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 with changes made:by order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241;by order of the Ministry of Education and Science of Russia dated September 22, 2011 No. 2357;by order of the Ministry of Education and Science of Russia dated December 18, 2012 No. 1060; by 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 subclause 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. 3776), and paragraph 17 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by the resolution Government of the Russian Federation dated August 5, 2013 No. 661 (Collection of 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 primary general education.
2. Put into effect from January 1, 2010 the federal state educational standard approved by this order.
Minister A. Fursenko
Application
Federalstate educational
standard of primary general education
I. General provisions
1. The Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard) is a set of requirements mandatory for the implementation of the basic educational program for primary general education.
The standard includes the requirements:
– to the results of mastering the basic educational program of primary general education;
– to the structure of the main educational program of primary general education, including 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 participants in educational relations;
– to the conditions for the implementation of the basic educational program of primary general education, including personnel, financial, material, technical and other conditions.
Requirements for the results, structure and conditions for mastering the basic educational program of primary general education take into account the age and individual characteristics of students when receiving primary general education, the intrinsic 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 of students with disabilities and (or) the federal state educational standard for the education of students with mental retardation (intellectual impairment).
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 form of training.
4. Primary general education can be obtained:
– in organizations engaged in educational activities (full-time, part-time or part-time);
– outside organizations engaged in educational activities, in the form of family education.
A combination of various forms of education and forms of training is allowed.
The period for obtaining primary general education is four years, and for disabled people and persons with disabilities when studying in 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, during the implementation of 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 to prepare students for receiving professional education in the field of arts.
5. The standard was developed taking into account the regional, national and ethnocultural characteristics of the peoples of the Russian Federation.
6. The standard is aimed at ensuring:
– equal opportunities to receive high-quality primary general education;
– spiritual and moral development and education of students when 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 the cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to study their native language, the opportunity to receive 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 management, expanding opportunities for teachers to exercise the right to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, the use of various forms of educational activities of students, developing the culture of the educational environment organizations carrying out educational activities;
– formation of a criteria-based assessment of the results of students mastering the basic educational program of primary general education, the activities of teaching staff, the organization carrying out educational activities, the functioning of the education system as a whole;
– conditions for the effective implementation and mastery by students of the basic educational program of primary general education, including ensuring conditions for the individual development of all students, especially those who are most in need of special educational conditions - gifted children and children with disabilities.
7. The Standard is based on a system-activity approach, which assumes:
– education and development of personal qualities 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;
– transition to a strategy of social design and construction in the education system based on the development of content and educational technologies that determine the ways and means of achieving a socially desired level (result) of personal and cognitive development of students;
– orientation to the results of education as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education; recognition of the decisive role of the content of education, methods of organizing educational activities and 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 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;
– guarantee of achieving the planned results of mastering the basic educational program of primary general education, which creates the basis for students’ independent successful acquisition of new knowledge, skills, competencies, types and methods of activity.
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;
– formation of the foundations of the ability to learn and the ability to organize one’s activities – the ability to accept, maintain goals and follow them in educational activities, plan one’s 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 acceptance of moral standards, ethical guidelines, and national values;
– strengthening the physical and spiritual health of students. The standard is focused on developing the personal characteristics of a graduate (“portrait of a primary school graduate”):
loving his people, his land and his homeland;
respects and accepts the values of family and society;
inquisitive, actively and interestedly exploring the world;
possesses the basics of learning skills and is capable of organizing his own activities;
ready to act independently and be responsible for their actions to family and society;
friendly, able to listen and hear the interlocutor, justify his position, express his opinion;
following the rules of a healthy and safe lifestyle for themselves and others.
II. Requirements for the results of mastering the basic 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 knowledge, the value and 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 mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts;
– subject-based, including the experience of activities specific to a given subject area acquired by students in the course of studying a subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.
10. Personal results of mastering the basic educational program of primary general education should reflect:
1) formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland, the Russian people and the history of Russia, awareness of one’s ethnicity and nationality; formation of values of 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) formation of a respectful attitude towards other opinions, history and culture of other peoples;
4) mastery of initial adaptation skills in a dynamically changing and developing world;
5) acceptance and mastery of the social role of the student, development of motives for educational activities and the formation of 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) formation of aesthetic needs, values and feelings;
8) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for 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 controversial situations;
10) formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, caring for material and spiritual values.
11. Meta-subject results of mastering the basic educational program of primary general education should reflect:
1) mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;
2) mastering ways to solve problems of a creative and exploratory nature;
3) developing 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) developing 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 studied objects and processes, 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) to solve communicative and cognitive problems;
8) 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 a keyboard, record (record) measured values in digital form and analyze images, sounds, prepare your 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 goals and objectives; consciously construct a speech utterance in accordance with the objectives 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; willingness 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) defining a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s 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) mastery of basic 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 specific academic subject;
15) mastery of basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes;
16) ability to work in the material and information environment of primary general education (including educational models) in accordance with the content of a specific academic subject; formation of an initial level of 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, must 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 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 towards correct oral and written speech as indicators of a person’s general culture and civic position;
4) mastery of initial ideas about the norms of the Russian and native literary languages (spelling, lexical, grammatical) and the rules of speech etiquette; the ability to navigate the goals, objectives, means and conditions of communication, to choose adequate language means to successfully solve communicative problems;
5) mastery of educational 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; the 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; developing 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 actions of the heroes;
4) achieving the level of reading competence and general speech development necessary for continuing education, i.e. mastering the technique of reading aloud and silently, elementary techniques of interpretation, analysis and transformation of literary, popular science and educational texts using elementary literary concepts;
5) the ability to independently select literature of interest; use reference sources to understand and obtain additional information.
Foreign language:
1) acquisition of initial communication skills in oral and written forms with native speakers of a foreign language based on one’s speech capabilities and needs; mastering the rules of speech and non-speech behavior;
2) mastering the initial linguistic concepts 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 speakers of another language based on familiarity with the life of their peers in other countries, with children's folklore and accessible examples of children's fiction.
12.2. Mathematics and computer science:
1) use of basic mathematical knowledge to describe and explain surrounding objects, processes, phenomena, as well as assess their quantitative and spatial relationships;
2) mastery of 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) acquiring initial experience in applying mathematical knowledge to solve educational, cognitive and educational and practical problems;
4) the ability to perform oral and written arithmetic operations with numbers and numerical expressions, solve word problems, the ability to act in accordance with an algorithm and build simple algorithms, explore, recognize and depict geometric shapes, work with tables, diagrams, graphs and diagrams, chains, aggregates, present, analyze and interpret data;
5) acquiring initial ideas about computer literacy.
12.3. Social studies and natural sciences (The world around us):
1) understanding the special role of Russia in world history, cultivating a sense of pride in national achievements, discoveries, victories;
2) the formation of a respectful attitude towards Russia, our native land, our family, history, culture, the nature of our country, its modern life;
3) awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, basic rules of moral behavior in the world of nature and people, norms of health-preserving behavior in the natural and social environment;
4) mastering accessible methods of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., obtaining information from family archives, from surrounding people, in the open information space);
5) development of skills to establish and identify cause-and-effect relationships in the surrounding world.
12.4. Fundamentals of religious cultures and secular ethics:
1) readiness for moral self-improvement, spiritual self-development;
2) familiarity with the basic norms of secular and religious morality, understanding their importance in building constructive relationships in the family and society;
3) understanding the meaning of morality, faith and religion in human life 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 an internal attitude 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, aesthetic attitude to the world; understanding beauty as a value; needs for artistic creativity and communication with art;
3) mastery of practical skills in the perception, analysis and evaluation of works of art;
4) mastery of basic 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, elements of animation, 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 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 towards 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, and in improvisation.
12.6. Technology:
1) obtaining initial ideas about the creative and moral significance of labor in human life and society; about the world of professions and the importance of choosing the right profession;
2) assimilation of initial ideas about material culture as a product of subject-transforming human activity;
3) acquisition of self-service skills; mastering technological techniques for manual processing of materials; mastering safety rules;
4) use of acquired knowledge and skills to creatively solve simple design, artistic and design (design), technological and organizational problems;
5) acquisition of initial skills of joint productive activity, cooperation, mutual assistance, planning and organization;
6) 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 artistic 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 study and socialization;
2) mastering the skills to organize health-saving activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);
3) developing the skill of systematically monitoring one’s physical condition, the amount 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 Labor and Defense” (GTO).
13. In the final assessment of the quality of mastering the basic educational program of primary general education, as part of monitoring progress in the process of mastering the content of individual academic subjects, the readiness to solve educational-practical and educational-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;
– knowledge systems about the basics of a healthy and safe lifestyle.
The final assessment of the quality of students' mastery 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 students’ mastery 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 highlight two components:
– results of intermediate certification 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 students’ mastery of the basic formed methods of action in relation to the supporting system of knowledge necessary for obtaining general education at the next level.
The final assessment of the mastery of the basic 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 a final assessment of the quality of mastering the basic 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’ educational 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 during primary general education and is aimed at the formation of a general culture, spiritual, moral, social, personal and intellectual development of students, creating the basis for independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of students’ health.
15. The basic educational program of primary general education contains a mandatory part and a part formed by the participants in educational relations.
The obligatory part of the main educational program of primary general education is 80%, and the part formed by 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 that carries 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 methods for determining the achievement of these goals and results.
Target section includes:
– explanatory note;
– planned results of students mastering the basic educational program of primary general education;
– 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 actions for students receiving primary general education;
– programs of individual academic subjects, courses and extracurricular activities;
a program of spiritual and moral development and education of students receiving primary general education;
– a program for the formation of an environmental culture, a healthy and safe lifestyle;
– correctional work 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 for primary general education;
– plan of extracurricular activities, academic calendar;
– 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 basic educational program of primary general education.
An organization carrying out educational activities in basic educational programs of primary general education that have state accreditation develops a basic educational program of primary general education in accordance with the Standard and taking into account the approximate basic educational program of primary general education.
(Clause as amended, put into effect by order of the Ministry of Education and Science of Russia dated September 22, 2011 No. 2357.)
17. The basic educational program of primary general education developed by an organization carrying out educational activities must ensure that students achieve the results of mastering the basic educational program of primary general education in accordance with the requirements established by the Standard.
