Educational program in subjects at school. Work programs. Solving equations step by step

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

General information

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

Tasks

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

1. To form an idea of ​​the practical implementation of the components of the standard in the study of a specific discipline.
2. Clearly define the essence, order, scope of study of the course in accordance with the goals, characteristics and process of the institution and the contingent of students.

Functions

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

Drafting

The structure of the working curriculum is formed and approved by the educational institution. The drafting of the document can be carried out by both one teacher and their group. The program should be the same for all specialists in a particular discipline. It acts for the teacher as the basis for the formation of a calendar-thematic plan for the year. If there is no indication in the project on the distribution of hours by topics and sections, if only their total number is given, the teacher independently sets them. In this case, one should be guided by appropriate teaching materials and be guided by the personal characteristics of children.

Registration

Work programs in mathematics, literature or any other discipline are carried out according to the model on a computer. There should be no corrections in the text. The typing is carried out in the editor Word. The font of the letters should be used in Times New Roman in size 12-14. Single line spacing. The text is aligned in width, there should be 1-2 cm margins on all sides. The centering of paragraphs and headings is carried out using the editor's tools. Tables are inserted directly into the text. The title page is considered the first. It is not numbered. The calendar-thematic plan is carried out in the form of a table. The structure of the work program should include a bibliography. It is organized alphabetically with all outputs. the design of the document must be accurate, all information is given in a logical connection with each other. A4 program format. Additional registration for the work program for academic subjects in an educational institution is not provided in the standards.

Scheme

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

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

Sections

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

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

Clarifications

The structure of the teacher's work program must comply with the requirements of the standards. The material of the educational course is aimed at providing conditions for the formation of individual and metasubject (universal) actions. In this regard, in the appropriate section, you should list the ECDs that are performed when mastering a particular course. In addition, the types of tasks and techniques in which the formation of universal actions is designed are given.

Study sequence

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

1. Name.
2. Content.
3. The required number of hours.

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

Methodological support

This section provides the characteristics of the corresponding complex. The list of educational and methodological support should include such materials as:

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

Other sections

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

• In the Russian language - dictations, test papers, essays, tests, control cheating, presentation.
• For physical education - standards of physical fitness.
• In mathematics - independent / control work, testing, and so on.

The structure of the work program should include measuring materials that comply with the standard. Forms created by the author of the project should be included in the appendix.

Explanatory note

It should indicate:

1. Addressee (type and type of educational institution, class.
2. Features of the program in relation to the Federal State Educational Standard.
3. The main idea of ​​the project.
4. Validity of the program.
5. The area that a particular course belongs to.
6. A brief statement of the general objectives for
7. Project implementation period.
8. Key criteria for the selection of materials, explanations on the logic of building the program. In this section, among other things, the links of the main and additional course in the discipline (if any) are disclosed.
9. Planned results.
10. A summary of the grading system.
11. Description of the main analysis tools.
12. Presentation of the system of conventions.

Course characteristics

This section contains information about:

1. An approximate or author's program, on the basis of which this project was created (year of publication, publishing house).
2. Basic technologies, forms, methods, training regime.
3. The logical connections of the subject with other disciplines / sections of the plan.

Development results

This section describes the requirements:

Description of topics

The work program contains lists and titles of sections, subjects of the discipline, the required number of hours. The content of the topic indicates:

1. Essential Study Questions.
2. Laboratory and practical work, creative assignments, excursions and other forms used in training.
3. Requirements for the skills and knowledge of schoolchildren to complete the study.
4. Questions and forms for control.
5. Intended types independent work schoolchildren.
6. Formed UUD.

Calendar-thematic plan

It is compiled with an indication of the key activities of children:

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

Applications

They can be presented in the form:

1. Projects themes.
2. Basic concepts used in the course.
3. Control and measuring materials.
4. Topics of creative assignments.
5. Examples of work.
6. Texts of dictations, checks, tests, etc.

Responsibility of the educational institution

It is established in the Federal Law "On Education". According to its provisions, the educational institution will be responsible for the implementation of educational programs that do not fully comply with the schedule of the educational process. In the course of drawing up his project, the teacher must take into account the requirements that are imposed by state standards. The main principles for the implementation of the Federal State Educational Standard for the discipline are:

Review and approval

The work program on the subject is discussed at a meeting of methodological school associations. The project is coordinated with the head of the Ministry of Defense. In particular, the date is put down, the number of the minutes that was kept at the meeting, the signatures of the authorized persons are put. The work program is coordinated by the deputy director of the department. After that, the project is approved by the director of the educational institution itself. On title page the corresponding neck is affixed.

