Methodical hint. Regulations on the development of the curriculum Sample work programs by subject
The work program of an academic subject or course specifies the corresponding educational standard; describes the national-regional level; reflects the specifics of training at this educational institution; takes into account the possibilities of methodological, information, technical support of the educational process; takes into account the level of preparation of students. Mathematics work program for grade 5
Structure of the work program: title page explanatory note general characteristics of the academic subject, course description of the place of the academic subject, course in the curriculum personal, meta-subject and subject results of mastering a specific academic subject, course content of the academic subject, course thematic planning with the definition of the main types of educational activities of students description material and technical support of the educational process planned results of studying an academic subject, course
The title page of the work program contains: Full name of the educational institution (in accordance with the license) Statement of review and approval of the program Name of the academic subject, course (module) Full name. teacher who developed and implements the academic subject, course (module) Class in which the academic subject (course) is studied Year of drawing up the work program
Explanatory note of the work program Purpose of the explanatory note: to briefly and reasonably characterize the essence of this educational subject, its functions, specifics and significance for solving the general goals and objectives of education defined in the educational program of this stage of schoolchildren’s education to give an idea of the ways of developing educational material, in general terms show a methodological system for achieving the goals that are set when studying the subject, describe the means of achieving them
Explanatory Note of the Work Program This is a link to the regulatory framework, the number of hours, including information: about the curriculum (sample and original) indicating the name, author and year of publication, on the basis of which the work program was developed; on the number of training hours for which the work program is designed, including the number of hours for tests, practical work, excursions, projects, research; about the educational and methodological kit used, additional literature; form of intermediate and final certification of students on changes made in the sample or original curriculum and their rationale; about the goals and objectives to be solved during the implementation of the work program; on the planned level of training of graduates in accordance with established requirements;
Description of the place of the academic subject in the curriculum classes number of hours for studying the subject in classes number of academic weeks number of topics of regional content by class number of practical, tests, laboratory work, excursions, etc. current control: oral survey, test, etc. intermediate control: test, test, etc. final control: test, test, etc.
Personal, meta-subject and subject results of mastering a specific academic subject, course Personal results: students’ readiness and ability for self-development, formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; Meta-subject results: students have mastered universal learning activities (cognitive, regulatory, communicative), ensuring mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts. Subject results: students have mastered the experience of activities specific to a given subject area to obtain new knowledge in the course of studying an academic subject. , its transformation and application, the system of fundamental elements of scientific knowledge * (FSES, Model programs, OOP)
The main content of the academic subject When developing a section, you must be guided by the following: the numbers of sections and topics, their names must correspond to the thematic plan; the requirements for knowledge and skills on topics must correspond to the basic requirements for knowledge and skills that students must master after studying the topic and the entire subject indicated in the explanatory note of the program, only concepts and terms related to a specific field of science should be used in the text. Designations, units of measurement, etc. must meet the requirements of state standards; foreign words (surnames, titles, various terms) must be given in Russian transcription.
The main content of the academic subject The order of entry in the section: name of the topic required number of hours to study it content of the educational topic: main issues to be studied practical work, creative tasks, other forms of classes used in teaching requirements for the level of training of students on a specific topic in accordance with the Federal State Educational Standard and goals and objectives of a general education institution forms and control issues possible types independent work students
Thematic planning with the definition of the main types of educational activities Educational and thematic plan: the sequence of studying sections and topics, indicating the number of teaching hours, including tests, tests, practical and laboratory work Calendar and thematic planning: sections and topics of the course, the sequence of their study main types of activities of students formed universal actions used organizational forms of training and number of hours - digital computer equipment
Calendar-thematic planning May include the following sections: name of the program section and the number of hours per section and type of lesson; topics of individual lessons, arranged in sequence and in accordance with the logic of studying educational material; types and forms of activity; visual aids and technical means; requirements for the level of training of students; types of control, meters of educational results; planned results formulated in activity form (know, be able to, realize, have presentation) homework.
Description of material and technical support of the educational process; software and methodological support; list of electronic information sources; list of Internet resources; a list of didactic tools, including those developed by the teacher; list of references (additional and reference literature).
The planned results of studying an academic subject, course is a description of the goals and learning outcomes expressed in the actions of students (operational) and actually identified using any tool (diagnostic) Features of formulating requirements for the level of training: to be described through the actions of students to indicate a certain level of achievements to be achievable and measurable be described in clear language. *(Federal State Educational Standards, Sample Programs, OOP)
Development Regulationscurriculum
Basic documents
- state educational standard (federal and national-regional components);
- the basic curriculum of schools in the Russian Federation (distribution of educational content by educational areas, academic disciplines, years and weeks);
- standard (exemplary) training programs;
- educational program and curriculum of the educational institution;
- work program for a particular teacher’s subject.
Sample programs for the subject
- reflect the leading ideological ideas of the development of society,
- determine the main directions for the implementation of the content of education and the requirements for the organization of the educational process, for basic knowledge, skills and abilities, taking into account the specifics of a particular academic subject;
- are calculated for the number of hours allocated to the study of each educational area in the invariant part of the Basic Curriculum of the Educational Institution Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated 03/09/2004;
- serve as the basis for drawing up work programs for training courses and disciplines.