Educational programs of primary general education are implemented by the organization carrying out educational activities, both independently and through network forms of their implementation.
During the holidays, the possibilities of organizing children's recreation and their health, thematic camp shifts, summer schools created on the basis of organizations carrying out educational activities, and additional education organizations are used.
(As amended by order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241; 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.)
In order to meet the individual needs of students, the educational program of primary general education provides (As amended by Order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241):
– training courses that provide for the various interests of students, including ethnocultural ones (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 according to the main educational program of primary general education can be based on differentiation of content, taking into account the educational needs and interests of students, ensuring in-depth study of individual academic 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 basic educational program of primary general education:
19.1. The explanatory note should disclose:
1) the goals of implementing the basic educational program of primary general education, specified in accordance with the requirements of the Standard for the results of students mastering the basic educational program of primary general education;
2) principles and approaches to the formation of the basic educational program of primary general education and the composition of participants in educational relations of a specific organization carrying out educational activities;
3) general characteristics of the basic educational program of primary general education;
4) general approaches to organizing extracurricular activities.
19.2. The planned results of mastering the basic educational program of primary general education should:
1) ensure the connection 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 basic educational program of primary general education of organizations carrying out educational activities;
3) be a substantive and criterial basis for the development of work programs for academic subjects and educational and methodological literature, as well as for a system for assessing the quality of students’ mastery 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 must adequately reflect the requirements of the Standard, convey the specifics of educational activities (in particular, the specifics of the goals of studying individual academic subjects), and correspond to the age capabilities of students.
The planned results of students mastering the basic educational program of primary general education 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 assessing these results.
Evaluation of the results of the activities of the education system, organizations carrying out educational activities, and teaching staff should take into account the planned results of 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 of academic subjects by periods of study, and the forms of intermediate certification of students.
The basic educational program of primary general education may include one or several 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.
Curricula provide 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 allocated for their study by grade (year) of study.
Mandatory subject areas and the main tasks of implementing the content of subject areas are shown in the table:
The number of training sessions over 4 academic years cannot be less than 2904 hours and more than 3345 hours.
In order to meet the individual needs of students, part of the curriculum, formed by participants in educational relations, provides for:
– training sessions for in-depth study of individual compulsory subjects;
– training sessions that provide for the various interests of students, including ethnocultural ones.
To develop the potential of students, especially gifted children and children with disabilities, individual educational plans 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 from an organization carrying out educational activities.
19.4. The program for the formation of universal educational actions for students receiving primary general education should contain:
– description of value guidelines for the content of education when receiving primary general education;
– connection of universal educational actions with the content of educational subjects;
– characteristics of personal, regulatory, cognitive, communicative universal educational actions of students;
– typical tasks for the formation of personal, regulatory, cognitive, communicative universal educational actions;
– description of the continuity of the program for the formation of universal educational activities during the transition from preschool to primary general education.
The formation of universal educational actions in students receiving primary general education should be determined at the stage of completion of training in primary school.
19.5. The programs of individual academic subjects and courses must ensure the achievement of the planned results of mastering the basic educational program of primary general education.
Programs of individual academic subjects and courses are developed on the basis of:
– requirements for the results of mastering the basic educational program of primary general education;
– programs for the formation of universal educational actions.
The programs of individual academic subjects and courses must contain:
1) an explanatory note that specifies the general goals of primary general education, taking into account the specifics of the academic subject or course;
2) general characteristics of the academic subject, course;
3) description of the place of the academic subject, course in the curriculum;
4) description of the value guidelines of the content of the academic subject;
5) personal, meta-subject and subject-specific results of mastering a specific academic subject or 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 upon receipt of 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 the organization carrying out educational activities, families and others institutions of society.
This Program should be based on key educational objectives and the basic national values of Russian society.
The program should provide for the familiarization of students with the cultural values of their ethnic or sociocultural 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 put into practice the acquired knowledge;
– the formation of a holistic educational environment, including classroom, extracurricular and extracurricular activities and taking into account historical, cultural, ethnic and regional specifics;
– formation of an active activity position in the student.
The program should contain a list of planned educational results - formed value orientations, social competencies, behavior patterns of younger schoolchildren, recommendations for the organization and ongoing pedagogical control of the results of classroom and extracurricular activities, aimed at broadening their horizons and developing a general culture; to familiarize yourself with the universal human values of world culture, the spiritual values of national culture, the moral and ethical values of the multinational people of Russia and the peoples of other countries; to develop in students, when receiving primary general education, value orientations of universal human content, an active life position, and the need for self-realization in educational and other creative activities; on the development of communication skills, self-organization skills; on the formation and expansion of the experience of positive interaction with the outside world, education of the foundations of legal, aesthetic, physical and environmental culture.
19.7. The program for developing an environmental culture and a healthy and safe lifestyle should ensure:
– formation of ideas about the basics of environmental culture using the example of environmentally friendly behavior in everyday life and nature, safe for humans and the environment;
– awakening in children the desire to take care of their health (forming an interested attitude towards their own health) by observing the rules of a healthy lifestyle and organizing health-preserving educational activities and communication;
– formation of cognitive interest and respect for nature;
– formation of attitudes towards the use of healthy nutrition;
– use of optimal motor modes for children, taking into account their age, psychological and other characteristics, development of the need for physical education and sports;
– adherence to health-promoting daily routines;
– formation of a negative attitude towards risk factors for children’s health (reduced physical activity, smoking, alcohol, drugs and other psychoactive substances, infectious diseases);
– developing skills to resist involvement in smoking, drinking alcohol, narcotic and potent substances;
– formation of the child’s need to fearlessly consult a doctor on any issues related to the characteristics of growth and development, health status, development of readiness to independently maintain his health based on the use of personal hygiene skills;
– formation of the foundations of a health-preserving educational culture: the ability to organize successful educational work, creating health-preserving conditions, choosing adequate means and techniques for completing tasks, taking into account individual characteristics;
– formation of skills of safe behavior in the environment and simple skills of behavior in extreme (emergency) situations.
The program for developing an environmental culture and a healthy and safe lifestyle should contain:
1) the goal, objectives and results of activities that ensure the formation of the foundations of environmental culture, the preservation and strengthening of the physical, psychological and social health of students when receiving primary general education, a description of the value guidelines that underlie it;
2) areas of activity for health protection, ensuring safety and the formation of an environmental 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 and behavior; physical education, sports and recreational work, prevention of the use of psychoactive substances by students, prevention of children's road traffic injuries;
4) criteria, performance indicators of the organization carrying out educational activities in terms of developing 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) methods and tools for monitoring the achievement of planned results in the formation of an environmental culture, a culture of a healthy and safe lifestyle for students.
19.8. The correctional work program should be aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children with disabilities and assisting children of this category in mastering the basic educational program of primary general education.
The correctional work program should provide:
– identification of the special educational needs of children with disabilities caused by deficiencies 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 opportunity for children with disabilities to master the basic educational program of primary general education and their integration into organizations carrying out educational activities.
The correctional work program must 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 basic educational program of primary general education , adjustment of corrective measures;
– description of special conditions for the education and upbringing of children with disabilities, including a barrier-free environment for their living, the use of adapted educational programs for primary general education and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, technical teaching aids for collective and individual use , providing the services of an assistant (assistant) who provides children with the necessary technical assistance, conducting group and individual correctional classes;
– a mechanism for interaction in the development and implementation of correctional activities for teachers, specialists in the field of correctional pedagogy, medical workers of organizations carrying out educational activities and other organizations specializing in the field of family and other institutions of society, which should be ensured in the unity of classroom, extracurricular and extracurricular activities;
– planned results of correctional 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) establish the main directions and goals of assessment activities, description of the object and content of the assessment, criteria, procedures and composition of assessment tools, forms of presentation of results, conditions and boundaries of application of the assessment system;
2) focus educational activities on the spiritual and moral development and education of students, achieving the planned results of mastering the content of academic subjects of primary general education and the formation of universal educational activities;
3) provide an integrated approach to assessing the results of mastering the basic educational program of primary general education, allowing for the assessment of subject, meta-subject and personal results of primary general education;
4) provide for assessment of students’ achievements (final assessment of students who have mastered the basic educational program of primary general education) and assessment of the effectiveness of the organization carrying out educational activities;
5) allow for assessment of the dynamics of students’ educational achievements.
In the process of assessing the achievement of the planned results of spiritual and moral development, mastering the basic educational program of primary general education, various methods and forms should be used, mutually complementary (standardized written and oral work, projects, practical work, creative work, introspection and self-assessment, observations, tests (tests) and other).
19.10. The plan for extracurricular activities is an organizational mechanism for the implementation of the main educational program of primary general education.
The extracurricular activities plan ensures that the individual characteristics and needs of students are taken into account through the organization of extracurricular activities. Extracurricular activities are organized in the areas of personal development (sports and health, spiritual and moral, social, general intellectual, general cultural) in such forms as artistic, cultural, philological, choral studios, online 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 for extracurricular activities of an organization carrying out educational activities determines the composition and structure of directions, forms of organization, the volume of extracurricular activities for students receiving primary general education (up to 1350 hours for four years of study), taking into account the interests of students and the capabilities of the organization carrying out educational activities.
The organization carrying out educational activities independently develops and approves a plan for extracurricular activities.
19.10.1. The academic calendar schedule should determine the alternation of educational activities (classroom and extracurricular) and planned breaks during education for recreation and other social purposes (vacations) according to the calendar periods of the academic year:
– start and end dates of the academic year;
– duration of the academic year, quarters (trimesters);
– dates and duration of vacations;
– timing of intermediate certifications.
11.19. The system of conditions for the implementation of the basic 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 basic 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 system of conditions must contain:
– description of the existing conditions: personnel, psychological and pedagogical, financial, material and technical, as well as educational, methodological and information support;
– justification of necessary changes in 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;
– network diagram (road map) for the formation of the necessary system of conditions;
– monitoring the state of the system of conditions.
IV. Requirements for the conditions for the implementation of the basic educational program of primary general education
20. Requirements for the conditions for the implementation of the basic educational program of primary general education represent a system of requirements for personnel, financial, material, technical and other conditions for the implementation of the basic educational program of primary general education and the achievement of the planned results of primary general education.