Conclusion

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

Workshop for the teacher.

How to write a working program for FGOS LLC.

Annotation: From September 1, 2015, the implementation of federal state educational standards begins in the basic school. Each teacher who will work in grades 5 in the 2015-2016 academic year needs to write a work program in their subject. These methodological recommendations are intended for subject teachers who are to draw up work programs for FSES LLC. How to minimize such a big work of a teacher, what Internet resources exist to help a teacher - this is the presented methodological recommendations.

So, you are in luck, in the 2015-2016 academic year you will have the fifth grade. Deputy directors demand to write a work program for the Federal State Educational Standard. How can this be done? Most likely, you have already seen, read, and even tried to understand the Federal State Educational Standard of Basic General Education. I can assume that there were questions in my head, and something remained incomprehensible. Take a break from everything and focus on the main thing - drawing up a work program for FSES LLC in your subject.

1. 
   The first rule is that your school must have a local act "Regulations on the work program for the Federal State Educational Standard". Such documents are usually accepted at the Pedagogical Councils by all teaching staff educational organization.

From this local act, you will learn how it is customary to write work programs in your school: for one academic year or for the entire level of basic general education. It is more correct to write for the entire level, i.e. for grades 5-9 (depending on from which grade, how many years your subject has been studied, for example, mathematics is written for grades 5-6, respectively). Unfortunately, some deputy directors who draw up the local act "Regulations on the work program" try to foresee everything and therefore overload the specified local act with unnecessary information. There is a law - on the basis of which you can write a program (rule: not less, but also not much !!!)

1. 
   Second rule. When drawing up a work program, the teacher must follow two points - this is the structure of the work program (we take from the local act, which must correspond to the Federal State Educational Standard, the last specified document also prescribes the structure of the work program), and this is the content of the work program.
2. 
   Work program structure:

• 
  Explanatory note
• 
  General characteristics of the subject
• 
  Place of the subject in the curriculum
• 
  Personal, interdisciplinary and subject results of mastering a subject
• 
  Content of the subject
• 
  Thematic planning
• 
  Educational-thematic and material and technical support of the educational process.

These are the obligatory structural elements of the FSES work program. Let's take a look at these parts of the working program.

V "Explanatory note" the teacher must definitely indicate the goals and objectives of studying his subject. Where to get this information? The goals and objectives are listed in a document known as the Federal State Educational Standard for Basic General Education.

It would be more correct to include the following sentence in the Explanatory Note: "The main goal of the work program is the implementation of the Basic educational program of basic general education according to the Federal State Educational Standard and the fulfillment of the state municipal task."

V « General characteristics subject " the teacher indicates the sections of his subject for each class. For example:

History. Grade 5.

Section 1. Introduction to the history of the Ancient World.

Section 2. Primitiveness.

Section 3. Ancient East.

Section 4. The Ancient World.

In this same structural element of the work program, it is recommended to list the forms of organizing the educational activities of students - lessons, lectures, lessons-workshops, lessons-seminars, lessons-tests, excursions, laboratory work, practical work, etc.

It also lists the methods of organizing educational activities, that is, with the help of what, what techniques the teacher will implement the work program. It must be remembered that methodological basis FGOS LLC is a system-activity approach.

It concludes by describing how your subject relates to other subjects.

Section "Place of the subject in the curriculum" can be represented in the form of such tables (two options):

Option 1.

Option 2.

Class	Number of hours per week	Number of study weeks	Total hours per year	Excursions	Practical, laboratory classes
5
6
7
8
9

Chapter "Content of the subject"- when we wrote work programs for FC SOS BUP in 2004, the content was taken from the standard (the so-called didactic units). Now we take the content from the Federal State educational standard for each subject (just copy and paste into your work program).

Chapter "Thematic planning", in my opinion, is self-explanatory. The only note is that if the work program is written for the entire level, for example, for grades 5-9, then it is more expedient to write thematic planning annually, which must be recorded in the local act of the school.