An approximate (standard) curriculum is a document that reveals in detail the mandatory (federal) components of educational content and the quality parameters for mastering educational material in a specific subject of the basic curriculum. Recommended by the Ministry of Education and Science of the Russian Federation and is advisory in nature
Sample Program Functions
Information and methodological function
(gives an idea of the goals, content, general strategy of teaching, education and development of students using the means of a given academic subject).
Organizational planning function
(highlights the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students)
a document created on the basis of the state educational standard and the Model Program and having the author’s concept for constructing the content of a training course, subject, discipline (module). The author's program is developed by one or a group of authors
Work program of the subject
This is a set of educational and methodological documentation that is independently developed by the teacher (teachers) of the educational institution on the basis working curriculum And sample programs training courses, subjects, disciplines (modules) recommended by the Ministry of Education and Science of the Russian Federation, original programs With taking into account the goals and objectives of the main educational program at the school level and which reflects ways to implement content of an academic subject in a specific educational institution.
Difference between sample and working program
Sample program defines basic knowledge, abilities, skills and reflects the system of leading worldview ideas, general recommendations of a methodological nature.
Working programm specifies the appropriate educational standard, taking into account the necessary requirements for its construction, and also describes the national-regional level, takes into account the possibilities of methodological, informational, technical support of the educational process, the level of students’ training, reflects the specifics of education in this educational institution
The compiler of the working curriculum can independently
- expand the list of didactic units within the limits regulated by the maximum classroom load of students, and subject to continuity with the mandatory minimums of adjacent levels of education;
- disclose the content of sections and topics outlined in the state educational standard, based on teaching aids(from the federal list), which he considers appropriate;
- specify and detail didactic units;
- establish a sequence for studying educational material;
- distribute the time allocated for studying the course between sections and topics according to their importance;
- supplement the list of practical classes;
- specify the requirements for the knowledge and skills of students;
- include material of the regional component in the amount of teaching hours allocated for this subject;
- choose based on the tasks facing the subject, teaching technology and monitoring the preparedness of students in the subject.
Aspects reflected and taken into account in the work program
- requirements of the federal components of state educational standards;
- mandatory minimum content of educational programs;
- the maximum amount of educational material for students;
- requirements for the level of training of graduates;
- the volume of teaching hours determined by the curriculum of the educational institution for the implementation of educational subjects, modules, special courses, workshops, research and project activities in each class;
- cognitive interests of students;
- goals and objectives of the school’s educational program;
- selection by the teacher of the necessary set of educational and methodological support.
Structure of the teacher's educational work program
- title page;
- explanatory note;
- content of the training course program;
- educational and thematic plan thematic planning with the definition of the main types of educational activities of students);
- requirements for the level of training of students (personal, meta-subject (competency) and subject-specific results of mastering a specific academic subject, course);
- educational and methodological teaching aids (description of material, technical, educational and methodological and information support educational process
Title page of the program
- full name of the founder and educational institution in accordance with the charter;
- where, when and by whom the working curriculum was approved;
- name of the academic subject (course);
- indications of whether the work curriculum belongs to the stage or level of general education;
- implementation period of this program;
- an indication of the sample program and its authors, on the basis of which this working curriculum was developed;
- Full name. the teacher who compiled this working curriculum
- title, author and year of publication of a specific program(approximate, author's) on the basis of which the Work Program was developed;
- goals and objectives of this program training in the field of formation of a system of knowledge and skills (tasks are formulated in accordance with the standard and taking into account the given educational institution);
- logical connections this subject with other subjects of the curriculum;
- rationale for content selection and the general logic of the sequence of its study, the distinctive features of the work program in comparison with the example program (change in the number of hours for studying individual topics, structural rearrangement of the order of study of topics, expansion of the content of educational material, disclosure of connections between basic and additional education, etc.) and justification the feasibility of making these changes;
- general characteristics of the educational process: forms, methods and means of teaching, technologies
Contents of the training course topics
- An abstract description of each section according to the numbering in the curriculum. The presentation of educational material in a given sequence provides for the specification of all didactic content units.
- Contents of the training topic:
- main issues being studied,
- practical and laboratory works, creative
and practical assignments, excursions and other forms of exercise used in training, - requirements for knowledge and skills of students,
- forms and issues of control,
- possible types of independent work for students.
- Topic title.
- The required number of hours to study it.
Educational and thematic plan
- reflects the sequence of studying sections and topics of the program shows distribution of training hours by sections and topics;
- determines the conduct tests, tests, practical and other types of work at the expense of the time provided for by the maximum academic load;
- compiled for the entire period of study (usually for the academic year);
- formatted as a table
Requirements for the level of student preparation
- Description of the goals and learning outcomes expressed in the actions of students (operational) and actually identified using any tool (diagnostic).
- This list of learning outcomes includes specific subject-specific and general educational skills and methods of activity.
- The basis for highlighting the requirements for the level of preparation of students is the state educational standard of general education and the curriculum (model or original), on the basis of which the Work Program is developed. Therefore, the requirements for the level of student preparation prescribed in the Work Program must be no lower than the requirements formulated in the federal component of the state standard of general education and the curriculum adopted as the basis.