21. The integrative result of the implementation of these requirements should be the creation of a comfortable developmental educational environment:
– ensuring 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 basic educational program of primary general education in an organization carrying out educational activities, conditions must be created for participants in educational relations to ensure the opportunity:
– achieving 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 beneficial activities, including social practice, using the capabilities of additional education organizations;
– working with gifted children, organizing intellectual and creative competitions, scientific and technical creativity and design and research activities;
– participation of students, their parents (legal representatives), teaching staff and the public in the development of the basic 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 part of the main educational program, formed by 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 characteristics of the constituent entity of the Russian Federation;
– use of modern educational technologies of 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 basic 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), as well as taking into account the characteristics of the constituent entity of the Russian Federation;
– effective management of an organization carrying out educational activities using information and communication technologies, as well as modern financing 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 teaching, management and other employees;
– the level of qualifications of teaching and other employees of the organization carrying out educational activities;
– continuity of professional development of teaching staff of the organization carrying out educational activities.
An organization carrying out educational activities, implementing primary general education programs, must be staffed with qualified personnel.
The level of qualifications of employees of an organization carrying out 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 corresponding position.
The continuity of professional development of employees of an organization carrying out educational activities in the basic educational programs of primary general education must be ensured that employees of an organization carrying out educational activities master additional professional programs in the profile of pedagogical activity at least once every three years.
The education system must create conditions for integrated interaction between organizations engaged in educational activities, providing the opportunity to replenish missing human resources, provide ongoing methodological support, receive prompt advice on the implementation of the basic educational program of primary general education, and use 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 organizations carrying out educational activities with the opportunity to fulfill 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 participants in educational relations, regardless of the number of school days per week;
– reflect the structure and volume of expenses necessary to implement the basic educational program of primary general education and achieve the planned results, as well as the mechanism for their formation.
Standards determined by government bodies 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”, standard costs for the provision of state or municipal services in the field of education are determined by 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 teaching staff, 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 opportunity for students to achieve the requirements established by the Standard for the results of mastering the main educational program of primary general education;
2) compliance:
– sanitary conditions (availability of equipped wardrobes, bathrooms, personal hygiene places, etc.);
– social and living conditions (availability of an equipped workplace, teacher’s room, psychological relief room, etc.);
– fire and electrical safety;
– labor protection requirements;
– timely timing and required volumes of current and major repairs;
3) the opportunity for unimpeded access for students with disabilities to the infrastructure facilities of the educational institution
The material and technical base for the implementation of the basic educational program of primary general education must comply with current sanitary and fire safety standards, labor safety standards for employees of organizations carrying out educational activities, required for:
– the site (territory) of an organization carrying out educational activities (area, insolation, lighting, placement, the necessary set of zones to ensure the educational and economic activities of the organization carrying out educational activities and their equipment);
– the building of an organization carrying out educational activities (height and architecture of the building, the necessary set and placement of premises for carrying out educational activities when receiving primary general education, their area, lighting, location and size of work, 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 the opportunity for organizing classroom and extracurricular educational activities);
– library premises (area, placement of work areas, availability of a reading room, number of reading places, media libraries);
– premises for feeding students, as well as for storing and preparing food, providing the opportunity to organize high-quality hot meals, including hot breakfasts;
– premises intended for music, fine arts, choreography, modeling, technical creativity, natural science research, foreign languages;
– assembly hall;
– gyms, swimming pools, games and sports equipment;
– premises for medical personnel;
– furniture, office equipment and household equipment;
– consumables and stationery (paper for hand and machine writing, writing instruments (in notebooks and on a board), fine arts, technological processing and design, chemical reagents, digital information carriers).
Organizations carrying out educational activities independently at the expense of allocated budget funds and additional financial resources attracted in the prescribed manner must ensure equipment for educational activities when receiving primary general education.
Material, technical and information equipment for 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 (searching for information on the Internet, working 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, visual presentation and analysis of data;
– use of digital plans and maps, satellite images;
– creation of material objects, including works of art;
– processing 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 educational activities, recording its implementation as a whole and individual stages (speeches, discussions, experiments);
– posting your materials and works in the information environment of the organization carrying out educational activities;
– holding public events, meetings, performances;
– organization of rest and meals.
25.1. In an educational organization implementing integrated educational programs in the field of arts, when implementing an educational program of primary general education, material and technical conditions must ensure the possibility of conducting individual and group classes, including practical ones, in selected types of art.
At the same time, material and technical support for educational activities in selected types of art should include:
- concert hall;
– rehearsal rooms;
– premises for the maintenance, maintenance and repair of musical instruments;
– classrooms for individual and group lessons (from 2 to 20 people);
– choir classes;
– classes equipped with special machines;
– special classrooms equipped with personal computers, MIDI keyboards and appropriate 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 must 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, 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 must provide the opportunity to carry out the following types of activities in electronic (digital) form:
– planning educational activities;
– placement and preservation of materials of educational activities, including the works of students and teachers, information resources used by participants in educational relations;
– recording the progress of educational activities and the results of mastering the basic educational program of primary general education;
– interaction between participants in educational relations, including remote interaction via the Internet, the possibility of using data generated in the course of educational activities to solve problems of managing educational activities;
– controlled access of participants in educational relations to educational information resources on the Internet (limiting 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 carrying out educational activities, organizations.
The functioning of the information educational environment is ensured by ICT tools and the qualifications of the workers who use and support 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 conditions for its implementation .
Requirements for educational and methodological support of educational activities include:
– parameters of the completeness of equipment for educational activities, taking into account the achievement of goals and planned results of mastering the basic educational program of primary general education;
– quality parameters for providing educational activities, taking into account the achievement of goals and planned results of mastering the basic educational program of primary general education.
An organization carrying out educational activities must be provided with textbooks, educational literature and materials for 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 standard 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 to master the curriculum of an academic subject for each student in each academic subject included in the mandatory part of the curriculum of the basic educational program of primary general education;
– at least one textbook in printed and (or) electronic form or a teaching aid sufficient to master the curriculum of an academic subject for each student in each academic subject included in the part formed by the participants in educational relations of the curriculum of the basic 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 academic subjects of the curriculum, as well as have a fund of additional literature. The collection of additional literature should include children's fiction and popular science literature, reference, bibliographic and periodicals that accompany the implementation of the basic educational program of primary general education.
28. Psychological and pedagogical conditions for the implementation of the basic educational program of primary general education must ensure:
– continuity of the content and forms of organization of educational activities, ensuring the implementation of basic 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 teaching and administrative workers, parents (legal representatives) of students;
– variability in the areas of psychological and pedagogical support for participants in educational relations (preservation and strengthening of students’ psychological health; 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 and children with disabilities; formation of communication skills in an environment of different ages and among peers; support for children's associations, student self-government);
– diversification of 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, examination).
_____________________________________________________________
Clause 6 of Article 2 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Footnote 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.)
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 Ministry of Education and Science of Russia dated December 29, 2014 No. 1643.)
At the choice of parents (legal representatives), the fundamentals of Orthodox culture, the fundamentals of Jewish culture, the fundamentals of Buddhist culture, the fundamentals of Islamic culture, the fundamentals of world religious cultures, and the fundamentals of secular ethics are studied. (Footnote additionally included since March 5, 2013 by order of the Ministry of Education and Science of Russia 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” legislation (Footnote 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. )
Article 15 of the Federal Law of November 24, 1995 No. 181-FZ “On social protection of disabled people 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”.
According to clause 1. Federal State Educational Standard of NOO (hereinafter referred to as the draft Federal State Educational Standard) “... is a set of mandatory requirements for primary general education.” However, clause 4, in accordance with 273-FZ, reduces the requirements to 1) structure...; c) conditions of implementation...; 3) the results of mastering the OOP of the NOO. Requirements for content, means, methods, organization, etc. are not included in the standard. From this point of view, paragraph 1 is pedagogically inaccurate, and the annexes to the standard are legally unlawful, because these are content requirements. It is necessary to clarify Art. 11 273-FZ regarding the typology of educational standards.
According to paragraph 3, the Federal State Educational Standards Project is aimed at ensuring “the unity of the educational space on the territory of the Russian Federation.” Unity has substantive, methodological/technological, organizational, managerial and other aspects. From a substantive point of view, the unity of the compulsory federal part can be ensured if and only if the composition and content of federal educational subjects is established (at the level of semantic educational units), as well as the minimum time allocated for studying the established content of educational subjects (as was the case with the BUP 2004). Until the time for federal educational subjects has been determined, it is pointless to determine/specify subject results, because it is time, as the main resource of the teacher and student, that determines the volume and complexity of the content of education (the content of education and the content of training). And “The content of education is the pedagogical embodiment of the goals of education (training and upbringing)” (M.N. Skatkin, I.Ya. Lerner, L.Ya. Zorina and other domestic teachers and scientists). The goal is objectified (in particular, embodied, for example, in physical education in muscle tissue) in the product, and the objective results are the quality of the product. Quality in a managerial sense is the degree of compliance of the result with the goal set diagnostically and normatively, that is, the Federal State Educational Standard.
Until the standard number of hours allocated to the study of federal academic subjects has been established, the unity of the educational space is impossible.
In clause 13.2. it is stated that “Personal results of mastering the basic educational program of primary general education are not subject to intermediate and final certification.” Education, according to Art. 2 273-FZ, unity of education and training. The product of upbringing is good manners, training is training. The result, respectively, is the quality (level/degree) of education and the quality (level/degree) of training. If a school, due to the liberal attitudes of the ideologists of the Federal State Educational Standards project, refuses to measure the quality (level/degree) of education (responsibility, hard work, etc.), then the level of education will be much more often determined by the courts, relying on one or another code as a standard of behavior and activity citizen of the Russian Federation.
According to clause 17. “The obligatory part of the educational educational program is 80%, and the part formed by participants in educational relations at the choice of parents (legal representatives) of students from the list offered by the organization carrying out educational activities is 20% of the total volume of the educational educational activity.” A rational establishment that creates a necessary and sufficient measure of didactic freedom in the field of content design, taking into account the needs of students/pupils, the requests of parents (RP) and the capabilities of teachers and distance education systems. It is only necessary to specify that the list includes compulsory school subjects/educational subjects, elective subjects (for example, introduced from the second grade), elective subjects introduced from the 1st grade (as in BUP 1993).