Chapter "Educational-thematic and material and technical support of the educational process" can be represented in the form of the following table:

Possible presentation of information:

Name of objects and means of educational - methodical and material and technical support	Notes (edit)
Library fund (book printing)
Printed tutorials
Technical means learning
Screen-sound aids
Class equipment
Electronic educational resources
Free educational Internet resources

Probably, an attentive reader noticed that there is no explanation for the section "Personal, interdisciplinary and subject results of mastering a subject." This was done on purpose, since according to experience, this section is the most difficult for a teacher, therefore, we will single out a separate item for this section.

1. 
   Chapter "Personal, interdisciplinary and subject results of mastering a subject".

In order to write this section without difficulty, it is necessary to understand what are personal, what are interdisciplinary and what are subject results.

Personal results- are listed in detail in the Model Basic Educational Program of Basic General Education, approved by the decision of the federal educational and methodological association for general education (minutes of April 8, 2015 No. 1/15).

Interdisciplinary results include the interdisciplinary concepts mastered by students: the formation of reading competence, the acquisition of skills in working with information, the acquisition of experience in project activities and universal educational actions (regulatory, cognitive, communicative).

In accordance with FGOS LLC, there are three groups of universal educational actions: regulatory, cognitive, communicative.

Regulatory UUD – it is the ability to independently determine the goals of learning, to set and formulate new tasks in learning and cognitive activity, to develop the motives and interests of one's cognitive activity.

Cognitive UUD – it is the ability to define concepts, create generalizations, establish analogies, classify, independently choose grounds and criteria for classification, establish causal relationships, build logical reasoning, inference (inductive, deductive, by analogy) and draw conclusions.

Communicative UUD – it is the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on coordinating positions and taking into account interests; formulate, argue and defend their opinions.

Subject results the easiest way to write is the results of studying a specific subject.

The list of all the above results is indicated in the Approximate Basic Educational Program of Basic General Education, approved by the decision of the federal educational and methodological association for general education (minutes of April 8, 2015 No. 1/15).

Possible presentation of personal results:

Possible option for presenting interdisciplinary results:

Module No.	Educational result	Number of years to master	Classes
Metasubject results:
Regulatory
1	Result 1	…	…	Yes
Cognitive
1	Result 1	…	…	Yes
Communicative
1	Result 1	…	…	Yes

Possible variant of presentation of subject results:

Module No.	Subject result	Number of years to master	Classes	Is it subject to intermediate attestation
The student will learn (basic level):
1	Result 1	…	…	Yes
The student will have the opportunity to learn (advanced):
1	Result 1	…	…	Yes

1. 
   Online resources for teachers to help write and draft a work program.

There is a main resource on the Internet - the site "Public examination of normative documents in the field of education", where, firstly, programs for each subject for FSES LLC are presented, as well as a designer of work programs for FSES. This constructor has no legislative force and is of a recommendatory nature, but it is the main methodological tool for drawing up work programs.

1. 
   Drafting tips:

• 
  some teachers follow the “path of least resistance,” as they say, download ready-made work programs of other teachers from the Internet or buy books with ready-made work programs. But you must admit that remaking someone's finished product for yourself requires a lot of time resources. Firstly, you cannot be satisfied with everything in the finished product, and secondly, no one guarantees that the finished product contains all the necessary didactic units according to FGOS LLC, and thirdly, the finished product will not correspond to your local act according to the work program. Therefore, it is more advisable to draw up work programs independently for yourself, for your classes, for your school.
• 
  it must be remembered that the work programs of teachers are an integral part of the Basic educational program of an educational organization. That is, in your educational institution for the next academic year there will be at least four educational programs - the main educational program for grades 1-4 according to the Federal State Educational Standard for LEO, the main educational program for grades 6-9, the main educational program for grades 5-9 according to the Federal State Educational Standard. The fact is that, in accordance with the law, basic educational programs are written for the entire level of education, which is why it is more expedient to write work programs for the entire level. In addition, the main educational program at the level of the basic school according to the Federal State Educational Standard consists of two parts: 70% is the Federal State Educational Standard, and 30% is the part formed by the participants in the educational process.

You should ask the deputy directors in charge of the implementation of the Federal State Educational Standard about this last part. What will the specified part be like in your school? Will it be included in the content of your work programs? Once again, I repeat that the teacher's work program is an integral part of the main educational program, so it logically turns out that 30% of your program should be a part formed by the participants in the educational process. What could it be? Excursions, generalization lessons, repetition lessons, tests, project activities.

