
- the formation of cognitive interest and respect for nature;
- formation of attitudes towards the use of healthy nutrition;
- the use of optimal motor modes for children, taking into account their age, psychological and other characteristics, the development of the need for physical education and sports;
– observance of health-creating regimes of the day;
- formation of a negative attitude towards risk factors for children's health (reduced physical activity, smoking, alcohol, drugs and other psychoactive substances, infectious diseases);
- the formation of skills to resist involvement in smoking, the use of alcohol, narcotic and potent substances;
- the formation of the child's need to fearlessly consult a doctor on any issues related to the characteristics of growth and development, health status, the development of readiness to independently maintain their health based on the use of personal hygiene skills;
- formation of the foundations of a health-saving educational culture: the ability to organize successful educational work, creating health-saving conditions, choosing adequate means and methods for completing tasks, taking into account individual characteristics;
– formation of skills of safe behavior in the environment and the simplest skills of behavior in extreme (emergency) situations.
The program for the formation of an ecological culture, a healthy and safe lifestyle should contain:
1) the purpose, objectives and results of activities that ensure the formation of the foundations of ecological culture, the preservation and strengthening of the physical, psychological and social health of students in the course of obtaining primary general education, a description of the value orientations underlying it;
2) areas of activity for health protection, ensuring safety and the formation of an ecological culture of students, reflecting the specifics of the organization carrying out educational activities, the requests of participants in educational relations;
3) models of work organization, types of activities and forms of classes with students on the formation of an environmentally appropriate, healthy and safe way of school life, behavior; physical culture, sports and recreational work, prevention of psychoactive substance use by students, prevention of child road traffic injuries;
4) criteria, indicators of the effectiveness of the activities of the organization carrying out educational activities in terms of the formation of a healthy and safe lifestyle and environmental culture of students;
(Subparagraph as amended, put into effect on February 21, 2015 by order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1643.)
5) methodology and tools for monitoring the achievement of the planned results in the formation of an environmental culture, a culture of a healthy and safe lifestyle for students.
19.8. The program of correctional work should be aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children with disabilities and assisting children in this category in mastering the basic educational program of primary general education.
The corrective work program should provide:
- identification of special educational needs of children with disabilities due to shortcomings in their physical and (or) mental development;
- implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the characteristics of the psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);
- the possibility of mastering by children with disabilities the basic educational program of primary general education and their integration into an organization that carries out educational activities.
The program of corrective work should contain:
- a system of comprehensive psychological, medical and pedagogical support for children with disabilities in the context of educational activities, including a psychological, medical and pedagogical examination of children in order to identify their special educational needs, monitoring the dynamics of children's development, their success in mastering the main educational program of primary general education , adjustment of corrective actions;
- a description of the special conditions for the education and upbringing of children with disabilities, including a barrier-free environment for their life, the use of adapted educational programs for primary general education and methods of teaching and upbringing, special textbooks, manuals and didactic materials, technical teaching aids for collective and individual use , provision of services of an assistant (assistant), providing children with the necessary technical assistance, conducting group and individual remedial classes;
- a mechanism for interaction in the development and implementation of corrective measures of teachers, specialists in the field of correctional pedagogy, medical workers of an organization that carries out educational activities and other organizations specializing in the field of the family and other institutions of society, which should be provided in the unity of classroom, extracurricular and extracurricular activities;
– planned results of corrective work.
19.9. The system for assessing the achievement of the planned results of mastering the basic general education program of primary general education should:
1) fix the main directions and goals of the assessment activity, description of the object and content of the assessment, criteria, procedures and composition of the assessment tools, forms for presenting the results, conditions and limits for the application of the assessment system;
2) to focus educational activities on the spiritual and moral development and upbringing of students, the achievement of the planned results of mastering the content of educational subjects of primary general education and the formation of universal educational activities;
3) provide a comprehensive approach to assessing the results of mastering the basic educational program of primary general education, which allows for the assessment of subject, meta-subject and personal results of primary general education;
4) provide for the assessment of the achievements of students (the final assessment of students who have mastered the basic educational program of primary general education) and the assessment of the effectiveness of the activities of the organization engaged in educational activities;
5) allow to assess the dynamics of educational achievements of students.
In the process of assessing the achievement of the planned results of spiritual and moral development, mastering the main educational program of primary general education, a variety of methods and forms should be used that mutually complement each other (standardized written and oral work, projects, practical work, creative work, self-analysis and self-assessment, observations, tests (tests) and others).
19.10. The plan of extracurricular activities is an organizational mechanism for the implementation of the main educational program of primary general education.
The plan of extracurricular activities ensures that the individual characteristics and needs of students are taken into account through the organization of extracurricular activities. Extracurricular activities are organized in areas of personal development (sports and recreation, spiritual and moral, social, general intellectual, general cultural) in such forms as artistic, cultural, philological, choral studios, network communities, school sports clubs and sections, conferences, olympiads, military patriotic associations, excursions, competitions, search and scientific research, socially useful practices and other forms on a voluntary basis in accordance with the choice of participants in educational relations.
The plan of extracurricular activities of an organization engaged in educational activities determines the composition and structure of areas, forms of organization, the amount of extracurricular activities for students receiving primary general education (up to 1350 hours in four years of study), taking into account the interests of students and the capabilities of the organization engaged in educational activities.
An organization carrying out educational activities independently develops and approves a plan for extracurricular activities.
19.10.1. The calendar study schedule should determine the alternation of educational activities (class and extracurricular) and planned breaks when receiving education for recreation and other social purposes (holidays) for the calendar periods of the academic year:
– start and end dates of the academic year;
- the duration of the academic year, quarters (trimesters);
- dates and duration of holidays;
– timing of intermediate certification.