The introduction of extracurricular activities does not comply with 273-FZ. The concept of extracurricular activities is not defined in Art. 2, is not found in the text of 273-FZ, and is also not part of the educational programs established by Art. 12 273-FZ (as amended on December 25, 2018). At school, in a normative-legal manner, it makes sense to talk about the implementation of general developmental and pre-professional additional general education programs, and leave the concept of “extracurricular activities” for internal working use. Additional education and extracurricular activities have the same nature, consisting in the free choice of the composition of the subjects studied and the time of their study. Traditionally, extracurricular work was understood as electives (funding from the curriculum) and clubs/studios/sections (financing of a certain number of teachers’/additional education teachers’ salaries depending on the number of classes). Extracurricular activities are a quasi-innovation of the developers of the Federal State Educational Standard, aimed at zeroing out the system of additional education for children (the problem of enrollment in preschool institutions, etc.). It is necessary to exclude the Federal State Educational Standard from the project. Use the concepts of “elective subjects”, “elective subjects”, “additional education”.
clause 18. establishes: “OOP NEO is implemented by an organization carrying out educational activities through the organization of classroom and extracurricular activities...”. The main educational program is, by definition, mandatory, extracurricular activities are voluntary. It turns out that doing something obligatory is partially optional. Nonsense.
According to clause 19. “Extracurricular activities are aimed at achieving the planned results of mastering the general educational program...”. Extracurricular activities are aimed at achieving goals, that is, obtaining educational products/results established at the sole discretion of the student/pupil and his parents (legal representatives). Children are all different. Interests are different. Professional intentions too. All variants of goals cannot and should not be packaged in OOP.
At 24.2.1. the composition of interdisciplinary programs has been determined as a form of presentation of general subject content presented by teachers of all or a number of educational/educational subjects. According to set theory (Euler circles), one should distinguish between subject, general subject (for example, the concept of “molecule”, methods of studying nature/society, mental operations, speech, etc.) and extra-subject content, which is not included, for example, in the specific ones proposed by the Federal State Educational Standards project requirements for subject results. According to V.V. Kraevsky, A.V. Khutorskoy general subject content includes “general and general educational skills, skills, generalized methods of activity.” Meta-subjectivity is a quasi-innovation of the developers of the Federal State Educational Standard. At A.G. Asmolov meta-subjects - law, ecology, economics; at Yu.V. Gramyko - sign, knowledge, problem; at A.V. Khutorskoy - numbers, letters, culture, world studies; L.G. Peterson is a world of activity. “A meta-subject is the fundamental basis of general education; what stands behind academic subjects is at their foundation” (A.V. Khutorskoy http://wap.khutorskoy.borda.ru/?1-2-0-00000027-000 -0-0-1257262267). How something can be “at the core” (under) and at the same time “behind” is incomprehensible to the mind. For interdisciplinary programs clause 24.2.1. includes: a program for the formation of universal educational actions; education program; correctional work program. And where are the interdisciplinary programs for working with capable children, developing and creating a culture of self-education, developing and creating a polytechnic culture, professionalization, etc.?
According to 24.2.2. “The work programs of academic subjects and courses must contain: 1) the planned results of mastering the academic subject, course; 2) content and forms of implementation of an academic subject, course; 3) thematic planning indicating the number of hours allocated to mastering each topic.” What is a "course"? The form of organization of content, means, methods, organization of training/upbringing at school are educational/educational subjects. In the Federal State Educational Standard -2009, according to clause 19.5, the structure of the curriculum included 8 elements. In clause 24.2.2. The draft Federal State Educational Standard does not provide an explanatory note, which, as a rule, talks about the organization of training according to the program (dividing the class into groups, etc.), reveals the methodological features of the topics, etc. The relative nature of the pedagogical attitudes of the developers of the Federal State Educational Standards project and the lack of reliance on the theory and practice of curriculum development are obvious.
clause 24.3.2. “NOU curricula (hereinafter referred to as curricula) ensure the implementation and implementation of the requirements of the Federal State Educational Standard, determine the total volume of workload and the maximum volume of classroom workload for students, the composition and structure of compulsory subject areas.” “Implementation” is a generic concept; it includes the specific concept “putting into effect.” If something is realized, then it is carried out, executed, completed. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189 “On approval of SanPiN 2.4.2.2821-10...” (As amended and supplemented on November 24, 2015) defines “Hygienic requirements for the maximum total volume of the weekly educational load of students” (table), the “Maximum permissible weekly classroom load (in academic hours)” and “The maximum permissible weekly volume of extracurricular activities (in academic hours)” are established, as well as in paragraph 10.5 that “The main educational program is implemented through the organization of lesson and extracurricular activities. The total volume of workload and the maximum volume of classroom workload for students should not exceed the requirements established in the table.”
The draft Federal State Educational Standard should standardize the minimum time and maximum weekly work time of a student/pupil, just as the Labor Code normalizes the weekly time of an employee. Load is the power/density of academic work. SanPiN 2.4.2.2821-10 “The density of students’ educational work in lessons in core subjects should be 60-80%.” Therefore, it is necessary, firstly, to bring the draft Federal State Educational Standard and SanPiN 2.4.2.2821-10 to a single terminology; secondly, to establish that the maximum permissible weekly time of educational (teaching, educational and other) work of a student/pupil includes the time allocated for the presentation/learning of basic and additional programs. This time is the responsibility of the school. It cannot “The time allocated for extracurricular activities is not taken into account when determining the maximum permissible weekly workload of students” (POPOP NOO. Approved by the decision of the federal educational and methodological association for general education. As amended by protocol No. 3/15 of October 28, 2015). In this case, the child’s working time will be longer than that of the adult. There are high risks of decline in the mental and physical health of students/pupils. The time for a child’s participation in additional educational programs implemented outside of school is determined by the child’s condition and is predominantly in the area of parental responsibility (RP).
24.3.3. “The total classroom load of students over 4 academic years cannot be less than 2851 hours and more than 3345 hours.” What do these numbers say to a child (a human being from birth to 18 years), a parent (PP), a teacher? To understand/feel the meaning, you need to indicate the number of hours per week. This is done in SanPiN 2.4.2.2821-10. To calculate the total number of hours, you need to calculate the number of school weeks in each class. But neither SanPiN 2.4.2.2821-10, nor the Federal State Educational Standard 2009, nor the draft Federal State Educational Standard establishes the duration of the academic year at the NOU level in academic weeks. From a legal point of view, it is strange that this was done in the PEO NOO “The duration of the academic year when receiving primary general education is 34 weeks, in 1st grade - 33 weeks.” (POPOP NOO. Approved by the decision of the federal educational and methodological association for general education. As amended by protocol No. 3/15 of October 28, 2015). Determining the duration in PEO NEO leads to uncertainty about the length of the school year: “Most schools in Russia adhere to this structure in 2017-2018: first-graders study for 33 weeks, students from grades 2 to 11 - 34 weeks.” Although, “The duration of the academic year of basic general education is 34-35 weeks.” (POOP LLC. Approved by the decision of the federal educational and methodological association for general education. As amended by protocol No. 3/15 of October 28, 2015). According to SanPiN 2.4.2.2821-10 in 1st grade there are 21 hours/week. In grades 2-4, 23 hours/week for a five-day period, 26 hours/week for a six-day period. Then, with a six-day period, 21 h/n * 33 n + 26 h/n * 34 n * 3 = 3345 h. I wonder what combination corresponds to the number 2851?
In the draft Federal State Educational Standard, indicate the length of the school year in school weeks, the number of hours per week by class.
In clause 24.3.5. “...the volume of extracurricular activities for students receiving primary general education (up to 1350 hours over four years of study).” That is, from 0 to 1350 hours over four years of study. On the one hand, the Federal State Educational Standard allows for an optional nature and the absence of extracurricular activities; on the other hand, if the school takes all 1350 hours for extracurricular activities, then a minimum of 4201 hours and a maximum of 4695 hours are eligible for funding. Increase in costs by more than 40%. How do I plan to finance the development of the Federal State Educational Standard project in such a volume on the scale of the region, the Russian Federation as a whole, if schools choose the maximum option? An absolutely unrealistic number. Up to 1,350 hours per student over four years, or up to 10 hours per week per student, then in first grade the maximum time possible would be 31 hours per week. The Federal State Educational Standards project allows children to become dangerously overworked. In reality, at the school level, 2-3 hours per student is enough for extracurricular activities, otherwise preschool educational institutions will not be in demand. If we allow “network” (everyone talks/writes, but doesn’t understand what it is) participation of preschool institutions in extracurricular activities, then why bother? Give to preschool institutions the hours allocated for extracurricular activities and that’s it. If hours of extracurricular activities are included in the maximum permissible classroom weekly load (weekly time in academic hours), we have a stalemate. At the maximum total number of hours, there will be (3345 hours - 1350 hours) 1995 hours left for the implementation of the IEO OOP itself. In the draft Federal State Educational Standard, indicate “up to 4 hours.”
Establish that the hours allocated for extracurricular activities are included in the “Maximum permissible weekly classroom load (in academic hours)”, otherwise the child studies at school for more hours than the “Maximum permissible...”. In this case, the concept “Maximum permissible...” loses its meaning.
Section III of the Federal State Educational Standards draft establishes the requirements for the conditions for the implementation of the educational educational program, including personnel, financial, logistical, psychological and pedagogical conditions. The classification of conditions does not meet the criterion of completeness. It is advisable to include the following types of support (conditions): legal, didactic, methodological, psychological, sanitary and hygienic, personnel, material, technical, technological support. Each type of conditions has invariant sides/content lines, including informational, scientific, and financial. For example, informational, scientific, financial aspects of didactic support (conditions). When developing requirements for the conditions for the implementation of OOP IEO, it is necessary to use a matrix of conditions: types/aspects.