It is also necessary to remember that project activities are mandatory for each subject in accordance with the requirements of the Federal State Educational Standard. Therefore, it is necessary to attach a list as an annex to the working program design work in their subject.

Is it possible to make changes and adjustments to the work program? It is possible, because it is not for nothing that the program is called working, because they work with it. But the introduction of changes and adjustments must be included in the local act "Regulations on the work program".

And, in conclusion, I would like to note that the work program is the main document according to which the teacher will work, therefore, I draw up the work program, the teacher, first of all, works for himself.

I wish you success in drawing up your work program!

The world of the Russian word

Calendar-thematic planning of the subject _____________ for the 2012 - 2013 academic year

Requirements for the level of training of graduates of basic school

As a result of learning a foreign language, the student must

know / understand

the main meanings of the studied lexical units (words, phrases); the main ways of word formation (affix-

sation, compounding, conversion);

features of the structure of simple and complex sentences of the studied foreign language; intonation of various commu-

nikative types of sentences;

signs of the studied grammatical phenomena (temporal forms of verbs, modal verbs and their equivalents,

articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions);

basic norms of speech etiquette (cliche remarks, the most common evaluative vocabulary), adopted in the country

target language;

the role of foreign language proficiency in modern world; features of the way of life, way of life, culture of the countries of the studied

language (world famous landmarks, outstanding people and their contribution to world culture), similarities and differences in

traditions of their country and countries of the target language;

be able to speak

start, lead / support and end a conversation in standard communication situations, observing the norms of speech ethics-

that, if necessary, asking again, specifying; to question the interlocutor and answer his questions, expressing his opinion,

a request, to respond to the interlocutor's proposal with consent / refusal, relying on the studied topics and the acquired vocabulary

grammatical material; tell about yourself, your family, friends, your interests and plans for the future, provide brief information

deniya about your city - | de / village, their country and the country of the target language; make short messages, describe events / phenomena(i

within the studied topics), convey the main content, the main idea of ​​what is read or heard, express your attitude

read / heard, give brief description characters;

use paraphrase, synonymous means in the process of oral communication;

listening

understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, programs

TV / radio broadcasts, station / airport announcements) and highlight relevant information;

understand the main content of simple authentic texts related to different communicative types of speech

(message / story); be able to determine the topic of the text, highlight the main facts, omitting the secondary ones; use re-ask,

a request to repeat;

reading

navigate in a foreign language text; predict its content by title;

share the main facts, omitting the secondary ones; establish a logical sequence of the main facts of the text);

semantic processing of the text (linguistic guess, analysis, selective translation), evaluate the information received, express

written speech

fill out questionnaires and forms;

write congratulations, personal letters based on a sample: ask the addressee about his life and affairs, report the same about

to yourself, to express gratitude, a request, using the formulas of speech etiquette adopted in the countries of the target language;

for:

social adaptation; achieving mutual understanding in the process of oral and written communication with native speakers

a strange language, the establishment of interpersonal and intercultural contacts within the accessible limits; creating a holistic picture

multilingual, multicultural world, awareness of the place and role native language and the studied foreign language in this world;

introduction to the values ​​of world culture through foreign language sources of information (including multimedia),

through participation in school exchanges, tourist trips, youth forums;

familiarization of representatives of other countries with the culture of their people; awareness of oneself as a citizen of one's country and the world.

High school (grades 10 - 11)

Goals

The study of a foreign language at the basic level of secondary (complete) general education is aimed at achieving

the following goals:

Further developmentforeign language communicative competence (speech, linguistic, sociocultural, compensator

noah, educational and cognitive):

speech competence- improving communication skills in four main types of speech activity

(speaking, listening, reading and writing); the ability to plan your verbal and non-verbal behavior;

language competence- mastering new language tools in accordance with selected topics and areas

communication: an increase in the volume of lexical units used; development of skills in operating language units in commu-

for negative purposes;

sociocultural competence- an increase in the amount of knowledge about the socio-cultural specifics of the country / countries of the studied

language, improving the skills to build your speech and non-speech behavior adequately to this specificity, the formation of skills

highlight the general and specific in the culture of the native country and the country of the target language;

compensatory competence- further development of skills to find a way out of the situation in conditions of language deficit;

means for receiving and transmitting foreign language information;

educational and cognitive competence- the development of general and special educational skills, allowing the improvement

to conduct educational activities for mastering a foreign language, to satisfy with its help cognitive interests in others

areas of knowledge.

development and educationability and readiness for independent and continuous study of a foreign language,

further self-education with its help, the use of a foreign language in other areas of knowledge; ability to sa-

self-assessment through observation of one's own speech in the native and foreign languages; personal self-determination in relation

their future profession; social adaptation; the formation of the qualities of a citizen and a patriot.