Features of the formulation of requirements for the level of student preparation
They have to :
- described through the actions of students;
- indicate a certain level of achievement;
- be achievable and measurable;
- be described in language that students can understand.
Educational and methodological teaching aids
include
- basic and additional educational literature (textbooks, teaching aids, collections of exercises and problems, tests, practical works and laboratory workshops, anthologies);
- reference books (dictionaries, reference books);
- visual material (albums, atlases, maps, tables);
- equipment and devices...
Three groups:
- “Literature (basic and additional)”;
- "Didactic material";
- "Equipment and devices."
Literature is formatted in accordance with GOST bibliographic description
Possible options for using and designing work programs by the teacher
- Using a sample program, a sample program with modifications;
- Using an existing author’s program (usually the textbook’s author’s program);
- Using the author's program with modifications;
- Teacher's own program.
Work program approval path
1. Considered at the methodological association, adopted by the scientific and methodological council. The decision of the ShMO and NMS is documented in a protocol. Preliminary external examination is possible (June)
2. The school director issues an order on the approval of each educational program. Each program must be marked acceptance of the program (MS), examination results (if any), note from the school director on approval of the program (date and order number). Approval of all programs until August 31.
3. One copy of the training programs is part of the PLO and are with the administration in accordance with a list of cases. Second copy from the teacher
- Federal list of extremist materials (as of 12/09/2019) Open
- Federal Law No. 114 “On Combating Extremist Activities” Open
- Federal Law of July 5, 2002 No. 112-FZ “On introducing amendments and additions to legislative acts of the Russian Federation in connection with the adoption Federal Law“On countering extremist activities”Open
- Decree of the President of the Russian Federation of March 23, 1995 No. 310 (as amended on November 3, 2004) “On measures to ensure coordinated actions of authorities state power in the fight against manifestations of fascism and other forms of political extremism in the Russian Federation"
Basic general education, secondary (complete) general education) in educational areas, approved by order of the Ministry of Education of Russia dated March 5, 2004 No. 1089;
Federal State Standard of Basic General Education, approved by Order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897;
Sample program for the Russian language;
The program of the Ministry of Education and Science of the Russian Federation for secondary schools “Russian language. 10-11 grades” by N. G. Goltsova.
In connection with the goal, the following were set: tasks, ensuring the implementation of a person-oriented approach to learning:
Mastering knowledge about the Russian language, its structure and functioning in various areas and situations of communication; about the stylistic resources of the Russian language; about the basic norms of the Russian literary language; about Russian speech etiquette; formation of skills to identify, analyze, classify linguistic facts, evaluate them from the point of view of normativity, compliance with the situation and the sphere of communication; skills to work with text, implement information retrieval, extract and transform the necessary information
Education of citizenship and patriotism, a conscious attitude towards language as a cultural phenomenon, the main means of communication and acquisition of knowledge in various spheres of human activity; nurturing interest and love for the Russian language;
Improving speech and thinking activity, communication skills and abilities that ensure fluency in the Russian literary language in different areas and situations of its use; enriching the vocabulary and grammatical structure of students’ speech; development of readiness and ability for verbal interaction and mutual understanding, the need for verbal self-improvement;
The period of study in grades 5-11 covers almost all stages of the formation of a linguistic personality. The goal of education in grades 10-11 is to develop and improve students’ abilities for verbal interaction and social adaptation. At the basic level of training, it is envisaged to deepen and expand knowledge about the language norm and its varieties, norms of speech behavior in various spheres of communication, and improve the ability to model one’s speech behavior in accordance with the conditions and tasks of communication.
General characteristics of the item
The Russian language is the most important part of the national culture of the Russian people. As an academic discipline, it is of paramount importance, since it is not only a subject of study, but also the most important means of knowledge of other sciences, a means of intellectual, spiritual, and aesthetic development of students. The meta-subject educational functions of the native language determine the universal, generalizing nature of the impact of the subject “Russian Language” on the formation of the student’s personality in the process of his education at school. The Russian language is the basis for the development of thinking, imagination, intellectual and creative abilities of students; the basis for personal self-realization, development of the ability to independently acquire new knowledge and skills, including the organization of educational activities. The native language is a means of familiarization with the spiritual wealth of Russian culture and literature, the main channel of socialization of the individual, introducing him to the cultural and historical experience of mankind. Being a form of storage and assimilation of various knowledge, the Russian language is inextricably linked with all school subjects, affecting the quality of their assimilation, and subsequently the quality of mastering professional skills. The ability to communicate, achieve success in the communication process, high social and professional activity are those personality characteristics that largely determine a person’s achievements in almost all areas of life and contribute to his social adaptation to changing conditions modern world. The Russian language is the basis for the formation of ethical standards of child behavior in different life situations, the development of the ability to give a reasoned assessment of actions from the standpoint of moral standards
In the 11th grade, in the Russian language course, the study of syntax and punctuation occurs in close connection with morphology and spelling. In order to prepare students for the Unified State Exam, a system of practical and test work has been developed, including typical exam tasks in the 11th grade, complex text analysis, work with means of artistic expression, and various types of linguistic analysis. A special place is given to phonetic analysis, showing changes in sound quality in the flow of speech, difficulties of orthoepy, types of morphemic and word-formation analysis.