33. “The standard establishes requirements for... personal... meta-subject... subject..." results. This classification of results does not meet the requirements for constructing classifications. That is, the developers of the Federal State Educational Standard do not master, in their terminology, the meta-subject action - the construction of a classification. Personal results are a generic concept. Subject and general subject results are also personal, their bearer/holder is the individual. A child has two poles: in the process of education, the body and personality develop and are formed, thanks to the implementation of subject and interdisciplinary programs, which act as a form of presentation of general subject content. There are goals/results of development and formation of personality (literature, mathematics, physics, etc. dominate), there are goals/results of development and formation of the body (subjects of technology, physical education, partly fine art, drawing, etc. dominate). In the draft Federal State Educational Standard, it is advisable to revise the typology of goals/results.
35. “Meta-subject results... should reflect the mastery of universal cognitive, regulatory, communicative actions, the ability to participate in joint activities, and the ability to work with information.” In the Federal State Educational Standard 2009 in paragraph 9. it was noted: “The standard establishes requirements for results... meta-subject, including... universal educational activities (cognitive, regulatory and communicative)...". It’s good that the 2009 Federal State Educational Standard did not include personal universal learning activities, about which a lot has been written and books published. “...personal,...regulatory, cognitive...” (How to design universal educational activities in elementary school / Edited by A.G. Asmolov. - 2nd ed. - M.: Prosveshchenie, 2010). Cognitive, regulatory and communicative actions are carried out by the individual, and in this sense are the actions of the individual. The universal educational activities of the Federal State Educational Standard 2009 were a compilation of the general educational skills of the BUP 2004 “Cognitive activity... Information and communication activity... Reflective activity” (Order of the Russian Ministry of Defense “On approval of the Federal State Educational Standard for NOO, OO and S(P)O education" dated March 5, 2004 No. 1089).
The Federal State Educational Standards project additionally includes “the ability to participate in joint activities, the ability to work with information” as universal educational activities. The ability to participate in joint activities is reduced to cognitive, regulatory and communication skills. The ability to work with information is part of the communication skills associated with the use of information and communication devices/systems. Introduction, the concept of “Meta-subject results” is synonymous with the concept of “General educational skills.” “By general educational skills we mean skills that are universal for all school subjects and basic spheres of human activity.” Project Program for personal development and the formation of universal educational activities for students at the level of primary education (Educational system “SCHOOL 2100”). If UUD and OUUN are the same thing, why introduce a new concept without sufficient grounds? As you know, “One should not multiply existing things without necessity” (Occam’s Razor). In the draft Federal State Educational Standard, return to the concept of “General educational skills.”
In the Federal State Educational Standards and the Federal State Educational Standards project, meta-subject results/general educational skills/general subject results are hypertrophied, going under the motto “Teaching to learn.” “The political discourse reflected the reorientation of the school to solve the problem of teaching children to “think, solve problems, apply knowledge” (USA), “teach to learn” (EU)” Kuzminov Ya. I., Frumin I. D., Zakharov A. B. Russian school: an alternative to modernization from above. - M.: Issues of education. - No. 3 2011). Learning to learn is important/necessary, but “... the first condition for good work in the future is thorough elementary training” (M. Planck). In the Federal State Educational Standards project, it is necessary to find the optimal balance between subject and general subject goals/products/results. Otherwise, you can teach how to learn without teaching anything else.
36. Subject results... Let's consider the transformation of requirements for subject results in mathematics and computer science.
Federal State Educational Standard (6473 words), approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373, in subsection 12. “Subject results...” (1313 words) clause 12.2. “Mathematics and Computer Science” established the requirements for subject results in mathematics and computer science. The requirements were formulated in 5 paragraphs (113 words). There were no appendices to the Federal State Educational Standard specifying the requirements. The specification of the requirements was carried out in the vocational educational program of the NOO, approved by the decision of the federal educational and methodological association for general education (as amended by protocol No. 3/15 of October 28, 2015): clause 2.2.2.4. Mathematics and computer science (399 words).
In the draft Federal State Educational Standard (25255 words) in subsection 36. “Subject results...” (3238 words) clause 36.4 “Mathematics and computer science. Mathematics" requirements for subject results are formulated in 7 paragraphs (185 words). Appendix 4. "Requirements for subject results of mastering the academic subject "Mathematics" submitted for intermediate certification" provides a detailed specification of the requirements of clause 36.4 (1682 words). That is, (1682/399) the description of subject results in mathematics and computer science increased 4.22 times. This is a necessary but not sufficient criterion for the level of specificity.
It should be taken into account that the specification of the requirements for subject results in mathematics and computer science was carried out in 2 stages: in the draft Federal State Educational Standard and in Appendix 4 to the draft Federal State Educational Standard.
To analyze the first stage of transformation of the Federal State Educational Standard, we will highlight 39 conditional educational elements in mathematics and computer science in paragraph 12.2 of the Federal State Educational Standard. For example, 9. Mastering the basics of measurement; 20. Ability to perform oral arithmetic operations with numbers. Similar to paragraph 36 of the draft Federal State Educational Standard, we will highlight 41 elements. For example, 22. Ability to give an example; 32. Gaining experience in working with information presented in graphical form (bar graphs). Based on the compilation of a comparative table and taking into account the transformation procedures used by the project developers, we can draw the following conclusion about the content of the transformation of the Federal State Educational Standard in terms of the requirements for subject results in mathematics and computer science at the level of NEO in logic: “FOGS requirement” - “Requirement of the Federal State Educational Standard” / type conversion procedures. In the process of transforming the Federal State Educational Standard of NEO into the draft Federal State Educational Standard: 16 were excluded, 4 were reformulated/redefined, 9 were specified, 4 were detailed, 2 were aggregated, 10 conditional educational elements were added.
Conclusion: the option of specifying the requirements for subject results in mathematics and computer science proposed at the first level of transformation did not make the requirements “more specific.” Based on them, you can get an infinite number of specifications of the next level (developers' option in Appendix 4). Obviously, the specification of the subject results of the first level in the draft Federal State Educational Standard should be considered as a working stage (the teacher does not need it) and from the point of view of brevity and functionality, it is inappropriate not to include it in the final text of the draft Federal State Educational Standard.
And basic general education. The document was also submitted for consideration to the Ministry of Education of Russia by the country's leading pedagogical universities: Russian State Pedagogical University (RGPU named after A.I. Herzen), Moscow Pedagogical State University (MPGU), Moscow City Pedagogical University (MSPU).
Press service of the Ministry of Education of Russia
The task of updating the Federal State Educational Standard and approximate basic educational programs, including taking into account the priorities of scientific and technological development of the Russian Federation, was set by the President of the country and enshrined in the instructions for the implementation of the President’s message to the Federal Assembly.
The main direction of the update is to specify the requirements for subject results for each academic subject. In the previous edition, the standard included only general guidelines for the development of certain competencies, set a framework of requirements, and what exactly was studied, in what grade - each school had to answer all these questions independently. Therefore, the educational program of one school was sometimes radically different from the program adopted in the neighboring one.
The new requirements preserve the fundamental nature of education and 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 basic educational programs of primary general and basic general education has been clarified.
It should be noted that the updated edition of the Federal State Educational Standard preserves the principles of variability in the formation by schools of basic 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, clarifying the requirements for the structure of the basic educational program contained in the Federal State Educational Standards projects will reduce the bureaucratic burden on teachers.
Considering the importance of the Federal State Educational Standard, the Ministry of Education of Russia believes that the changes made should undergo a comprehensive professional and public discussion, during which constructive proposals from all interested individuals, organizations, and the public can be expressed 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 Federal State Educational Standard is posted on the resource https://www.preobra.ru. The resource provides the opportunity to evaluate both the document as a whole and its individual sections, as well as make suggestions.
The standards clearly reflect the school's government obligations to students and parents. Detailed requirements of the standard help to achieve a certain public consensus. Any Russian citizen can familiarize himself with the content of the subject and correlate it with the practice of studying the subject in a particular school or with testing materials, control measuring materials of the OGE or Unified State Exam.
According to S.I. Bogdanov, rector of the Russian State Pedagogical University named after A.I. Herzen, in the draft Federal State Educational Standards 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. In it, along with substantive results, the basic content of the education program is determined, the tasks and conditions for the implementation of the correctional work program are clarified.
As the rector of Moscow State Pedagogical University A.V. Lubkov noted, the identified approaches will allow Russia to enter the top ten countries in the world in terms of the quality of general education.
It was introduced on October 6, 2009. It was the result of a thorough reform of the Russian education system and is aimed at:
- achieving the comprehensive development of primary schoolchildren in the context of education and training, taking into account health indicators and individual intellectual abilities;
- stimulating creativity and skills in applying theoretical knowledge in practice;
- 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 meaning of dry information without its deep understanding and application in practice laid the preconditions 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 received information not only in the educational complex, but also in everyday life is important.
In an effort to move away from outdated Soviet pedagogical techniques, in the Russian system of primary general education there was a need to modernize the approach, and therefore, introduce a federal standard of the basic school 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 it, along with the basic skills that are relevant for younger schoolchildren (the ability to write, count and read), the prospect of forming effective educational activities of the student, based on a set of educational motives, goal-setting skills, cognitive interest, the ability to solve small problems, and control, comes to the fore. the process of solving them, adjusting goals and your efforts in order to achieve successful personal and professional self-realization.
The set of federal standards is designed to ensure:
- Creation of a unified Russian educational space, adapted, due to a long-standing tradition, for students with different intellectual abilities and health capabilities.
- 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 for 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 innovation, regulation and control of the educational complex within the framework of regional characteristics.
- Schoolchildren - within the framework of the Federal State Educational Standard, the constitutional right to education is realized regardless of religion, nationality, material security and health capabilities, which will further provide the opportunity for successful self-realization and professional growth in the future.
- Parents of primary schoolchildren who receive 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 about additional education and organization of leisure time for children.
- Requirements for the structure of educational programs, including their volume and the ratio of compulsory and optional parts, formed by participants in educational relations, based on the needs and regional specifics.
- Requirements for the conditions for the implementation of programs are logistical, financial, and personnel support for the educational process, without which the main activities of the institution are impossible.
- Requirements for the results of mastering the subject minimum, the degree of formation of personal, meta-subject competencies.
The nature of a 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 for preparing lessons increases. The usual lesson plan was replaced by a scenario plan, which determines the sequence of schoolchildren’s activities, provides greater freedom to teachers and uses mainly paired and group forms of work, prevailing over frontal ones.