19.11. The system of conditions for the implementation of the main educational program of primary general education in accordance with the requirements of the Standard (hereinafter referred to as the system of conditions) is developed on the basis of the relevant requirements of the Standard and ensures the achievement of the planned results of mastering the main educational program of primary general education.
The system of conditions should take into account the characteristics of the organization carrying out educational activities, as well as its interaction with social partners (both within the education system and within the framework of interdepartmental interaction).
The conditions system should contain:
- description of the existing conditions: personnel, psychological and pedagogical, financial, material and technical, as well as educational, methodological and information support;
- substantiation of the necessary changes in the existing conditions in accordance with the priorities of the main educational program of primary general education of the organization carrying out educational activities;
– mechanisms for achieving targets in the system of conditions;
- a network schedule (road map) for the formation of the necessary system of conditions;
– control over the state of the system of conditions.
IV. Requirements for the conditions for the implementation of the main educational program of primary general education
20. Requirements for the conditions for the implementation of the main educational program of primary general education are a system of requirements for personnel, financial, logistical and other conditions for the implementation of the main educational program of primary general education and the achievement of the planned results of primary general education.
21. An integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment:
- ensuring the high quality of education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;
- guaranteeing the protection and strengthening of the physical, psychological and social health of students;
- comfortable in relation to students and teaching staff.
22. In order to ensure the implementation of the main educational program of primary general education in an organization carrying out educational activities, conditions must be created for participants in educational relations that provide the opportunity to:
- achievement of the planned results of mastering the basic educational program of primary general education by all students, including children with disabilities;
- identifying and developing the abilities of students through a system of clubs, sections, studios and circles, organizing socially useful activities, including social practice, using the possibilities of additional education organizations;
- work with gifted children, organization of intellectual and creative competitions, scientific and technical creativity and design and research activities;
- participation of students, their parents (legal representatives), teachers and the public in the development of the main educational program of primary general education, the design and development of the intra-school social environment, as well as in the formation and implementation of individual educational routes for students;
- effective use of the time allotted for the implementation of a part of the main educational program, formed by the participants in educational relations, in accordance with the requests of students and their parents (legal representatives), the specifics of the organization carrying out educational activities and taking into account the peculiarities of the subject of the Russian Federation;
- the use of modern educational technologies of the activity type in educational activities;
- effective independent work of students with the support of teaching staff;
- inclusion of students in the processes of understanding and transforming the out-of-school social environment (settlement, district, city) to gain experience in real management and action;
- updating the content of the main educational program of primary general education, as well as methods and technologies for its implementation in accordance with the dynamics of the development of the education system, the requests of children and their parents (legal representatives), and also taking into account the characteristics of the subject of the Russian Federation;
– effective management of an organization carrying out educational activities using information and communication technologies, as well as modern funding mechanisms.
23. Requirements for personnel conditions for the implementation of the basic educational program of primary general education include:
- staffing of the organization carrying out educational activities with pedagogical, managerial and other employees;
- the level of qualification of pedagogical and other employees of the organization carrying out educational activities;
– continuity of professional development of teaching staff of an organization carrying out educational activities.
An organization carrying out educational activities, implementing programs of primary general education, must be staffed with qualified personnel.
The level of qualification of employees of an organization engaged in educational activities, implementing the basic educational program of primary general education, for each position held must meet the qualification requirements specified in the qualification reference books and (or) professional standards for the relevant position.
The continuity of professional development of employees of an organization carrying out educational activities in the main educational programs of primary general education should be ensured by the development by employees of an organization carrying out educational activities of additional professional programs in the profile of pedagogical activity at least once every three years.
In the education system, conditions should be created for the complex interaction of organizations engaged in educational activities, ensuring the possibility of replenishing the missing human resources, maintaining constant methodological support, obtaining operational advice on the implementation of the main educational program of primary general education, using the innovative experience of other organizations engaged in educational activities , conducting comprehensive monitoring studies of the results of educational activities and the effectiveness of innovations.
24. Financial conditions for the implementation of the basic educational program of primary general education must:
– provide an organization carrying out educational activities with the possibility of fulfilling the requirements of the Standard;
- ensure the implementation of the mandatory part of the basic educational program of primary general education and the part formed by the participants in educational relations, regardless of the number of school days per week;
- reflect the structure and amount of expenses necessary for the implementation of the basic educational program of primary general education and the achievement of the planned results, as well as the mechanism for their formation.
The standards determined by the state authorities of the constituent entities of the Russian Federation in accordance with paragraph 3 of part 1 of Article 8 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", the standard costs for the provision of state or municipal services in the field of education are determined according to each type and focus (profile) of educational programs, taking into account the forms of education, the network form of implementation of educational programs, educational technologies, special conditions for obtaining education by students with disabilities, providing additional professional education to teachers, ensuring safe conditions for training and education, protecting the health of students , as well as taking into account other features of the organization and implementation of educational activities provided for by the said Federal Law (for various categories of students).
25. The material and technical conditions for the implementation of the basic educational program of primary general education must ensure:
1) the possibility of students achieving the requirements established by the Standard for the results of mastering the main educational program of primary general education;
2) compliance:
- sanitary and living conditions (presence of equipped wardrobes, bathrooms, places for personal hygiene, etc.);
- social and living conditions (the availability of an equipped workplace, a teacher's room, a room for psychological unloading, etc.);
– fire and electrical safety;
– labor protection requirements;
– timely terms and necessary volumes of current and capital repairs;
3) the possibility for unhindered access of students with disabilities to the infrastructure of the educational institution
The material and technical base for the implementation of the main educational program of primary general education must comply with the current sanitary and fire safety standards, labor protection standards for employees of organizations engaged in educational activities, applicable to:
- the site (territory) of the organization engaged in educational activities (area, insolation, lighting, placement, the necessary set of zones to ensure the educational and economic activities of the organization engaged in educational activities and their equipment);
- the building of the organization carrying out educational activities (the height and architecture of the building, the necessary set and placement of premises for the implementation of educational activities when receiving primary general education, their area, illumination, location and size of working, play areas and areas for individual classes in the organization's classrooms, carrying out educational activities, for vigorous activity, sleep and rest, the structure of which should provide an opportunity for organizing classroom and extracurricular educational activities);
– premises of libraries (area, placement of working areas, availability of a reading room, number of reading places, media libraries);
- rooms for meals for students, as well as for storing and preparing food, providing the possibility of organizing high-quality hot meals, including hot breakfasts;
- rooms intended for music, visual arts, choreography, modeling, technical creativity, natural science research, foreign languages;
- assembly hall;
– sports halls, swimming pools, gaming and sports equipment;
- rooms for medical personnel;
– furniture, office equipment and household inventory;
– consumables and stationery (paper for manual and machine writing, writing tools (in notebooks and on the board), fine arts, technological processing and design, chemical reagents, digital information media).