Description of the place of the Russian language in the curriculum
In the 11th grade of the basic level, 34 hours are allocated for studying the Russian language, that is, 1 hour per week for 34 school weeks.
Personal, meta-subject and subject results of mastering the Russian language
Personal The results of mastering the Russian language program by basic school graduates are:
1) understanding of the Russian language as one of the main national and cultural values of the Russian people, the determining role of the native language in the development of intellectual, creative abilities and moral qualities of the individual, its importance in the process of obtaining school education;
2) awareness of the aesthetic value of the Russian language; respect for the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture; desire for speech self-improvement;
3) a sufficient amount of vocabulary and mastered grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-assess based on observation of one’s own speech.
Metasubject
1) mastery of all types of speech activity:
Adequate understanding of oral and written communication information;
Proficiency in different types of reading;
Ability to extract information from various sources, including the media, educational CDs, Internet resources;
Mastering the techniques of selecting and systematizing material on a specific topic; ability to independently search for information, analyze and select it; the ability to transform, store and transmit information obtained as a result of reading or listening, including with the help technical means and information technologies;
The ability to determine the goals of upcoming educational activities (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them verbally and writing;
The ability to freely and correctly express one's thoughts orally and in writing;
Ability to speak in front of an audience of peers with short messages and reports;
2) application of acquired knowledge, skills and abilities in Everyday life; the ability to use the native language as a means of acquiring knowledge in other academic subjects, to apply the acquired knowledge, skills and abilities of analyzing linguistic phenomena at the interdisciplinary level (in foreign language lessons, literature, etc.);
3) communicatively appropriate interaction with other people in the process of verbal communication, joint performance of any task, participation in disputes, discussions; mastery of national and cultural norms of speech behavior in various situations of formal and informal interpersonal and intercultural communication.
Subject The results of mastering the Russian (native) language program by basic school graduates are:
1) an idea of the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia; about the connection between the language and culture of the people; the role of the native language in human life and society;
2) understanding the determining role of language in the development of an individual’s intellectual and creative abilities when receiving education, as well as the role of the Russian language in the process of self-education;
2) mastery of all types of speech activity:
listening and reading:
Adequate understanding of the information of oral and written communication (purpose, topic of the text, basic and additional information);
Possession of the skills of information processing of the text read (plan, theses); techniques for working with books and periodicals;
Ability to use dictionaries fluently various types, reference literature, including on electronic media;
Adequate listening comprehension of texts different styles and genres; mastery of various types of listening (with a full understanding of the audio text, with an understanding of its main content, with selective extraction of information);
The ability to compare speech utterances in terms of their content, belonging to a certain functional variety of language and the linguistic means used;
speaking and writing:
The ability to reproduce in oral and written form a text listened to or read with a given degree of condensation (retelling, plan, theses);
The ability to freely and correctly express one’s thoughts orally and in writing, to comply with the norms of text construction (logic, consistency, coherence, relevance to the topic, etc.); adequately express your attitude to the facts and phenomena of the surrounding reality, to what you read, heard, saw;
Ability to produce oral and written texts different types and styles of speech, taking into account the intent and situation of communication; create texts of various genres (story, review, letter, receipt, power of attorney, statement), while making a conscious choice and organization of linguistic means in accordance with the communicative task;
3) presents the material consistently and correctly from the point of view of the norms of literary language.
Rating "4" is given if the student gives an answer that satisfies the same requirements as for a “5” grade, but makes 1-2 mistakes, which he himself corrects, and 1-2 shortcomings in the sequence and linguistic design of what is presented.
Rating "3" is given if the student demonstrates knowledge and understanding of the main provisions of this topic, but:
1) presents the material incompletely and allows for inaccuracies in the definition of concepts or the formulation of rules;
2) does not know how to substantiate his judgments deeply and convincingly enough and give his examples;
3) presents the material inconsistently and makes mistakes in the language of the presentation.
Rating "2" is given if the student reveals ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions and rules that distort their meaning, and presents the material in a disorderly and uncertain manner.
A rating of “2” indicates deficiencies in the student’s preparation that are a serious obstacle to the successful mastery of subsequent material.
Rating "1" is given if the student exhibits complete ignorance or misunderstanding of the material.
A grade (“5”, “4”, “3”) can be given not only for a one-time answer (when testing a student’s preparation is allotted certain time), but also over time dispersed, i.e. for the sum of the answers given by the student during the lesson (a lesson score is displayed), provided that during the lesson the student’s answers were not only heard, but his ability to apply knowledge in practice was also tested.
Interview with M. R. Leontyeva
A mathematician by training, she worked for more than 20 years in the USSR Ministry of Education, and worked for 10 years as editor-in-chief of Prosveshcheniye.
The word “program” is heard everywhere now, it is given different definitions... What kind of programs can there even be?
Program is a capacious, multifaceted Russian word. In the education system, in the Law “On Education,” the word program is also used to characterize various documents. In the education system, there are two programs that determine the levels of education: general education and vocational.