In general, the work of a teacher has undergone many changes that affected all aspects of the work.
| Activity aspect | Characteristics according to Federal State Educational Standards |
| 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. During training, teachers use the developments and experience of colleagues, advanced technologies and innovations, Internet resources and methodological developments. |
| Main stages of the lesson | More than half of the class time is devoted to independent activity of students. A mandatory stage of the lesson is goal setting (students 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 must act as the organizer of student activities in setting educational tasks, selecting sources of information and processing it, and generalizing methods of action. |
| Definition of children's activities | The teacher uses the following formulations: analyze, prove (explain), compare, continue, create a diagram or model, generalize (draw a conclusion), choose a solution, method of solution, research, evaluate, change, invent. |
| Teaching a lesson | 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 lesson. |
| Interaction with parents of students | Since parents must be active participants in educational activities, the teacher informs them about the life of the institution, the educational and educational successes of the children. |
| Educational environment | The educational environment adapts to the needs of students (including children with disabilities), and therefore halls and classrooms are zoned and ICT technologies are used. |
| Learning outcomes | The trinity of results (subject, personal and meta-subject) is taken into account, portfolios are created, and adequate self-esteem of students is stimulated. The dynamics of results are taken into account, and not the correlation with standard indicators. |
The previous standards regulating the educational process differ from federal standards by taking into account the individual and age-related characteristics of the development of students. It is this aspect that is taken into account when determining the methodology of a student-centered approach, making it possible to increase the effectiveness of interaction between teachers and a group of students, implementing the requirements for differentiation of learning within various educational routes.
Along with the personality-oriented basis of educational standards and Federal State Educational Standards programs for primary general education a modular-competency approach was established, which reinforces the intrinsic value of the first stage of general education and aims to accumulate the educational experience and skills of yesterday's preschoolers to successfully solve school educational problems.
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 educational experiences between students, the formation of communication skills, tolerance of all participants in educational relations and their ability to behave in different social situations. As a result, younger schoolchildren grow up to be tolerant of others, tolerant, independent-minded, and therefore ready for further learning and self-realization in academic and extracurricular activities.
Federal standards rely on objectivity in assessing the academic achievements of schoolchildren. Since the normative approach of correlating 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 a child’s success, the degree of mastery of material and the level of educational achievements. At the same time, it is important that such procedures do not cause discomfort and emotional stress in students through the introduction of a widespread monitoring function. It is not surprising that the normative approach has been successfully replaced by a transparent assessment system that is completely understandable to both students and their families. From now on, the educational process pursues the achievement of an 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 younger schoolchildren gradually master, contribute to an awareness of the level of their achievements and an adequate perception of the grades set by the teacher.
Implementation of the Federal State Educational Standard in primary school: key documents
Standardization of education requires reform of the educational space at all levels, and therefore the basis for this process is local regulations and documents of regional, municipal and federal significance. By regulating the organization of the educational process, local acts used to support the process of transition to the Federal State Educational Standard of the NEO must ensure compliance with educational standards, fulfilling the tasks of state policy in the field of education.
- The basic educational program for primary school has been developed and approved.
- The regulatory framework of the primary school has been updated in accordance with the latest requirements, the goals and objectives of the main activities have been approved, 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, and a plan for improving the qualifications of teachers working in primary grades has been implemented.
- Local acts have been issued regulating the issues of remuneration through the calculation of the base salary, incentives and compensation payments, employment contracts have additional agreements.
- Methodological manuals and textbooks have been approved to be used in primary schools.
- The optimal model for the implementation of educational activities, including not only classroom, but also extracurricular activities of primary school students, has been determined.
- A plan of methodological, consulting and psychological-pedagogical support has been designed to ensure maximum comfort in the transition to the educational standards of the new generation.
Federal State Educational Standards requirements for the results of mastering an educational program
Significant differences between the educational capabilities of children, their intellectual and physical abilities caused a certain difficulty in implementing the pedagogical process, since uniform criteria for success could not be achieved by all graduates at the same time. At the same time, focusing on obtaining certain skills excluded the individuality of development vectors for younger schoolchildren, the creative and experimental component of the educational process. That is why Federal State Educational Standard of NOO (primary general education) designed to develop flexible competencies in students that fit within the framework of individual educational routes.
The document establishes the following requirements for the results of educational activities in primary school:
- Personal - children must 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 acquired in one subject area in another.
- Subject knowledge - knowledge of concepts, principles of their application and algorithms of use, which are formed in the course of studying certain disciplines.
| Result Type | A set of target competencies for primary school students |
| Personal |
|
| Metasubject |
|
| Subject |
Federal State Educational Standards requirements for elementary school highlight the significance of the results of mastering the educational minimum in each of the subject areas:
|
Federal State Educational Standards requirements for the structure of the educational program
Basic educational program of primary general education, according to the Federal State Educational Standard, contains variable (changeable) and mandatory parts in a ratio of 20% to 80%. In accordance with the requirements of state policy in the field of education, the structure of the educational program should include:
- Explanatory note - contains the strategic goals and objectives of teaching activities, fundamental approaches and principles, taking into account regional characteristics and the specifics of the institution.
- Planned results of mastering disciplines, divided into subject, meta-subject and personal criteria.
- A curriculum formed taking into account the permissible limits of intellectual load, the volume of extracurricular activities and the content of educational disciplines. It regulates the time that can be used to organize leisure time for students in the format of extracurricular activities or to increase classroom hours allocated to the study of individual subjects.
- The program for the formation of educational learning skills is a system of developing skills that allow you to transfer competencies from familiar to unfamiliar areas of knowledge (all types of educational learning are considered in the interrelation of academic disciplines).
- Programs of individual academic subjects and courses, which indicate the characteristics, values, planned results, thematic planning and material and technical equipment necessary to implement the assigned tasks.
- 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, and familiarization with universal and cultural values.
- The program for creating a culture of a safe and healthy lifestyle includes the popularization of a healthy lifestyle, the prevention of deviant behavior and bad habits, and the optimal mode of physical activity.
- A correctional work program developed for primary school students with disabilities, which provides procedures for identifying special educational needs, providing comprehensive support, and creating the necessary conditions for them.
- A system for assessing the results of mastering the educational minimum, carried out within the framework of intermediate certification and regular assessment within the framework of a criterion-based individualized approach.
Federal State Educational Standards requirements for primary education for the conditions for the implementation of educational programs
Federal standards legitimize not only the content of the educational process, but also the conditions necessary for its implementation. Basic Federal State Educational Standards for 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.
Keep this for yourself so you don't lose it:
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, articles in the electronic journal “Handbook of Deputy School Principals” will help
- How can a deputy director prepare teachers for the transition to the new Federal State Educational Standard of NOO (new Federal State Educational Standard)- The Ministry of Education and Science adopted a new Federal State Educational Standard for primary schools (legislation review)
Since six-year-olds are still realizing their needs and exploring the world through play activities, honing skills in movement, the educational environment should be maximally focused 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 and equip a play area in the classroom.
Therefore, it is not surprising that the text of the federal standard meticulously 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 schoolchildren of the required level of qualification, as well as managers and methodologists who create conditions for the continuous self-development of teachers.
- Financial - ensuring the correspondence of revenues and expenses necessary for the implementation of the program educational minimum.
- Material and technical - ensuring sanitary and hygienic conditions, following labor protection and fire safety requirements, 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 means for self-development and advanced training.
- Educational and methodological - necessary to increase the efficiency of the educational process, maintain high levels of equipment in educational activities.
Federal State Educational Standards of the NOO: evolution of standards in recent years
Federal State Educational Standard for Primary General Education in 2018 has undergone significant changes. By the decision of the Council of the Ministry of Education and Science dated March 21, 2018, the previously submitted draft of the Federal State Educational Standard for Education, which specified the learning outcomes and requirements for the structure of the educational program, was approved without changes or amendments. The updated standard established the required minimum of basic subject content that must be achieved by every student.
The updated standard modifies the roles of student and teacher:
- the teacher accurately formulates the requirements for learning outcomes 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 and adequately perceive assessment criteria.
Additionally, the subject results for individual disciplines were specified. At the intermediate certification, educational results should be checked, regulated by years of study and disciplines, which, on the one hand, simplified the control of the quality of education, and on the other, required the reworking of the main and working educational programs, making it difficult to prepare documents. IN Federal State Educational Standards standards for primary general education the results of studying Russian and foreign languages, reading, the outside world and mathematics were recorded; thematic modules were provided for such disciplines as “ORKSE”, “Fine Arts”, “Technology”, “Music”, “Physical Education”. Modular learning presupposes variability and provides schools with the freedom necessary to choose their own logic for studying the subject.
In addition to subject, changes also affected 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 path, 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 Federal State Educational Standards reflect the requirements of the new national project “Education”.
Regarding meta-subject results, teachers should focus on developing students’ research experience and preparing public speeches. The disadvantage of the updated requirements is the lack of division of meta-subject results by year of study (this responsibility falls on the shoulders of teachers). A working group is formed that breaks down meta-subject results, which, however, cannot serve as protection against errors, therefore it is advisable to contact regional centers for assessing the quality of education or involve a full-time educational psychologist in this process.
The changes also affected the list of educational skills, which was supplemented with two new ones - the ability to participate in joint activities and work with information, closely related to the concept of “flexible competencies”.
- When participating in joint activities, a junior student must be aware of the purpose of the activity, agree on methods and means of achieving results, distribute roles, participate in discussions, act according to his own plan, lead, complete tasks, reflect and control his activities, and resolve conflict situations tolerantly.
- When working with information, students should be able to select a data source, taking into account the task at hand, analyze visual and textual information in it, and use diagrams, tables, and illustrative material that complies with information security rules to provide information.
Detailed UUD in the new Federal State Educational Standards require diagnostics and assessment (meta-subject results are subject to mandatory assessment; diagnostics can be carried out for a separate module or the entire scope of the discipline).
According to the updated federal requirements, the mandatory part of the educational program must reflect:
- the content of educational work within the framework of the priority objectives of the educational institution, the interests of students and their parents, individual and regional characteristics;
- objectives and principles of their implementation in the context of the specifics of the 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 Environmental Culture, Healthy and Safe Lifestyle.
