Sample work programs by subject. Methodical hint: The grammatical side of speech
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 a new order for studying the material; make changes to the content of the topic being studied, specifying and detailing didactic units; expand the list of didactic units, supplement the requirements for the level of preparation of students. Changes made in the content of the work program in comparison with the sample or original program for the subject must be justified and logically follow from those stated in the explanatory note.
If changes compared to the author’s program do not significantly affect its structure, the order of presentation of educational material, etc., then in this section you can only indicate sections, topics, didactic elements introduced into the author’s program, indicating their place in the author’s program , without completely rewriting its text.
If the teacher uses the author’s program without modifications as a working program, then this section may be missing (in this case, the teacher must have a published author’s program).
Requirements for the level of training of students
Requirements for the level of student preparation are designed taking into account and on the basis of state educational standards. They are formulated in three main components: “Students should know...”, “Be able to...” and “Use acquired knowledge and skills in practical activities and everyday life.”
The state educational standard and sample programs for a number of subjects characterize the requirements for the level of training of students at the time of completion of a certain level of education (basic general education, secondary (complete) general education) without detailing by year of study. Some of the requirements that are natural for a 9th grade graduate can hardly be imposed on a student who has completed the 5th grade. This circumstance must be remembered when compiling the section “Requirements for the level of student preparation.”
If a teacher uses an author’s program as a work program, which sets out the requirements for the level of students’ preparation, then this section may be missing (in this case, the teacher must have a published author’s program with this section).
Calendar and thematic planning is one of the most important components of the work program, because allows you to distribute all educational material in accordance with the curriculum and the annual work schedule of the educational institution.
Calendar and thematic planning is developed for the academic year. Planning by half-years or quarters (trimesters) is impractical, because does not allow planning, ensuring and monitoring the completion of the work program by students in full.
The calendar-thematic plan must contain information about the sections and topics of the program, indicating the volume of teaching hours allocated for their implementation; topics of lessons within the framework of the topics and sections of the program, topics of workshops and laboratory lessons; topics of lessons for monitoring the results of students’ assimilation of program material. The lesson-by-class distribution of educational material is carried out sequentially. Approximate dates for completing training topics are indicated according to the current year’s calendar.
In each reporting period (quarter, semester, half-year), the calendar-thematic plan of the work program must be correlated with the class register and the teacher’s report on the completion of the program material. If there is a discrepancy, the teacher justifies and makes changes to the calendar-thematic plan, providing conditions for completing the program in full in fewer or more teaching hours.
Approximate form of a calendar-thematic plan.
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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 reference information about the output data of sample and author's programs, the author's educational and methodological kit and additional literature, and also includes data on the educational and laboratory equipment used.
The work program is subject to examination . First, it is reviewed at a meeting of the methodological association of teachers for its compliance with the requirements of the state educational standard, as well as the mission, goals, and objectives of the educational institution, as recorded in the educational program. The decision of the methodological association of teachers is reflected in the minutes of the meeting, and on the last page of the work program (bottom left) the approval stamp is placed: AGREED. Minutes of the meeting of the methodological association of teachers dated 00.00.0000 No. 00.
Then the work program is analyzed by the deputy director for educational work for compliance of the program with the curriculum of the general education institution and the requirements of state educational standards, and the availability of the textbook intended for use is checked in the federal list.
On the last page of the work program (bottom left) the approval stamp is put: AGREED. Deputy director of water management (signature) Explanation of signature. Date of.
After agreement the work program is approved by the director educational institution, puts the stamp of approval on the title page (top right): APPROVED Director (signature) Explanation of signature. Date of.
5. Classification of work programs according to the level of content being implemented
In general educational institutions the following are implemented:
Work programs for studying the subject at a basic level (grades 1-11);
Work programs for studying the subject at the profile level (grades 10-11);
Work programs for in-depth study of the subject (grades 2-11);
Work programs for extended study of the subject (grades 2-11).
Work programs for studying the subject on basic level are a tool for implementing the state standard of general education and allow general education preparation of students. The basis for compiling these programs (as noted above) are sample programs.
Work programs for studying the subject at the profile level (grades 10-11) are focused on preparing students for further professional education. These programs provide specialized training for students in secondary schools and institutions of higher status (schools with in-depth study of individual subjects, lyceum, gymnasium). The basis for compiling these programs are sample profile-level programs.
To provide additional training for students, institutions of higher status also implement programs for in-depth and extended subject study.
As work programs for in-depth study of the subject, as a rule, proprietary programs are used, proposed by teams of authors, authors
textbooks for in-depth study of subjects recommended or approved by the Ministry of Education and Science of the Russian Federation. In the absence of such programs, the teacher (team of teachers) can develop work programs for in-depth study of the subject. In primary and secondary schools, an approximate program in the subject is taken as a basis (guarantee of fulfillment of the requirements of the state standard) with a deepening of individual topics and issues. In high school, a program for in-depth study of a subject can be compiled on the basis of 1) an approximate program of a profile level with in-depth study of individual topics and issues; 2) an author’s program for specialized study of a subject with in-depth coverage of individual topics and issues. Also, an author’s program for studying a subject at a specialized level can be recognized as a program for in-depth study of a subject, provided that students are offered elective courses that deepen individual issues of the subject being studied (i.e., a program for specialized study of a subject + elective course programs = a program for in-depth study of a subject) .
When developing programs for in-depth study of subjects by a teacher (team of teachers), the following conditions must be met:
The program must be reviewed by an educational institution (methodological council, department, methodological association, etc.);
The program must be tested in an educational institution and receive an expert opinion on the progress of the program and the results obtained (together, these actions ensure internal review of the program);
The program must undergo external review at subject (subject-methodological) departments of specialized (pedagogical) universities, advanced training institutions (regional, federal).