General education programs include: preschool, primary general, basic general and secondary (complete) general education.
At the same time, in accordance with the Law, each level has a Basic educational program: primary educational program, basic educational program and secondary (complete) general education program. What is OOP? It is the standard that determines the structure of the main educational program.
For example, Federal State Educational Standard primary education defines the structure of the educational program as follows: an explanatory note, the planned results of students mastering the educational program, a curriculum for primary education, a program for the formation of educational instruction, programs for individual academic subjects, a program for spiritual and moral development, education of students, a program for creating a culture of a healthy and safe lifestyle, a program for correctional work, system for assessing the achievement of planned results.
In other words, the main educational program of an educational institution is all areas of the school’s activities.
We will talk about programs in academic subjects.
The law stipulates that an educational institution has work programs in academic subjects. In this case it is often used beautiful name- author's program.
The law does not provide for or have any interpretation of copyrighted programs. The Law has a work program, which means that a school teacher must have his own work program. Love? No! With the approval of the Federal State Educational Standard for Primary Education, the standard strictly defined the structure of programs in academic subjects.
What is a work program and why is it needed?
Why is it needed? The teacher has always worked and works according to the program. Previously, programs for academic subjects were approved by the Ministry, but in recent years they have not been approved or reviewed. And teachers today work according to these same proprietary programs, which have different structures and, as a rule, are more like concepts rather than programs.
The program must contain an explanatory note with the objectives of teaching the subject; general characteristics academic subject; personal, meta-subject and subject results, the achievement of which is ensured by the program, the content of the academic subject, course, as well as thematic planning with the definition of the main types of educational activities and a description of material and technical support.
In fact, the state has put in order a very important document for education - the curriculum for the academic subject. It is already known that many work programs have appeared on the educational literature market, invented and compiled arbitrarily. However, they are of little use to the teacher. The school has the right to choose its own textbooks. But in accordance with the Federal State Educational Standard, a work program must be drawn up, it must be included in the main educational program of the school, and the program for the academic subject must have a strictly established structure.
The difference between author's and work's is already clear. The copyright is not legalized, it is written arbitrarily by the author, and may not be in any way connected with the Standard. The work program has an established structure and is strictly connected with the sections of the Standard, especially with the requirements for the results of mastering OOP.
Sample programs for academic subjects are prepared by order of the Ministry of Education and are integral part an approximate basic educational program and are published on the Ministry’s website. They can be used as the basis for work programs.
That is, the school director or teacher cannot add their own sections?
The program for an academic subject or course must contain certain sections, but this does not mean that you cannot add something of your own. I may have a work program for a subject, in which, along with the rest, I will also include tests or planned results that need to be achieved. It is necessary to show (and the teacher himself knows!) what personal, meta-subject and subject results need to be achieved, what content is included here and what types of educational activities will be used. That is why now the publishing house, to the best of its understanding, is beginning to create work programs to help teachers, the structure of which exactly corresponds to the Federal State Educational Standard.
If he is presenting this program, is external review necessary?
The law does not provide for this. A teacher should be careful when purchasing a work program prepared by a publisher. He must remember that the order of the minister determines what should be in this work program. And if he bought some kind of work program in which there are only three columns of thematic planning, then this cannot be passed off as a work program. That is, it is necessary to see whether the structure and content of the program corresponds to the Federal State Educational Standard or not. And if not, he will have to create his own program and add to it everything that the standard requires. Therefore, the Prosveshcheniye publishing house, with great difficulty, produces work programs that clearly meet the federal standard. It must be said that the authors are resisting, because they are already accustomed to the fact that “in my program I will tell you what a new, interesting course I have, how I acted, how I thought when I created this program...” But this is not for the teacher necessary! In fact, from the explanatory note to thematic planning, this is a state document, and then the features of the course begin, which are revealed in thematic planning.
If a teacher writes a work program, is it part of the main educational program of the institution, and the institution's program receives the corresponding review, and not a separate work program?
As a rule, the main educational program of the school is agreed upon with the founder, and subject programs are reviewed by subject methodologists.
What can be reviewed in a subject syllabus? The structure is determined by the Federal State Educational Standard, personal, meta-subject and subject results - in this program there must be those that the standard dictates. And if the content is reviewed, then this is strange, since the content is a reflection of the fundamental core and in fact should be taken from sample programs in academic subjects. In general, no one can dictate the structure of the course that I have chosen. I must describe this structure in my work program, that is, it is not the program that needs to be reviewed, but the textbook. And it has already been reviewed by the Ministry, because the textbook is selected from the federal list, which is approved by the Ministry. Nobody should review thematic planning at all, because it’s my business how I create it. In general, methods, teaching techniques, distribution of material, speed of study - this is all my methodology, and no one reviews it.
You should always look at the source. First, teachers must read the Federal State Educational Standard, find out what it contains specifically for the teacher.
Absolutely right.
If I, as a teacher, am responsible for the textbook, then the choice can only be from the federal list.
This is determined by the Law.
Previously, there were results at the end of classes, but now there are stages of training!
The standard says that there are planned results in all subjects. In the approximate basic educational program, which will be legalized by the Ministry, there are planned results in all subjects, and the teacher must focus on them.