Organizations carrying out educational activities independently at the expense of allocated budgetary funds and additional financial resources attracted in the prescribed manner must ensure the equipment of educational activities when receiving primary general education.
The material, technical and information equipment of educational activities should provide the opportunity to:
– creation and use of information (including recording and processing of images and sound, performances with audio, video and graphic accompaniment, communication on the Internet, etc.);
- obtaining information in various ways (search for information on the Internet, work in the library, etc.);
– conducting experiments, including using educational laboratory equipment, real and virtual visual models and collections of basic mathematical and natural science objects and phenomena; digital (electronic) and traditional measurement;
– observations (including observation of micro-objects), location determination, visualization and data analysis;
– use of digital plans and maps, satellite images;
– creation of material objects, including works of art;
– processing of materials and information using technological tools;
– design and construction, including models with digital control and feedback;
– performing, composing and arranging musical works using traditional instruments and digital technologies;
– physical development, participation in sports competitions and games;
- planning of educational activities, fixing its implementation as a whole and individual stages (speeches, discussions, experiments);
– placement of their materials and works in the information environment of the organization carrying out educational activities;
– holding mass events, meetings, performances;
- organization of recreation and food.
25.1. In an educational organization that implements integrated educational programs in the field of arts, when implementing an educational program for primary general education, material and technical conditions should ensure the possibility of conducting individual and group classes, including practical ones, in selected types of art.
At the same time, the material and technical support of educational activities in the selected types of art should include:
- concert hall;
- rooms for rehearsals;
- premises for the maintenance, maintenance and repair of musical instruments;
– audiences for individual and group lessons (from 2 to 20 people);
- choir classes;
– classes equipped with special machines;
- special audiences equipped with personal computers, MIDI keyboards and related software;
– audio and video funds of sound recording and sound producing equipment;
- musical instruments (piano, organ, sets of orchestral string instruments, orchestral wind and percussion instruments, folk orchestra instruments, as well as consoles and other musical instruments).
26. The information and educational environment of an organization carrying out educational activities should include a set of technological means (computers, databases, communication channels, software products, etc.), cultural and organizational forms of information interaction, the competence of participants in educational relations in solving educational and cognitive and professional tasks using information and communication technologies (ICT), as well as the availability of support services for the use of ICT.
The information and educational environment of an organization carrying out educational activities should provide the opportunity to carry out the following activities in electronic (digital) form:
– planning of educational activities;
- placement and preservation of materials of educational activities, including the works of students and teachers used by participants in educational relations of information resources;
- fixing the course of educational activities and the results of mastering the main educational program of primary general education;
- interaction between participants in educational relations, including remote via the Internet, the possibility of using data generated in the course of educational activities to solve the problems of managing educational activities;
- controlled access of participants in educational relations to information educational resources on the Internet (restriction of access to information incompatible with the tasks of spiritual and moral development and education of students);
- interaction of an organization carrying out educational activities with bodies exercising management in the field of education, and with other organizations engaged in educational activities, organizations.
The functioning of the information educational environment is ensured by the means of ICT and the qualifications of employees using and supporting it. The functioning of the information educational environment must comply with the legislation of the Russian Federation.
27. Educational, methodological and information support for the implementation of the main educational program of primary general education is aimed at ensuring wide, constant and sustainable access for all participants in educational relations to any information related to the implementation of the main educational program, planned results, organization of educational activities and the conditions for its implementation .
Requirements for educational and methodological support of educational activities include:
- parameters of completeness of equipment for educational activities, taking into account the achievement of goals and planned results of mastering the main educational program of primary general education;
- parameters of the quality of providing educational activities, taking into account the achievement of goals and planned results of mastering the main educational program of primary general education.
An organization carrying out educational activities must be provided with textbooks, educational and methodological literature and materials in all academic subjects of the basic educational program of primary general education in the languages of instruction and education determined by the founder of the organization carrying out educational activities. The rate of provision of educational activities with educational publications is determined based on the calculation:
- at least one textbook in printed and (or) electronic form, sufficient for mastering the program of the subject for each student in each subject included in the mandatory part of the curriculum of the main educational program of primary general education;
- at least one textbook in printed and (or) electronic form or a teaching aid sufficient for mastering the program of a subject for each student in each subject included in the part formed by the participants in educational relations, the curriculum of the main educational program of primary general education.
An organization carrying out educational activities must also have access to printed and electronic educational resources (EER), including electronic educational resources located in federal and regional EER databases.
The library of an organization carrying out educational activities must be equipped with printed educational resources and electronic educational resources for all subjects of the curriculum, and also have a fund of additional literature. The fund of additional literature should include children's fiction and popular science literature, reference and bibliographic and periodicals accompanying the implementation of the main educational program of primary general education.