(* At the stage of secondary (complete) general education can be started or

the study of the second foreign language continued at the expense of the component of the educational institution.)

Requirements for the level of training of high school graduates

As a result of learning a foreign language at a basic level, the student must

know / understand

The meanings of new lexical units associated with the topic of this stage of training and the corresponding situations of

communication, including evaluative vocabulary, cliche cliches of speech etiquette, reflecting the peculiarities of the culture of the country / countries studied

my language;

The meaning of the studied grammatical phenomena in an expanded volume (species-temporal, impersonal and indefinitely personal

verb forms, conditional mood forms, indirect speech / indirect question, motivation, etc., alignment of tenses);

Cultural information from authentic sources that enriches the social experience of schoolchildren: information about the country

not / countries of the target language, their science and culture, historical and modern realities, public figures, place in the world

community and world culture, relations with our country, linguistic means and rules of speech and non-speech behavior

in accordance with the sphere of communication and the social status of the partner;

be able to speak

conduct a dialogue using value judgments in situations of formal and informal communication (within the framework of the studied

noisy topics); talk about yourself, your plans; participate v discussion of problems in connection with the read / listened to foreign

linguistic text, observing the rules of speech etiquette; talk about your environment, talk within the studied topics

and issues; present a socio-cultural portrait of your country and the country / countries of the target language;

listening

relatively fully and accurately understand the statements of the interlocutor in common standard situations of everyday

communication, understand the main content and extract the necessary information from various audio and video texts:

mathematical (announcements, weather forecast), journalistic (interviews, reportage), corresponding to the topic of this stage

learning;

using the main types of reading (introductory, studying, search / viewing), depending on the communicative

tasks;

written speech

write a personal letter, fill out a questionnaire, state information about yourself in writing in the form adopted in the country / countries studied

my language, to make extracts from a foreign language text;

use the acquired knowledge and skills in practice and everyday life for:

communication with representatives of other countries, orientation in the modern multicultural world;

obtaining information from foreign language sources of information (including via the Internet) required in educational

ny and self-educational purposes;

expanding opportunities in the choice of future professional activities;

studying the values ​​of world culture, cultural heritage and achievements of other countries; familiarization of representatives

foreign countries with the culture and achievements of Russia.

Norms for assessing knowledge, skills and abilities of students in a foreign language

The assessment of knowledge, skills and abilities should be based on a communicative approach: the implementation by students

any type of school of communication and their solution to communication problems. Assessment standards should be correlated with

the fulfillment of these tasks.

Foreign language assessment

"5" is put in the case when the communication was carried out, the statement of the graduate corresponded to the

communicative task and at the same time his oral speech fully corresponded to the norms of a foreign

language within the software requirements of one of the levels - basic or advanced. In this case, the release

the nickname fully understood and comprehended the content of the read foreign language text in the amount provided

assignment, knows how to express his opinion and attitude to the proposed micro-topic and the problems raised in

text. Translation into foreign language at an increased level, it is adequate to the basic grammatical norms

"4" is put in the case when the communication was carried out, the statement of the graduate corresponded to the

communicative task and at the same time he expressed his thoughts in a foreign language with little

deviation from language norms;

(for example, mistakes in the use of articles, prepositions, misuse of case forms, etc.), and

otherwise, his speech corresponded to the norms of a foreign language within the program requirements of one

th of the levels - basic or advanced.

At the same time, the graduate understood and comprehended the content of the read foreign language text in the volume provided for

independent task, is able to express his opinion and attitude to the proposed micro-topic and the problems touched on

in the text. Translation into a foreign language at an advanced level is adequate to the basic grammatical

norms. The graduate corrects small inaccuracies with the leading question himself

"3" is put in the case when the communication was carried out, the statement of the graduate corresponded to the

communicative task, but at the same time the graduate expressed his thoughts with deviations from linguistic norms,

do not interfere, however, with understanding the content of what has been said. The graduate understood and comprehended the main idea of

a written foreign language text in the volume provided for by the assignment, is able to express his opinion and

attitude to the proposed micro-topic and the problems raised in the text. Translation into a foreign language is

vilen in three cases out of five at an increased level

"2" is put in the case when communication did not come true or the statement of the graduate did not correspond

the set communicative task. The graduate has poorly mastered the passed language material, and

the narration does not allow one to understand the content of most of what he said. However, he did not understand the content

read foreign language text. Translation into a foreign language is correct in two or less cases out of five

at an increased level

Note: When assessing the oral monologue of a graduate, it is important to take into account the main and additional

natal indicators.