Such changes, according to methodologists and experts, turned out to be insufficient, so in 2019 the Federal State Educational Standard for primary schools was updated again.
Federal State Educational Standard for Primary General Education 2019
The project of the year, presented for public discussion on March 29, 2019, in connection with the priority of scientific and technological development of the Russian Federation, contains more precise formulations of substantive results that take into account the educational aspect. At the same time, the ratio of the mandatory and formed parts of educational programs is maintained, and therefore 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 Standard and clarifications on the requirements for subject results published on the official website of the Ministry of Education are assessed as part of the intermediate certification. The results of mastering educational material are distributed across years of study in some subjects, while for others a modular principle is provided. The latter provides additional flexibility in the formation of work programs, 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 material from one year of study to another, taking into account the intellectual and age characteristics of students.
In addition to this, changes concern the implementation and provisions of the OOP:
- The educational program replaced the programs of socialization, education and spiritual and moral development;
- the lower threshold of the mandatory number of hours for the implementation of OOP was reduced to 2851 hours;
- extracurricular activities for four years of primary school are now limited to 1350 hours;
- The technical equipment of educational institutions is detailed in regulations.
The change in the sequence of sections of the document is of minor importance: the requirements for the results of mastering the general education educational program are now completed by the Federal State Educational Standard, and they are followed by appendices specifying the requirements for the subject learning results. In light of this, the absence in the text of the draft of any mention of the system-activity approach, the presence of a final certification at the end of primary school, and a strict breakdown of educational material by year seems more significant.
The new Federal State Educational Standard is subject to particular criticism:
- lack of requirements for methods, means and forms of organizing the educational process, standard number of hours allocated for the study of federal disciplines;
- 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 standardization of the maximum and minimum weekly educational load for students, the time required to master additional and basic programs.
New Federal State Educational Standard for Primary General Education 2019 year aims to create a unified 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 term would create a significant problem for assessing learning outcomes and admission to higher education institutions. The updated standard will finalize the amount of knowledge and skills that children should have at the time they graduate from primary school.
The result of the innovations will be the opportunity to develop multi-level PEP (exemplary educational programs), including for innovative schools or special 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 social consensus in which the teacher is aware of the educational minimum that must be mastered by students, and schoolchildren and their parents know their individual educational trajectory, which allows them to quickly fill gaps in knowledge, 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.
The reform of the system of federal executive authorities did not bypass the recently reorganized Ministry of Education of the Russian Federation into two departments, whose functions of monitoring the improvement of the system of primary general and basic general education were taken over by the recently created Ministry of Education of Russia. Read below about the latest news and discussions on the formation of new Federal State Educational Standards (FSES) for primary general and basic general education for 2020.
New federal state educational standards (FSES) will be approved at the beginning of 2020, and in the second quarter of 2020, work on updating basic school programs will be completed. This was stated by the Minister of Education of Russia Olga Vasilyeva at parliamentary hearings on the topic “On measures to improve the quality of education in the Russian Federation” in the State Duma of the Federal Assembly of the Russian Federation.
“After the standards are approved, and this is planned to be done by the end of the year, we will organize work to update the approximate basic programs. This work should be completed in the second quarter of 2020,” Vasilyeva said.
She recalled the principles of forming standards: specification of requirements for results, structure and conditions for the implementation of mastering educational programs; The content of the Federal State Educational Standards should be as clear as possible to all participants in the educational process, including parents, informs the portal regnum.ru
“The position of the ministry is very simple: education in schools should be carried out using high-quality educational literature; there should not be too many textbooks. Therefore, we have prepared a new procedure for creating a federal list of textbooks. It reflects the requirements for experts, as well as their rights. The document clarifies the concept of a conflict of interest, the new procedure also specifies the list of criteria from the standpoint of which the examination is carried out. This significantly reduces the risk of low-quality textbooks getting into our Russian schools,” the minister explained.
“Today, 39% of our teachers are over 50 years old. And this is good, because these are people with vast experience. But another question arises: today we have very few people who return to the profession after university,” Vasilyeva said.
The number of workers under 29 years of age currently stands at 5.5%, and by 2029 this percentage is estimated to increase to 13%.
“According to our calculations, only 70% of applicants receive a diploma, only half of graduates reach the school class directly,” Vasilyeva pointed out.
“These are big numbers. Our budget receives 62 thousand 720 people annually. And only 31 thousand reach school. Why? The answers to the question are different. And this is not only a question of payment and reporting, there are other issues as well. Young teachers are simply afraid to go to school, because the educational standard is structured in such a way that only 50 hours of the entire course of study are practice. This is unacceptable, and something needs to be done about it. We are already doing it,” she emphasized.
“Four documents should and will remain at school: a work program for the subject, calendar and thematic planning, an electronic journal, an electronic diary,” Vasilyeva said.
She noted that within the framework of the “digital educational environment”, already in 2019, an exhaustive list of documents was prepared that must be brought to the educational institution only once.
“We have made these recommendations. We will not make separate amendments to the law. By agreement, in particular with the Ministry of Labor, we will amend the Labor Code, as already enshrining these four documents,” Vasilyeva explained.
“It is obvious that bureaucracy remains the main problem of the school day. This problem is very acute for the system,” Vasilyeva said.
The results of the TALIS study (Teaching and Learning International Survey - International study on teaching and learning, conducted by the OECD) were previously published. 4 thousand Russian teachers and heads of school organizations took part in the study.
“90% of teachers are satisfied with their work and receive satisfaction from it. But this does not mean at all that there are no issues that require discussion,” the minister noted.
“Teachers are overwhelmed with reporting. The problem remains; There is, however, a small long-term dynamics: according to TALIS, in comparison between 2013 and 2018-2019, teachers noted that it decreased slightly,” she emphasized.
So, among other things, teachers have to fill out reports related to the requirements of various social services, the tax service, and the Ministry of Emergency Situations.
“Often very strange (requirements). I read reports about providing the number of icicles, indicate the number of trees in the school yard... In another report: indicate how many people were at the cleanup, how many boys and how many girls. I can continue this for a long time, but all this has nothing to do with the educational process and directly interferes with it. I fully share the indignation that our colleagues feel,” Vasilyeva emphasized.
The main update is the specification of requirements for subject results. In the previous edition, the standard gave only general settings and set a framework. And what exactly is being studied, in what grade - each school had to answer all these questions independently, the Ministry of Education explained to Rossiyskaya Gazeta. - Therefore, the educational program of one school was sometimes radically different from the program in a neighboring school.
With the approval of new educational standards, this practice will become a thing of the past. There will be a single fundamental base everywhere: both in primary school and in general. It will be prescribed what and when the student should study. In this case, the connection between objects will be more clearly visible. For example, between history and literature. Mathematics and physics, physics and technology.
What else important do the new standards establish? They take into account the age and psychological characteristics of students of all classes. The main thing is that the guys are not overloaded. In addition, the minimum and maximum number of hours required for the full implementation of basic educational programs has been clarified. The basic content of the education program was determined, the tasks and conditions of the program of correctional work with children with disabilities were clarified.
Let us note that the updated edition of the Federal State Educational Standard preserves the principles of variability, as well as taking into account the interests and capabilities of both educational organizations and students, the Ministry of Education explained. - Also, clarifying the requirements for the structure of the basic educational program will reduce the “bureaucratic” load on teachers.
Let us remember that the first draft of the updated standards was presented for wide public discussion a year ago. And it immediately caused heated debate among teachers, experts, parents... As a result, the Federal State Educational Standards Council under the Ministry of Education and Science (now the Ministry of Education) decided to approve the draft standards for primary schools. And the Federal State Educational Standard for basic general education should be sent for revision.
Specialists from the country's leading pedagogical universities - Russian State Pedagogical University (RGPU named after A.I. Herzen), Moscow Pedagogical State University (MPGU named after V.I. Lenin), Moscow City Pedagogical University (MSPU) worked on the new Federal State Educational Standards project.
Considering the importance of the Federal State Educational Standard, the Ministry of Education believes that the changes made should undergo comprehensive professional and public discussion, the department emphasized.
What is especially important is that the new standard will allow any parent and student to see what the content of an academic subject should be and correlate it with practice in a particular school, with textbook assignments, and the Unified State Examination.
Director of the Federal Institute of Pedagogical Measurements Oksana Reshetnikova called the new Federal State Educational Standards a public-state agreement: “Thanks to it, the teacher understands the educational minimum that he is obliged to give to the student, and the parent understands what knowledge the child should receive.”
– The new version of the standards specifies checkpoints with specific results that the student must achieve by a certain time. This will help to understand how the child mastered the subjects studied at the end of each year, whether he has problems, and how they can be solved. This point of control is a chance to correct something that can be improved long before the Unified State Exam and the Unified State Exam,” explained Oksana Reshetnikova.
Co-chairman of the regional headquarters of the ONF in Moscow, director of the Moscow gymnasium No. 1520 named after the Kaptsovs, Vita Kirichenko, drew attention to the fact that in the updated version of the Federal State Educational Standard it is important to find a balance between “control and freedom in the educational process.”
– In this matter, the political will of the ministry is needed, it is necessary to find a balance between freedom in the educational process and variability within the framework of the Federal State Educational Standard and control. This way we will maintain the mandatory parameters and at the same time will not limit schools from having the degree of freedom that is necessary for the development of education and the country as a whole. It is also important to remember that if we “strangle” the teacher’s activities with control and checks at every step, we will not achieve high goals,” she said.
The head of the Association of Mathematics Teachers, the director of Moscow school No. 57, Mikhail Sluch, said that the standards should specify the school course in each subject area in accordance with the modern realities of the educational process. The expert also suggested checking learning outcomes not after each grade, but moving to assessment by stages: for example, grades 5–6 and grades 7–9.
During the discussion, experts noted that, in general, updating the Federal State Educational Standard will ensure the creation of a unified educational space in Russia. After approval of the Federal State Educational Standards, school textbooks will need to be revised in accordance with them. It was also stated that the introduction of updated Federal State Educational Standards in the 2019–2020 academic year in schools is not planned, reports the portal ug.ru
You can write a ton of paper with discussions about what school education should be like in Russia, you can bury yourself in the details of the discussions, but ultimately it all comes down to a very simple question: what do we want, says Elena Chernobay, professor at the Institute of Education, about the process of reforming the Federal State Educational Standard HSE.