28. Psychological and pedagogical conditions for the implementation of the main educational program of primary general education should ensure:
- continuity of the content and forms of organization of educational activities that ensure the implementation of the main educational programs of preschool education and primary general education;
- taking into account the specifics of the age-related psychophysical development of students;
– formation and development of psychological and pedagogical competence of pedagogical and administrative workers, parents (legal representatives) of students;
- variability of directions of psychological and pedagogical support for participants in educational relations (preservation and strengthening of the psychological health of students; formation of the value of health and a safe lifestyle; differentiation and individualization of education;
- monitoring the capabilities and abilities of students, identifying and supporting gifted children, children with disabilities; the formation of communication skills in an environment of different ages and among peers; support for children's associations, student self-government);
- diversification of the levels of psychological and pedagogical support (individual, group, class level, organization level);
– variability of forms of psychological and pedagogical support for participants in educational relations (prevention, diagnostics, counseling, correctional work, developmental work, education, expertise).
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Paragraph 6 of Article 2 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”
Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation". (The footnote was additionally included from February 21, 2015 by order of the Russian Ministry of Education and Science dated December 29, 2014 No. 1643.)
At the choice of parents (legal representatives), the foundations of Orthodox culture, the foundations of Jewish culture, the foundations of Buddhist culture, the foundations of Islamic culture, the foundations of world religious cultures, the foundations of secular ethics are studied. (The footnote was additionally included from March 5, 2013 by order of the Russian Ministry of Education and Science dated December 18, 2012 No. 1060.)
Taking into account the provisions of Part 2 of Article 99 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" of the legislation (Footnote as amended by the Order of the Ministry of Education and Science of Russia of December 29, 2014 No. 1643. )
Article 15 of the Federal Law of November 24, 1995 No. 181-FZ "On the Social Protection of the Disabled in the Russian Federation"
Federal Law of July 27, 2006 No. 149-FZ "On Information, Information Technologies and Information Protection", Federal Law of July 27, 2006 No. 152-FZ "On Personal Data".
It was introduced on October 6, 2009. It was the result of a fundamental reform of the Russian education system and is aimed at:
- achievement of comprehensive development of younger schoolchildren in the context of education and training, taking into account health indicators and individual intellectual abilities;
- stimulation of creative abilities and skills of practical application of theoretical knowledge;
- introducing students to interaction with society, mastering communication skills, getting to know the educational culture.
The active development of technology and the leveling of the value of dry information without its deep understanding and application in practice laid the foundation for the standardization of primary education at the federal level. Today, knowledge in itself has no value in rapidly changing realities, and therefore only the ability to creatively rethink, interpret and use the information received is important, not only in the educational complex, but also in everyday life.
In an effort to move away from outdated Soviet pedagogical methods, in the Russian system of primary general education, it became necessary to modernize the approach, and, consequently, to introduce federal standard of the main school of the Federal State Educational Standard primary education. The standard regulates the conditions and procedure for the implementation of educational programs at the first stage of school education, representing a set of requirements and provisions. According to him, along with the basic skills that are relevant for younger students (the ability to write, count and read), the prospect of forming an effective educational activity of a student based on a combination of learning motives, goal-setting skills, cognitive interest, the ability to solve small problems, control the process of their solution, adjust the goals and their efforts in order to achieve successful personal and professional self-realization.
The set of federal standards is designed to provide:
- Creation of a unified Russian educational space, adapted in view of a long tradition for students with different intellectual abilities and health opportunities.
- Continuity of educational programs and requirements for universal educational activities that children must master as a result of mastering subject areas at various educational levels.
Addressees requirements of the Federal State Educational Standard of Primary General Education The following categories of participants in educational relations are:
- The teaching staff of the school, which must build professional activities within the framework of the current state educational policy, which will allow achieving the short-term and long-term goals set for the education system.
- School administration - uses the provisions of the Federal State Educational Standard to develop management mechanisms for introducing innovations, regulating and controlling the educational complex within the framework of regional characteristics.
- Schoolchildren - within the framework of the Federal State Educational Standard, the implementation of the constitutional right to education is carried out regardless of religion, nationality, material security and health opportunities, which will further provide an opportunity for successful self-realization and professional growth in the future.
- Parents of younger schoolchildren who get open access to the basic documentation of the institution in order to form an idea of the goals and guidelines of the current education system, making decisions on additional education and organizing children's leisure.
- Requirements for the structure of the BEP, including their volume and the ratio of the mandatory and optional parts, formed by the participants in educational relations, based on the needs and regional specifics.
- Requirements for the conditions for the implementation of programs - material, technical, financial, staffing of the educational process, without which the main activity of the institution is impossible.
- Requirements for the results of mastering the subject minimum, the degree of formation of personal, meta-subject competencies.
The nature of the teacher's activity has changed significantly. Due to the fact that teachers need to use a significant amount of information (including electronic resources), the time to prepare for lessons increases. The usual plan-outline of the lesson was replaced by a scenario plan that determines the sequence of schoolchildren's activities, provides teachers with greater freedom and uses predominantly pair and group forms of work that prevail over frontal ones.
In general, the activity of the teacher has largely undergone changes that have affected all aspects of the work.