Is it right for school management to require reference to programs in printed form?
None of your business, dear administration! You can only check the program and standard items. And where do I get it - whether I create it myself or buy it - there are no limits.
Should there be forms of control in the curriculum for the subject?
The standard does not provide for this. However, the school itself, in accordance with the Federal State Educational Standard, as we have already said, must do school curriculum according to the evaluation system. Methodological associations should discuss what kind of assessment and control system the school should have. Parents and evaluators should be aware that the school has self-assessment, bi-weekly testing, or something else.
We receive questions from teachers: do programs need to be graded?
I would reassure people that, unfortunately, they are not alone! Apparently, neither the head teacher nor the director knows that for more than five years the Ministry of Education has not certified programs; the Ministry of Education only examines textbooks. And the Law “On Education” only provides for the examination of textbooks. Therefore, a program with a stamp can only be found up to 1995.
According to paragraph 7 of Art. 32 of the Law of the Russian Federation “On Education”development and approvalwork programs of training courses, subjects, disciplines (modules) are classified asto competence and responsibilityeducational institution.
Work programs are one of the main components educational program of a general education institution, as well as a means of recording the content of education in academic subjects of the invariant part of the curriculum of a general education institution, intended for compulsory study, as well as elective, elective courses and additional subjects (courses) of the variable part of the curriculum. Work programs are also drawn up for subject clubs that expand the capabilities of the curriculum.
In order to bring work programs into compliance with existing requirements, we invite you to familiarize yourself with the methodological recommendations for their development and execution.
1. Status of work programs in educational institutions
Working programm- this is a document that determines the content, volume, and procedure for studying any academic discipline, in accordance with which the teacher directly carries out the educational process in a specific class in an academic subject, elective and optional courses, and subject clubs. Taken together, it is the work programs that determine the content of the activities of a general education institution in accordance with the educational program aimed at the implementation of the Federal State Educational Standard of General Education, taking into account the features of the educational policy of the general education institution, the status of the general education institution (type and type, See http://edu.tomsk .gov.ru/ou/ou.html), educational needs and requests of students, characteristics of the student population, the author’s intention of the teacher.
The work program performs three main functions: normative, informational and methodological, and organizational and planning.
Normative function determines the obligation to implement the program content in full.
Information and methodological function allows all participants in the educational process to get an idea of the goals, content, sequence of studying the material, as well as ways to achieve the results of mastering the educational program by students using this educational subject.
Provides for the identification of stages of training, structuring of educational material, determination of its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students.
The functions of the program determine the following requirements for it:
1) presence of signs of a normative document;
2) taking into account the main provisions of the educational program of the educational institution;
3) consistency and integrity of the content of education;
4) the sequence of arrangement and relationship of all elements of the course content;
5) taking into account logical relationships with other subjects of the curriculum of an educational institution;
6) specificity and unambiguous presentation of elements of educational content.
Types of work programs:
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Work programs |
subjects of the invariant part of the curriculum |
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subjects additionally introduced into the curriculum through hours of the variable part in accordance with the characteristics of the educational institution (type and type) and its educational policy (mission, goals, objectives, etc.) |
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elective courses |
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elective courses |
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subject clubs |
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Clubs, associations, sections of additional education |
2. Work programs for academic subjects included in the invariant part of the Basic Curriculum.
The basis for drawing up work programs are sample programs . Sample program is a document that reveals in detail the mandatory (federal) components of educational content and the quality parameters for mastering educational material in a specific subject of the basic curriculum. Exemplary programs serve as a tool for the implementation of the federal component of the state standard of general education in general education institutions. The development of exemplary educational programs falls within the competence of the Russian Federation in the field of education represented by its federal government bodies (Article 28 of the Law of the Russian Federation “On Education”).
Sample programs perform two main functions .
Information and methodological function allows participants in the educational process to gain an understanding of the goals, content, general strategy of teaching, educating and developing school students through the means of a specific academic subject, and the contribution of each academic subject to the solution of the general goals of education.
Organizational planning function allows us to consider the possible direction of development and specification of the content of the educational standard of general education in a separate academic subject, taking into account its specifics and the logic of the educational process. The implementation of the organizational planning function involves highlighting the stages of training, determining the quantitative and qualitative characteristics of the training content at each stage.
An approximate program defines the invariant (mandatory) part of the educational course, subject, discipline (module), outside of which there remains the possibility of the author's choice of a variable component of the educational content. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to achieve results in students mastering the educational program.
Sample programs cannot be used as working programs , since they do not contain the distribution of educational material by year of study and individual topics. Sample programs are reference document when preparing work programs for subjects included in the Basic Curriculum. Also, sample programs can be a reference document when drawing up programs for integrated academic subjects. (Sample programs are posted on the official website of the Russian Ministry of Education and Science – http://www.mon.gov.ru/ )
Work programs for academic subjects included in the invariant part of the Basic Curriculum include:
1) Author's programs for textbooks(line of textbooks or teaching materials).Author's program is a document created on the basis of the state educational standard and an exemplary program and having the author’s concept for constructing the content of an academic subject, course, discipline (module). The author's program is developed by one or a group of authors. The author's program is characterized by an original concept and structure of content. For such programs, the teacher makes only calendar and thematic planning , reflecting the characteristics of the educational process in a particular educational institution or class.