Main indicators of a competent foreign language utterance Additional indicators

Compliance with a given micro theme;

The volume of the statement, depending on the level of education;

Consistency and consistency of the statement;

Using a variety of speech patterns

Phonetic design of speech;

Literacy of presentation.

EDUCATIONAL SUBJECTS, COURSES, DISCIPLINE (MODULES)

IN EDUCATIONAL INSTITUTIONS IMPLEMENTING EDUCATIONAL PROGRAMS

GENERAL EDUCATION

1. Working programs of academic subjects, courses, disciplines (modules) ( Further - work programs) are an obligatory part of the main general education programs of primary general, basic general and secondary (complete) general education, are developed and approved by the educational institution independently. The procedure for the development, coordination and approval of the work program is regulated by the local act of the educational institution.

Work program - a document that discloses in detail the content of an academic subject, specifying the requirements for the knowledge, skills and abilities of students, developed on the basis of the federal state educational standard (the federal component of the state educational standard or the mandatory minimum content of general education), an exemplary curriculum and copyright taking into account the characteristics of the region, the specifics of the activities of the educational institution, the educational needs and requests of students, the peculiarities of the organization of the educational process in the subject.

The work program is developed by a teacher who ensures the teaching of the subject in accordance with the curriculum of the educational institution for a specific class or level of general education.

The main functions of the work program:

Regulatory - the program is a mandatory document for

implementation in full;

Goal setting - the program defines values ​​and goals to achieve

which it is introduced into one or another educational area;

to be learned by students;

Procedural - the program determines the logical sequence

assimilation of content elements, organizational forms and conditions

learning;

Evaluation - the program identifies objects of control, levels of assimilation

2. The structure of the work program is determined by a local act

educational institution and, as a rule, contains the following elements:

Title page;

Explanatory note;

Academic and thematic plan;

Information sources.

Name of the Founder of the educational institution (according to the Charter);

The name of the educational institution (according to the Charter);

Stamps of consideration, agreement and approval of the work program

(according to the local act);

The name of the subject (in accordance with the curriculum

educational institution);

An indication of the grade or level of general education;

Information about the teacher-compiler of the work program;

Year of development.

2.2. The explanatory note reflects the following aspects:

Normative basis for the development of a work program (federal

component of the state educational standard or mandatory

The name of the curriculum (approximate and copyright), based

which has developed a work program in accordance with the rules

bibliographic description;

Used educational and methodological kit;

The goals and objectives of the academic subject in the field of formation of the knowledge system,

skills, key competencies of students;

Justification of the additions and changes made taking into account the peculiarities

the region, the specifics of the activities of the educational institution,

educational needs and requests of students;

Interdisciplinary connections of the academic subject;

Requirements for the level of training of students;

The number of training hours for which the work program is designed;

Features of the organization of the educational process in the subject: preferred

methods, teaching aids, forms of organizing educational activities,

types of control of knowledge, abilities, skills of students (introductory,

current, thematic, milestone, final, complex), methods

control.

2.3. In the curriculum-thematic plan, the sequence of studying the sections and topics of the program is revealed, teaching hours are divided into sections and topics based on the number of hours determined by the curriculum of the educational institution . The number of hours for laboratory, practical and control work is determined.

2.4. The section "Content of the subject" is the main part of the program. It is structured by sections and topics in accordance with the curriculum and thematic plan of the work program. When developing, one should rely on the federal component of the state educational standard or the mandatory minimum content of primary general, basic general, secondary (complete) general education, sample program taking into account the chosen author's, regional basic curriculum for educational institutions areas implementing educational programs of general education.

The name of the section and the topic (from the educational-thematic plan of the working

programs);

the federal component of the state educational standard or

mandatory minimum content, additional didactic

units, taking into account the regional component and the component of the educational

institutions);

Themes of laboratory and practical work, demonstration experiments (if any);

Requirements for knowledge, skills and abilities of students