| Activity aspect | Characteristic according to GEF |
| Preparing for the lesson | The scenario lesson plan serves as the basis for the lesson and involves the use of non-standard forms of work, methods and techniques of presenting the material. In the course of training, teachers use the achievements and experience of colleagues, advanced technologies and innovations, Internet resources and methodological developments. |
| The main stages of the lesson | More than half of the class time is devoted to independent activities of students. An obligatory stage of the lesson is goal-setting (schoolchildren independently set the goal of the lesson) and reflection (children evaluate the effectiveness of work in the lesson). |
| The main goal of the teacher in the lesson | The teacher should act as the organizer of student activities in setting learning objectives, choosing sources of information and processing it, generalizing methods of action. |
| Definition of children's activities | The teacher uses the wording: analyze, prove (explain), compare, continue, create a diagram or model, generalize (draw a conclusion), choose a solution, a way to solve, explore, evaluate, change, come up with. |
| Lesson management | The classes are dominated by individual and group forms of activity, non-standard approaches that allow the presence of parents, tutors or other teachers in the classroom. |
| Interaction with parents of students | Since parents should be active participants in educational activities, the teacher informs them about the life of the institution, the educational and educational successes of children. |
| Educational environment | The educational environment is adapted to the needs of students (including children with disabilities), and therefore zoning of halls and classes is carried out, ICT technologies are used. |
| Learning Outcomes | The trinity of results (subject, personal and meta-subject) is taken into account, portfolios are created, adequate self-assessment of students is stimulated. The dynamics of results is taken into account, and not correlation with normative indicators. |
The former norms governing the educational process differ from federal standards by taking into account the individual and age characteristics of the development of students. It is this aspect that is taken into account when determining the methodology of a student-centered approach, allowing to increase the effectiveness of the interaction of teachers with a group of students, realizing the requirements for differentiation of training within various educational routes.
Along with the personality-oriented, the basis of educational standards and GEF programs of primary general education a modular-competency-based approach was laid, which reinforces the intrinsic value of the first stage of general education and aims to accumulate the educational experience of the skills and skills base of yesterday's preschoolers for the successful solution of school educational problems.
The standardization of primary general education aims to provide equal conditions for education and upbringing for all students, including children with disabilities. Inclusive education in this case is based on the consistent exchange of life and learning experience between students, the formation of communication skills, the tolerance of all participants in educational relations and their ability to behave in different social situations. As a result, younger students grow up tolerant of others, tolerant, independently thinking, and therefore ready for further learning and self-realization in educational and extracurricular activities.
Federal standards are based on objectivity in assessing the academic achievements of schoolchildren. Since the normative approach of correlating the achieved skills and abilities with indicators established at the highest level is morally outdated and has lost its relevance, there is a need to modernize the assessment system, which will allow tracking the dynamics of the child's success, the degree of mastering the material and the level of educational achievements. At the same time, it is important that such procedures do not cause discomfort and emotional stress for students due to the introduction of a universal control function. Not surprisingly, the normative approach has been successfully replaced by a transparent assessment system that is extremely clear to both students and their families. From now on, the educational process pursues the achievement of the educational goal, and assessment is carried out by studying the dynamics of the student's educational success. In this regard, the skills of self-assessment and reflection, which are gradually mastered by younger students, contribute to the awareness of the level of their achievements and the adequate perception of the marks set by the teacher.
Implementation of GEF in Primary School: Key Documents
The standardization of education requires reforming the educational space at all levels, and therefore the basis for this process is local regulations and documents of regional, municipal and federal significance. Regulating the organization of the educational process, local acts used to accompany the process of transition to the GEF IEO should ensure compliance with educational standards, fulfilling the tasks of state policy in the field of education.
- The main educational program for elementary school has been developed and approved.
- The regulatory framework of the elementary school has been updated in accordance with the latest requirements, the goals and objectives of the main activity have been approved, the sources of material, technical and financial support have been established, and the mode of conducting lessons has been determined.
- Job descriptions comply with the standards of the Federal State Educational Standard and qualification reference books, a plan for advanced training of teachers working in the lower grades has been implemented.
- Local acts have been issued regulating the issues of remuneration through the calculation of the base salary, incentive and compensation payments, labor contracts have additional agreements.
- Approved teaching aids and textbooks to be used in elementary school.
- The optimal model for the implementation of educational activities, including not only classroom, but also extracurricular activities of elementary school students, has been determined.
- A plan for methodological, consulting, and psychological and pedagogical support has been designed to ensure maximum comfort in the transition to the new generation of educational standards.
Requirements of the Federal State Educational Standard of the IEO to the results of mastering the educational program
Significant differences between the educational abilities of children, their intellectual and physical abilities caused a certain difficulty in the implementation of the pedagogical process, since common criteria for success could not be achieved by all graduates at the same time. At the same time, the orientation towards obtaining certain skills excluded the individuality of the vectors of development of younger students, the creative and experimental component of the educational process. That is why GEF NOO (primary general education) designed for the formation of flexible competencies in students that fit into the framework of individual educational routes.
The document establishes the following requirements for the results of educational activities in elementary school:
- Personal - children should have a pronounced individual-personal position, strong motivation for cognitive activity, developed social and communicative competencies, readiness for self-development, patriotic and civic identity.
- Meta-subject - based on the importance of universal learning activities (ULA) - competencies that allow you to successfully use the knowledge and skills gained in one subject area in another.
- Subject - knowledge of concepts, principles of their application and algorithms of use, which are formed in the course of studying certain disciplines.
| Result type | Complex of target competencies of elementary school students |
| Personal |
|
| Metasubject |
|
| subject |
GEF requirements for elementary school emphasize the significance of the results of mastering the educational minimum for each of the subject areas:
|
Requirements of the Federal State Educational Standard of the IEO for the structure of the educational program
The main educational program of primary general education, according to the Federal State Educational Standard, contains a variable (changeable) and a mandatory part in the ratio of 20% to 80%. In accordance with the requirements of the state policy in the field of education, the structure of the PEP should be:
- Explanatory note - contains the strategic goals and objectives of pedagogical activity, fundamental approaches and principles that take into account regional characteristics and the specifics of the institution.
- Planned results of mastering disciplines with divisions into subject, meta-subject and personal criteria.
- The curriculum, formed taking into account the permissible limits of the intellectual load, the volume of extracurricular activities and the content of educational disciplines. It regulates the time that can be used to organize the leisure of students in the format of extracurricular activities or to increase the classroom hours allotted for the study of individual subjects.
- The UUD formation program is a system of skill formation that allows you to transfer competencies from familiar to unfamiliar areas of knowledge (all types of UUD are considered in the relationship of academic disciplines).