2) Programs compiled by a teacher or a team of teachers. In this case, to develop a work program, teachers can take as a basis:
-sample programs in individual academic subjects of general education.
The compiler of the work program can independently: expand the list of topics and concepts studied within the limits of the teaching load, reveal the content of sections, topics designated in the state educational standard and the sample program; specify and detail topics; establish a sequence for studying educational material; distribute educational material by year of study; distribute the time allocated for studying the course between sections and topics according to their didactic significance, as well as based on the material and technical resources of the educational institution; to specify the requirements for the results of mastering the main educational program by students; choose, based on the tasks facing the subject, methods and technologies of teaching and monitoring the level of preparedness of students.
3. Work programs of additional subjects, elective, optional courses, subject clubs and other associations of additional education.
Work programs of additional subjects, elective, optional courses, subject clubs introduced into the curriculum in accordance with the peculiarities of the educational policy of a general education institution, status (type and type), educational needs and requests of students, characteristics of the student population can be developed on the basis of a wide variety of program and methodological materials. Such materials can be:
Programs of primary and secondary vocational education institutions;
Programs implemented in institutions of additional education for children;
Reference and methodological literature;
Other information sources.
This diversity is determined by the fact that, as a rule, these programs are aimed at mastering content that is not included in the state educational standards of general education and the teacher, in the absence of ready-made copyright programs, can use a variety of sources. If there are proven author's programs for optional, elective courses, subject clubs, they can be used as working ones.
4. Work program structure:
The structure of the work program is a form of presentation of a training course, subject, discipline (module) as an integral system, reflecting the internal logic of the organization of educational and methodological material, and includes the following elements:
Title page;
Explanatory note;
Requirements for the level of training of students;
Calendar and thematic planning;
List of educational and methodological support.
Title page the work program must contain:
Name of the educational institution;
The name of the course for which the program is written;
Program level (basic, specialized level, in-depth or advanced study of the subject);
Indication of the parallel, class in which the course is being studied;
Last name, first name, patronymic of the teacher who compiled the work program;
Program approval stamp;
Year of the program.
Purpose explanatory note in the structure of the program is to:
Determine the goals and objectives of studying the academic subject (must be understood unambiguously and be diagnosable), the role of the academic subject in achieving the results of mastering the educational program of the educational institution;
Give an idea of the ways of developing educational material, show in general terms the methodological system for achieving the goals that are set when studying the subject, describe the means of achieving them;
If a teacher uses a published author’s program as a work program, then in the explanatory note it is enough to provide information about the author’s program, indicating the name, author and year of publication and briefly justify the reasons for its choice and the features of its implementation in a particular educational institution. In this case, the explanatory note is very brief.
Main content of the program.
This section is included in the work program if:
There are no original syllabuses or teaching materials, but the work syllabus is based on educational literature (for work syllabuses in additional educational subjects, elective and elective courses).
This part of the work program provides a summary of the educational material being studied in the form of a listing of the main sections, course topics and a list of didactic elements within each topic. For each section (general topic), the number of teaching hours allocated for its development is indicated.
The teacher, when developing a work program, can determine new order studying the material; make changes to the content of the topic being studied, specifying and detailing didactic units; expand the list of didactic units, supplement the requirements for the level of preparation of students. Changes made in the content of the work program in comparison with the sample or original program for the subject must be justified and logically follow from those stated in the explanatory note.
If changes compared to the author’s program do not significantly affect its structure, the order of presentation of educational material, etc., then in this section you can only indicate sections, topics, didactic elements introduced into the author’s program, indicating their place in the author’s program , without completely rewriting its text.
If the teacher uses the author’s program without modifications as a working program, then this section may be missing (in this case, the teacher must have a published author’s program).
Requirements for the level of training of students
Requirements for the level of student preparation are designed taking into account and on the basis of state educational standards. They are formulated in three main components: “Students should know...”, “Be able to...” and “Use acquired knowledge and skills in practical activities and everyday life.”
The state educational standard and sample programs for a number of subjects characterize the requirements for the level of training of students at the time of completion of a certain level of education (basic general education, secondary (complete) general education) without detailing by year of study. Some of the requirements that are natural for a 9th grade graduate can hardly be imposed on a student who has completed the 5th grade. This circumstance must be remembered when compiling the section “Requirements for the level of student preparation.”
If a teacher uses an author’s program as a work program, which sets out the requirements for the level of students’ preparation, then this section may be missing (in this case, the teacher must have a published author’s program with this section).
Calendar and thematic planning is one of the most important components of the work program, because allows you to distribute all educational material in accordance with the curriculum and the annual work schedule of the educational institution.
Calendar and thematic planning is developed for the academic year. Planning by half-years or quarters (trimesters) is impractical, because does not allow planning, ensuring and monitoring the completion of the work program by students in full.