Our children spend eleven years in school. They come there as very young children, and leave as almost fully formed personalities. What will be our main wish, the “instruction” that we will give to the school? What should she teach?
This is not such an abstract question. The “instruction” of society and the state really exists: it is formulated by a special council under the Ministry of Education, and this document is called FSES - Federal State Educational Standard.
More than a year ago, when the Ministry of Education was still called the Ministry of Education, the Federal State Educational Standards for primary and general education were submitted for discussion by experts. We, the experts, studied these projects and made recommendations for their improvement. We stated that such standards and the priorities outlined in them would set our school back - in a situation where it is already not developing at the pace we would like, and which is demonstrated by the leading educational systems of the world.
All this time, refinement continues. Until the Federal State Educational Standards are approved, I will try to very briefly and simply explain what worries the experts.
Let's imagine that there are two poles. On one level, school teaches you to study, to understand the logic and meaning of what is written in textbooks (and not to memorize). Be able to put this into practice in adult life. Think critically. Be creative. Communicate, work as a team. On the other there are even more facts, dates, formulas, texts, only even less systematically and with an even greater separation from the needs of real life. The question is not about why a person needs to know, conditionally, the composition of Pluto’s atmosphere in a world in which the era of Google and Wikipedia has arrived, but about what to do with this knowledge if the school has not been able to connect it either with the surrounding reality or with a host of other knowledge, and could not help the development of personality with this knowledge.
However, there is no point in finding out this if it will still be forgotten the day after the exam, and in this case the Russian school will turn into a complete horror story about lost time. So, for example, in the standard, teaching history was supposed to be recorded through memorizing individual facts, and not through understanding what happened.
The Federal State Educational Standards projects proposed in 2018 (and so far little changed at present) are shifting the Russian school even further towards this “second pole”. I will list the main points. They still do not provide the ability to track students’ individual progress, which does not help them develop “the ability to learn.” From class to class, numerous repetitions of the material are given - without continuity or complication of tasks, that is, progress in skills and knowledge is in question. Subject content is strictly fixed by year of study: this leaves almost no opportunity for variability in learning and a personal approach. Knowledge is inconsistent and does not form connections between objects. Subject content is redundant. Even more facts “for all occasions” that obscure students’ vision of what to do next with the knowledge they have acquired. And this means an even greater increase in overload for children and paperwork for teachers.
For example, a literature program. Obviously, its main task should be the formation of reading competencies. The task is all the more important in light of the massive decline in interest in reading. Alas, experts note that the new version of the Federal State Educational Standard, if adopted, will only aggravate this problem, because it ignores not only what is associated with the personality of a modern schoolchild, but also with the “living” features of a literary work. A set of categorical ready-made knowledge about what the writers “had in mind” was raised on the shield (in the best Soviet traditions: the school, of course, knows better than anyone what Chekhov “tried to express,” and there cannot be two opinions here). Who would explain to the authors of the Federal State Educational Standard that talking about the “author’s position”, “problems”, etc. is no longer very suitable for many works written in the last century. In its current form, the requirement to “determine the author’s position” presupposes the “only correct” answer on the exam, and this, of course, is voluntarism in relation to writers. Let us then introduce a standard for the “didactic units” of the subject, so that everyone (including teachers) clearly understands: “the author’s position” is the worldview of the writer or his hero, on whose behalf the story is told? - and so on. The terms proposed by the Federal State Educational Standard need to be brought into line with modern literary criticism (because, for example, the requirement to highlight “microelements” of a text seems to be something from biology?), and simply correct numerous errors (based on published materials by M.G. .Pavlovets, National Research University Higher School of Economics).
The state standard must explain the development of what skill is behind each educational result. But this has not been done yet. There is a list of “educational outcomes”: what a student should know. But there is no meaningful distinction by year (why know this after the eighth grade, and this after the ninth grade).
Experts propose, first of all, to introduce into the Federal State Educational Standards an assessment of the individual progress of students, so that one can see their dynamics, ensure the continuity and complication of knowledge and skills, correlate educational material in different subjects with each other, and work out everything related to meta-subject results - that is, knowledge and skills “in general”, and not specifically in chemistry or geography. It is important to understand the principle by which material in the subject is selected, to see how key concepts will become more complex at new levels of learning, intersect, and complement each other. The whole world is following this path.
We can talk about “big ideas,” key concepts that explain to children the fundamental essence of events and processes: this is how disparate private knowledge is linked into a single system. Without this, a million private facts and details will be forgotten after graduation. Something that doesn't connect to the "big ideas" won't stay with students for life because it won't teach them anything about the world we live in.
Today we see powerful progress in school education in countries such as Canada, Finland, Singapore, Australia, precisely because they have switched to developing “universal competencies.” They develop personality and teach how certain knowledge can be applied in life and how they are related to each other. Without this, disbelief in the benefit of knowledge acquired at school, apathy, and misunderstanding of how the world works are inevitable, even with knowledge of a huge number of facts about this world.
If the school follows this path, then it will be a continuous memorization of facts, dates, formulas, texts, and the desire to “pass” all this in the exam will become the main motivation for studying. I'm afraid there is no place to learn to think critically, propose new solutions, work in a team, apply knowledge in practice... But it is precisely by these criteria that the competitiveness of schools - and general education systems in general - is assessed.
We cannot go back to “memorization.” So we will lose. The issues of competitiveness of Russian education are very acute today - this is also indicated in the instructions of the President of Russia - but the point is not that we are competing with someone. We secure our future - because how we will live in 20-30 years directly depends on the competencies, skills and development of talents of those who go to school today. And the generation “I taught, but forgot” is unlikely to lead our country to prosperity, analyzes the portal mk.ru
Let us remind you that the draft updated federal state educational standards (FSES) have been published for wide public discussion. This is the most important document that will determine the content of all school education in Russia. Any textbook, any lesson, all Unified State Exam assignments will be “tailored” to it.
The task of updating the Federal State Educational Standard and approximate basic educational programs, including taking into account the priorities of scientific and technological development of the Russian Federation, was set by the President of the country and enshrined in the instructions for the implementation of the President’s message to the Federal Assembly.
The main direction of the update is to specify the requirements for subject results for each academic subject. In the previous edition, the standard included only general guidelines for the development of certain competencies, set a framework of requirements, and what exactly was studied, in what grade - each school had to answer all these questions independently. Therefore, the educational program of one school was sometimes radically different from the program adopted in the neighboring one.
The new requirements preserve the fundamental nature of education and 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 basic educational programs of primary general and basic general education has been clarified.
It should be noted that the updated edition of the Federal State Educational Standard preserves the principles of variability in the formation by schools of basic 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, clarifying the requirements for the structure of the basic educational program contained in the Federal State Educational Standards projects will reduce the bureaucratic burden on teachers.
Considering the importance of the Federal State Educational Standard, the Ministry of Education of Russia believes that the changes made should undergo a comprehensive professional and public discussion, during which constructive proposals from all interested individuals, organizations, and the public can be expressed 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 Federal State Educational Standard is posted on the resource preobra.ru. The resource provides the opportunity to evaluate both the document as a whole and its individual sections, as well as make suggestions.
The standards clearly reflect the school's government obligations to students and parents. Detailed requirements of the standard help to achieve a certain public consensus. Any Russian citizen can familiarize himself with the content of the subject and correlate it with the practice of studying the subject in a particular school or with testing materials, control measuring materials of the OGE or Unified State Exam.
According to S.I. Bogdanov, rector of the Russian State Pedagogical University named after A.I. Herzen, in the draft Federal State Educational Standards 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. In it, along with substantive results, the basic content of the education program is determined, the tasks and conditions for the implementation of the correctional work program are clarified.
As the rector of Moscow State Pedagogical University A.V. Lubkov noted, the identified approaches will allow Russia to enter the top ten countries in the world in terms of the quality of general education.
TOTAL, in 2020, institutions of primary general and basic general education in all regions of Russia: Adygea, Altai, Bashkiria, Buryatia, Dagestan, Ingushetia, Kabardino-Balkaria, Kalmykia, Karachay-Cherkess Republic, Karelia, KOMI, Crimea, Mari El, Mordovia, Sakha (Yakutia), North Ossetia (Alania), Tatarstan, TUVA, Udmurtia, Khakassia, Chechnya, Chuvashia, Altai Territory, Transbaikal Territory, Kamchatka Territory, Krasnodar Territory, Krasnoyarsk Territory, Perm Territory, Perm Territory, Primorsky Territory, Stavropol Territory, Khabarovsk Territory, Amur Region , Astrakhan region, Arkhangelsk region, Belgorod region, Bryansk region, Vladimir region, Volgograd region, Vologda region, Voronezh region, Ivanovo region, Irkutsk region, Kaliningrad region, Kaluga region, Kemerovo region, Kirov region, Kostroma region, Kurgan region, Kursk region, Leningrad region, Lipetsk region, Magadan region, Moscow region, Murmansk region, Nizhny Novgorod region, Novgorod region, Novosibirsk region, Omsk region, Orenburg region, Oryol region, Penza region, Pskov region, Rostov region, Ryazan region, Samara region, Saratov region, Sakhalin region, Sverdlovsk region, Smolensk region, Tambov region, Tver region, Tomsk region, Tula region, Tyumen region, Ulyanovsk region, Chelyabinsk region, Yaroslavl region, federal cities - Moscow, St. Petersburg, Sevastopol, Jewish Autonomous Okrug , Khanty-Mansi Autonomous Okrug, Yamalo-Nenets Autonomous Okrug, Nenets and Chukotka Autonomous Okrug - will have to focus on the new system of educational standards in all basic subjects:
Mathematics, Algebra, Geometry, Computer Science (ICT), History, Geography, Natural History, Environment, Biology, Astronomy, Physics, Chemistry, Life Safety, Natural Science, Ecology, Penmanship, Native Language, Russian Language, Reading, Literature, Foreign Language, Labor , Technology, Drawing, Physical Education, Fine Arts and Music, studied in 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th and 11th grades of the school.