- Programs of individual subjects and courses, which indicate the characteristics, value orientations, planned results, thematic planning and material and technical equipment necessary for the implementation of the tasks set.
- The program of spiritual and moral development is based on the national pedagogical tradition and key educational tasks, providing for a tolerant attitude towards others, the formation of an active life position, familiarization with universal human and cultural values.
- The program for the formation of a culture of a safe and healthy lifestyle - provides for the promotion of healthy lifestyles, the prevention of deviant behavior and bad habits, the optimal mode of physical activity.
- A program of correctional work developed for primary school students with disabilities, which provides for procedures for identifying special educational needs, providing comprehensive support, and creating the necessary conditions for them.
- The system for evaluating the results of mastering the educational minimum, carried out as part of an intermediate certification and regular assessment as part of a criteria-individualized approach.
Requirements of the Federal State Educational Standard of Primary Education for the Conditions for the Implementation of the BEP
Federal standards legalized not only the content of the educational process, but also the conditions necessary for its implementation. Basic GEF primary general education determine the conditions for the formation of an accessible, open and comfortable educational environment that will preserve and strengthen the psychophysiological health of children, stimulate their cognitive activity, and develop communication skills.
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To learn more about the implementation and modernization of the provisions of the Federal State Educational Standard, as well as the changes that should accompany the process of transition to federal standards, the articles of the electronic journal "Handbook of the Deputy Director of the School" will help
- How can the Deputy Director prepare teachers for the transition to the new GEF IEO (new GEF)- The Ministry of Education and Science adopted a new GEF for elementary school (review of legislation)
Since six-year-olds are still fulfilling their needs and learning about the world through play activities, honing their skills and abilities on the move, the educational environment should be as focused as possible on their needs, and therefore filled with resources and equipment that stimulate the solution of educational problems during play activities. In this regard, it is advisable to use didactic and digital sources of information, to equip a play area in the classroom.
Therefore, it is not surprising that the text of the federal standard scrupulously lists the conditions necessary for the implementation of the program minimum:
- Personnel - the presence of a staff of primary school teachers and subject teachers working with primary school students of the required skill level, as well as managers and methodologists who create conditions for the continuous self-development of teachers.
- Financial - ensuring the compliance of income and expenses necessary for the implementation of the program educational minimum.
- Material and technical - providing sanitary and sanitary and hygienic conditions, following the requirements of labor protection and fire safety, optimizing the educational environment for the needs of students with disabilities.
- Information and educational - resources required for planning and implementing educational activities, providing the educational process with the necessary sources of information, and teachers - with the means for self-development and advanced training.
- Educational and methodological - necessary to improve the efficiency of the educational process, maintain high rates of equipment for educational activities.
GEF IEO: evolution of standards in recent years
GEF of primary general education in 2018 has undergone significant changes. By the decision of the Council of the Ministry of Education and Science of March 21, 2018, without changes and amendments, the previously submitted draft of the Federal State Educational Standard of the IEO was approved, which specified the learning outcomes and requirements for the structure of the educational program. The updated standard fixed the necessary minimum of basic subject content, which must be achieved by each student.
The updated standard modifies the roles of student and teacher:
- the teacher accurately formulates the requirements for the result of training in various academic disciplines;
- the student has access to the requirements for each year of study, which allows him to more effectively realize his own gaps in knowledge, to adequately perceive the assessment criteria.
In addition, the subject results in individual disciplines were specified. At the intermediate certification, the educational results regulated by the years of study and disciplines should be checked, which, on the one hand, simplified the quality control of education, and on the other hand, required alteration of the main and working educational programs, making it difficult to prepare documents. IN GEF standards of primary general education the results of the study of Russian and foreign languages, reading, the world around us and mathematics were registered, thematic modules are provided for such disciplines as "ORKSE", "Fine Arts", "Technology", "Music", "Physical Education". Modular learning implies variability and provides schools with the freedom they need to choose their own logic of studying the subject.
In addition to the subject, the changes also affected the personal learning outcomes in primary school, which are built in the paradigm of flexible competencies. In classroom and extracurricular activities, children must learn to build and choose an individual educational trajectory, be able to evaluate and correlate their actions with moral and ethical values, successfully communicate with peers and adults, build conflict-free relationships, be aware of social values, demonstrate a respectful attitude to work and safe behavior . Personal results in the updated GEF reflect the requirements of the new national project "Education".
Regarding meta-subject results, teachers should focus on the development of students' research experience, preparation of public speaking. The disadvantage of the updated requirements is the lack of division of meta-subject results by years of study (this responsibility falls on the shoulders of teachers). A working group is being formed that breaks down the meta-subject results, which, however, cannot serve as protection against errors, therefore it is advisable to contact the regional centers for assessing the quality of education or involve a full-time teacher-psychologist in this process.
The changes also affected the list of UUD, which was replenished with two new ones - the ability to participate in joint activities and work with information, closely related to the concept of "flexible competencies".
- Participating in joint activities, the younger student must be aware of the purpose of the activity, agree on methods and ways to achieve results, distribute roles, participate in discussions, act according to their own plan, lead, complete tasks, reflect and control their activities, and tolerantly resolve conflict situations.
- Working with information, students should be able to choose a data source, taking into account the task, analyze the pictorial and textual information in it, use diagrams, tables, illustrative material that complies with information security rules to provide information.
Detailed UUD in the new GEF involve diagnostics and assessment (meta-subject results are subject to mandatory assessment, diagnostics can be carried out for a separate module or the entire volume of the discipline).
According to the updated federal requirements, the mandatory part of the BEP in the education program must reflect:
- the content of educational work within the framework of the priority tasks of the educational institution, the interests of students and their parents, individual and regional characteristics;
- tasks and principles of their implementation in the context of the specifics of an educational institution;
- forms and types of school educational work.
The education program combines the Program of Spiritual and Moral Development and the Program for the Formation of an Ecological Culture, a Healthy and Safe Lifestyle.