The calendar-thematic plan must contain information about the sections and topics of the program, indicating the volume of teaching hours allocated for their implementation; topics of lessons within the framework of the topics and sections of the program, topics of workshops and laboratory lessons; topics of lessons for monitoring student learning results program material. The lesson-by-class distribution of educational material is carried out sequentially. Approximate dates for completing training topics are indicated according to the current year’s calendar.
In each reporting period (quarter, semester, half-year), the calendar-thematic plan of the work program must be correlated with the class register and the teacher’s report on the completion of the program material. If there is a discrepancy, the teacher justifies and makes changes to the calendar-thematic plan, providing conditions for completing the program in full for less or large quantity teaching hours.
Approximate form of a calendar-thematic plan.
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Lesson numbers |
Titles of sections and topics |
Planned completion dates |
Adjusted completion dates |
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Name of the topic being studied No. 1 (total hours for studying it; number of hours per week according to the curriculum) |
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Lesson topic |
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Lesson topic |
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Control lesson topic |
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List of educational and methodological support, which is a component of the work program, contains background information about the output data of sample and author's programs, the author's educational and methodological kit and additional literature, and also includes data on the educational and laboratory equipment used.
The work program is subject to examination . First, it is reviewed at a meeting of the methodological association of teachers for its compliance with the requirements of the state educational standard, as well as the mission, goals, and objectives of the educational institution, as recorded in the educational program. The decision of the methodological association of teachers is reflected in the minutes of the meeting, and on the last page of the work program (bottom left) the approval stamp is placed: AGREED. Minutes of the meeting of the methodological association of teachers dated 00.00.0000 No. 00.
Then the work program is analyzed by the deputy director for educational work for compliance of the program with the curriculum of the general education institution and the requirements of state educational standards, and the availability of the textbook intended for use is checked in the federal list.
On the last page of the work program (bottom left) the approval stamp is put: AGREED. Deputy director of water management (signature) Explanation of signature. Date of.
After agreement the work program is approved by the director educational institution, puts the stamp of approval on the title page (top right): APPROVED Director (signature) Explanation of signature. Date of.
5. Classification of work programs according to the level of content being implemented
In general educational institutions the following are implemented:
Work programs for studying the subject at a basic level (grades 1-11);
Work programs for studying the subject at the profile level (grades 10-11);
Work programs for in-depth study of the subject (grades 2-11);
Work programs for extended study of the subject (grades 2-11).
Work programs for studying the subject on basic level are a tool for implementing the state standard of general education and allow general education preparation of students. The basis for compiling these programs (as noted above) are sample programs.
Work programs for studying the subject at the profile level (grades 10-11) are focused on preparing students for further professional education. These programs provide specialized training for students in secondary schools and institutions of higher status (schools with in-depth study of individual subjects, lyceum, gymnasium). The basis for compiling these programs are sample profile-level programs.
To provide additional training for students, institutions of higher status also implement programs for in-depth and extended subject study.
As work programs for in-depth study of the subject, as a rule, proprietary programs are used, proposed by teams of authors, authors
textbooks for in-depth study of subjects recommended or approved by the Ministry of Education and Science of the Russian Federation. In the absence of such programs, the teacher (team of teachers) can develop work programs for in-depth study of the subject. In primary and secondary schools, an approximate program in the subject is taken as a basis (guarantee of fulfillment of the requirements of the state standard) with a deepening of individual topics and issues. In high school, a program for in-depth study of a subject can be compiled on the basis of 1) an approximate program of a profile level with in-depth study of individual topics and issues; 2) an author’s program for specialized study of a subject with in-depth coverage of individual topics and issues. Also, an author’s program for studying a subject at a specialized level can be recognized as a program for in-depth study of a subject, provided that students are offered elective courses that deepen individual issues of the subject being studied (i.e., a program for specialized study of a subject + elective course programs = a program for in-depth study of a subject) .
When developing programs for in-depth study of subjects by a teacher (team of teachers), the following conditions must be met:
The program must be reviewed by an educational institution (methodological council, department, methodological association, etc.);
The program must be tested in an educational institution and receive an expert opinion on the progress of the program and the results obtained (together, these actions ensure internal review of the program);
The program must undergo external review at subject (subject-methodological) departments of specialized (pedagogical) universities, advanced training institutions (regional, federal).
Work programs for advanced study of subjects are implemented, as a rule, in institutions of higher status - lyceum, gymnasium, and provide additional training in a certain direction (humanities, natural sciences, etc.). The program for extended study of the subject assumes the presence of additional content (at least 10-15%), which allows you to study additional questions, topics not contained in the sample program. The content of the additionally proposed material reflects the features of the educational policy of the educational institution, its type, areas of specialized training, the needs and requests of students, and the author’s intention of the teacher.
The teacher, the developer of the program for extended study of the subject, in an explanatory note must justify the goals of including additional material, highlight the planned result (increment compared to basic level preparation), describe ways to check the result; indicate the available resources for mastering the proposed content.
The program for extended study of the subject undergoes an internal review procedure at the Educational Institution:
Presented at a meeting of the methodological council (subject department, methodological association, etc.)
It is being tested and analyzed for the effectiveness of the additions made.
Thus, the work programs used in a general education institution reflect the features of the educational policy of the institution, its status (especially its type) and ensure the implementation of the State educational standard.