Such changes, according to methodologists and experts, turned out to be insufficient, therefore, in 2019, the Federal State Educational Standard for primary school was again updated.
GEF primary general education 2019
The project of the year, submitted for public discussion on March 29, 2019, in connection with the priority of the scientific and technological development of the Russian Federation, contains more precise wording of the subject results that take into account the educational aspect. At the same time, the ratio of the mandatory and the formed part of educational programs is preserved, and therefore the participants in educational relations have the right to influence the deepening or expansion of educational material, if there is a need for this. Leading methodologists and teachers worked on the text of the project, trying to eliminate the contradictions existing in the Standard, reduce the burden on students and bureaucratic difficulties for teachers.
The provisions of the updated Federal State Educational Standards published on the official website of the Ministry of Education and clarifications on the requirements for substantive results are evaluated as part of the intermediate certification. The results of mastering the educational material are distributed according to the years of study in one subject, while for others a modular principle is provided. The latter provides additional flexibility in the formation of work programs, which is necessary for building individual educational routes and implementing a student-centered approach (however, it depends on the material and technical support of the institution). The sequence of requirements is dictated by the logic of studying the discipline, however, teachers, at their discretion, can transfer the material from one year of study to another, taking into account the intellectual and age characteristics of students.
In addition to this, the changes concern the implementation and provisions of the OOP:
- The upbringing program replaced the programs of socialization, upbringing and spiritual and moral development;
- the lower threshold of the required number of hours for the implementation of the PEP was lowered to 2851 hours;
- extracurricular activities for the four years of primary school are now limited to 1,350 hours;
- the technical equipment of educational institutions is detailed by normative acts.
Insignificant in terms of significance is the change in the sequence of sections of the document: the requirements for the results of mastering the BEP IEO now complete the GEF, and they are followed by annexes specifying the requirements for subject learning outcomes. In light of this, the absence of a systematic-activity approach in the text of the project, the presence of a final attestation at the end of primary school, and a strict breakdown of educational material by year seem to be more significant.
In the new Federal State Educational Standard, the following are subject to special criticism:
- lack of requirements for methods, means and forms of organization of the educational process, the normative number of hours allocated for the study of federal disciplines;
- an insufficient measure of didactic freedom of educational organizations (20% of the volume of educational programs), which prevents the design of the educational process in the context of the needs of participants in educational relations;
- lack of regulation of the maximum and minimum weekly educational load for students, the time required to master additional and basic programs.
New GEF primary general education 2019 year aims to form a single educational space, the creation of which was jeopardized due to the use of different programs and methodological literature by schools within the same city or region. Thus, children from neighboring schools could not correlate knowledge, which in the long run would create a significant problem for assessing learning outcomes and entering higher education institutions. The updated standard will finalize the amount of knowledge and skills that children should have at the time of graduation from elementary school.
The result of the innovations will be the ability to develop multi-level POEP (exemplary educational programs), including for innovative schools or correctional schools (classes). The project also presents the correspondence of the subject areas of primary, basic and secondary general education, which guarantees the consistency and heredity of the educational process. It is an example of a certain public consensus, in which the teacher is aware of the educational minimum that must be mastered by students, and students and their parents know their individual educational trajectory, which allows them to quickly fill knowledge gaps, expanding and deepening the subject of study. The updated Federal State Educational Standard, according to its developers, demonstrates a balance between state control, variability and freedom of the educational process.
Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598 “On Approval of the Federal State Educational Standard for Primary General Education for Students with Disabilities”
ORKSE
GEF LLC
Regulations
Letter of the Ministry of Education and Science of the Russian Federation No. 08-1228 dated 07.08.2015 “On sending recommendations”
GEF secondary (complete) general education (grades 10-11)
(approved by order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413)
I. General provisions
1. The federal state educational standard of secondary (complete) general education (hereinafter - the Standard) is a set of requirements that are mandatory for the implementation of the main educational program of secondary (complete) general education (hereinafter - the main educational program) by educational institutions with state accreditation.
The standard includes requirements: to the results of mastering the main educational program; to the structure of the main educational program, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants in the educational process; to the conditions for the implementation of the main educational program, including personnel, financial, logistical and other conditions.
The requirements for the results of mastering the main educational program, its structure and conditions for implementation take into account the age and individual characteristics of students at the level of secondary (complete) general education, including the educational needs of students with disabilities and the disabled, as well as the significance of this stage of general education for continuing education in educational institutions of professional education, professional activity and successful socialization. [Next > ]
Regulations:
Extracurricular (extracurricular) activities of schoolchildren is one of the innovations of the second generation Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes an obligatory element of school education and sets the task for the teaching staff to organize a developing environment for students.
The fundamental difference between the educational standards of the second generation is the strengthening of their focus on the results of education as a system-forming component of the design of standards. The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational and extracurricular.
The main goals of extracurricular activities according to the Federal State Educational Standards are to create conditions for students to achieve the social experience necessary for life in society and the formation of a value system accepted by society, to create conditions for the multifaceted development and socialization of each student, to create an educational environment that ensures the activation of social and intellectual interests of students in their free time , the development of a healthy, creatively growing personality with a well-formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, the implementation of volunteer initiatives.
In practice, when organizing extracurricular activities, many problematic issues arise. For example, the distribution of after-school hours in the schedule, the efficient use of external resources, etc.
And basic general education. The document was also submitted for consideration to the Ministry of Education of Russia by the leading pedagogical universities of the country: Russian State Pedagogical University (RGPU named after A.I. Herzen), Moscow State Pedagogical University (MPGU), Moscow City Pedagogical University (MGPU).
Press Service of the Ministry of Education of Russia
The task of updating the Federal State Educational Standards and approximate basic educational programs, including taking into account the priorities of the scientific and technological development of the Russian Federation, was set by the President of the country and enshrined in instructions for the implementation of the message of the President to the Federal Assembly.
The main direction of the update is the specification of the requirements for the subject results for each academic subject. In the previous edition, the standard included only general guidelines for the formation of certain competencies, set a framework of requirements, and what exactly is being studied, in which class - each school had to answer all these questions independently. Therefore, the educational program of one school sometimes radically differed from the program adopted in the neighboring one.
The new requirements preserve the fundamental nature of education, strengthen interdisciplinary and intradisciplinary connections. They are designed taking into account the age and psychological characteristics of students and the need to prevent their overload. The minimum and maximum number of hours required for the full implementation of the basic educational programs of primary general and basic general education have been specified.
It should be noted that the updated version of the Federal State Educational Standard preserves the principles of variability in the formation by schools of the main educational programs of primary general and basic general education, as well as taking into account the interests and capabilities of both educational organizations and their students.
Also, clarification of the requirements for the structure of the main educational program contained in the projects of the Federal State Educational Standard will reduce the bureaucratic burden on teachers.
Given the importance of the Federal State Educational Standard, the Ministry of Education of Russia believes that the changes being introduced should undergo a comprehensive professional and public discussion, during which constructive proposals from all interested persons, organizations, and the public can be made and taken into account. To ensure wide access for the professional community and the public to discuss the draft updated standards for primary general and basic general education, the text of the draft GEF is posted on the resource https://www.preobra.ru . The resource provides an opportunity to evaluate both the document as a whole and its individual sections, as well as make suggestions.
The standards clearly reflect the state obligations of the school to students and parents. The detailed requirements of the standard help to achieve a certain public consensus. Any Russian citizen can get acquainted with the content of the subject and correlate it with the practice of studying the subject in a particular school or with test materials, control measuring materials of the OGE or the Unified State Examination.
According to S.I. Bogdanov, Rector of the Russian State Pedagogical University named after A.I. Herzen, in the projects of the Federal State Educational Standard, the sequence of the main sections has been changed: the section "Requirements for the results of mastering the basic educational program of primary general education" is the final one. Along with the substantive results, it defines the basic content of the education program, clarifies the tasks and conditions for the implementation of the program of correctional work.
As noted by the rector of the Moscow State Pedagogical University A. V. Lubkov, the indicated approaches will allow Russia to enter the top ten countries in the world in terms of the quality of general education.
GEF IEO is the federal state standard for primary general education. It is a set of requirements that are mandatory for the implementation of the basic educational programs of primary general education by institutions with state accreditation. The standard was approved by order of the Ministry of Education and Science in 2009, put into effect in 2010, and from September 1, 2011, all educational institutions switched to this Federal State Educational Standard.
Order on GEF NOU
The standard contains requirements for the structure of the main educational program of primary general education (BEP IEO), the conditions for its implementation and the results of development. GEF IEO is written for all participants in the educational process: students, teachers, parents, and the public. The standard includes information about the organization of the pedagogical and information-educational environment in an educational institution, about the organization of educational and educational processes. The document presents the planned results to be achieved by the educational process in primary school.
The main distinguishing feature of this GEF IEO is its active nature. The development of the personality of the student is positioned as the main goal. By accepting the standard, the education system abandons the previous approach, where knowledge, skills and abilities were considered the results of learning. Now, by the end of primary education, students should master real activities. The requirements for learning outcomes are formulated in the form of subject, meta-subject and personal results. The full text of the Federal State Educational Standard of the IEO can be found on the official website of the Ministry of Education and Science in the "Documents" section.
GEF NOO on the website of the Ministry of Education and Science The requirements for the structure, conditions for implementation and the results of mastering the BEP of the IEO are drawn up taking into account the individual and age characteristics of primary school students, as well as the inherent value of this stage of education as the basis for all subsequent education. The GEF IEO takes into account the needs of children with disabilities, as well as the ethno-cultural, national and regional needs of the peoples of Russia.
According to this Federal State Educational Standard, the standard period for mastering the BEP of the IEO is four years, and the standard itself is the basis for an objective assessment of the level of education of primary school students.
Emblem of GEF IEO The Federal State Educational Standard for Primary General Education is designed to provide equal opportunities for education at this level, as well as spiritual and moral development and education of students. GEF IEO should contribute to the formation of the civic identity of children and thus create the basis for the development of civil society. In addition, the standard should ensure the continuity of the BEP at all levels of education: preschool, primary general, secondary general, primary vocational, secondary vocational and higher professional.
The application of GEF IEO in practice should lead to fundamental changes in the approach to learning. So, before, only current and current grades spoke about the success of students. The standard assumes that the child will now have a full-fledged portfolio, where, in addition to the marks themselves, diplomas, diplomas, test results and other achievements will be collected.
The role of the teacher will also be different. Previously, the task of the teacher was to read the educational material and check how well the children learned it - this approach assumed that a distance was maintained between the teacher and the children. Now the teacher must motivate students to independently study the topic, discuss the topic with them and guide their actions.
The role of the teacher according to the new Federal State Educational Standard Parents will now be able to influence the curriculum, which was previously impossible. According to the Federal State Educational Standard of the IEO, schools get the right to independently form a program on the basis of an exemplary curriculum and can take into account the wishes of parents in this work.
Changes in the GEF program Finally, the learning process itself will be fundamentally different. Previously, it was reduced to memorizing the rules, and the use of games in the classroom was minimal. Now the game is becoming a full-fledged form of learning, and learning through games is one of the basic principles of elementary school.
Changes in the educational process In addition, the Federal State Educational Standard of the IEO introduces individual educational projects, as well as teaching keyboard typing along with handwriting from the first grade. Finally, the new standards introduce the concept of extracurricular activities and set aside 10 hours a week for it. At the same time, children will be able to decide for themselves what they want to devote this time to: excursions, creative circles, sports clubs or, for example, scientific seminars.