Work programs for advanced study of subjects are implemented, as a rule, in institutions of higher status - lyceum, gymnasium, and provide additional training in a certain direction (humanities, natural sciences, etc.). The program for extended study of the subject assumes the presence of additional content (at least 10-15%), which allows you to study additional questions and topics not contained in the sample program. The content of the additionally proposed material reflects the features of the educational policy of the educational institution, its type, areas of specialized training, the needs and requests of students, and the author’s intention of the teacher.
The teacher, the developer of the program for extended study of the subject, in an explanatory note must justify the goals of including additional material, highlight the planned result (increment compared to the basic level of training), describe ways to check the result; indicate the available resources for mastering the proposed content.
The program for extended study of the subject undergoes an internal review procedure at the Educational Institution:
Presented at a meeting of the methodological council (subject department, methodological association, etc.)
It is being tested and analyzed for the effectiveness of the additions made.
Thus, the work programs used in a general education institution reflect the features of the educational policy of the institution, its status (especially its type) and ensure the implementation of the State educational standard.
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, the Federal State Educational Standard for Primary Education defines the structure of the educational program as follows: an explanatory note, the planned results of students mastering the general education program, a primary education curriculum, a program for the formation of educational programs, 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 , correctional work program, 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. Often in this case a beautiful name is used - the 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 teacher in a school 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 of the 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 an integral part of the sample 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 create a school curriculum based on the assessment 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.
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, perform information search, extract and transform 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 the changing conditions of the 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 of technical means and information technology;
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 orally and in 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 freely use various types of dictionaries, reference books, including those on electronic media;
Adequate listening comprehension of texts of 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 create oral and written texts of 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 a certain time is allotted to test the student’s preparation), but also for a time-dispersed one, 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.
(grades 5-8)
Subject line of textbooks
T. A. Ladyzhenskaya,
M. T. Baranova,
L. A. Trostentsova and others.
2017
EXPLANATORY NOTE
General characteristics of the subject
The Russian language work program for grades 5-9 was compiled using materials Federal State Educational Standard of Basic General Education", An approximate program in the Russian (native) language for primary school and a work program in the Russian language for the subject line of textbooks by T. A. Ladyzhenskaya, M. T. Baranov, L. A. Trostentsova and others.
Results of studying the subject
Personal results mastering the Russian (native) 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 decisive role of the native language in the development of intellectual, creative abilities and moral qualities of the individual; its significance 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.
Meta-subject results mastering programs in the Russian (native) language for graduates of basic school are
1) mastery of all types of speech activity:
Adequate understanding of oral and written communication information;
Proficiency in different types of reading;
Adequate listening comprehension of texts of different styles and genres;
Ability to retrieve information from various sources, including the media, educational CDs, Internet resources; use various types of dictionaries and reference books freely;
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 compare and contrast speech utterances in terms of their content, stylistic features and linguistic means used;
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 orally and in writing;
The ability to reproduce listened or read text with varying degrees of condensation;
The ability to create oral and written texts of different types, speech styles and genres, taking into account the intent, addressee and communication situation;
The ability to freely and correctly express one’s thoughts orally and in writing;
Mastery of various types of monologue and dialogue;
Compliance in the practice of speech communication with the basic orthoepic, lexical, grammatical, stylistic norms of the modern Russian literary language; compliance with the basic rules of spelling and punctuation in the process of written communication;
The ability to participate in verbal communication, observing the norms of speech etiquette;
The ability to evaluate one’s speech in terms of its content and linguistic design; the ability to find grammatical and speech errors, shortcomings, and correct them; improve and edit your own texts;
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 to analyze 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 results mastering the Russian (native) language program by basic school graduates are:
1) an idea of the main functions of language, the role of the Russian language as the national language of the Russian people, as the state language of the Russian Federation and the language of interethnic communication, the connection between the language and culture of the people, the role of the native language in the life of a person and society;
2) understanding the place of the native language in the system of humanities and its role in education in general;
3) mastering the basics of scientific knowledge about the native language; understanding the relationship between its levels and units;
4) mastering the basic concepts of linguistics: linguistics and its main branches; language and speech, verbal communication, oral and written speech; monologue, dialogue and their types; situation of speech communication; colloquial speech, scientific, journalistic, official business styles, language of fiction; genres of scientific, journalistic, official business styles and colloquial speech; functional-semantic types of speech (narration, description, reasoning); text, types of text; basic units of language, their characteristics and features of use in speech;
5) mastery of the basic stylistic resources of vocabulary and phraseology of the Russian language, the basic norms of the Russian literary language (orthoepic, lexical, grammatical, spelling, punctuation), norms of speech etiquette; using them in your speech practice when creating oral and written statements;
6) recognition and analysis of the basic units of language, grammatical categories of language, the appropriate use of language units is adequate to the situation of speech communication; carrying out various types of word analysis (phonetic, morphemic, derivational, lexical, morphological), syntactic analysis of phrases and sentences, multidimensional analysis of the text in terms of its main features and structure, belonging to certain functional varieties of language, features of linguistic design, use of expressive means of language ;
7) understanding the communicative and aesthetic possibilities of lexical and grammatical synonymy and using them in one’s own speech practice;
8) awareness of the aesthetic function of the native language, the ability to evaluate the aesthetic side of a speech utterance when analyzing texts of fiction.
competencies.
Section 1. Speech and verbal communication
1. Speech and verbal communication. Speech situation. Speech is oral and written. Speech is dialogic and monologue. Monologue and its types. Dialogue and its types.
2. Awareness of the main features of oral and written speech; analysis of samples of oral and written speech. Distinguishing between dialogical and monologue speech. Mastery of various types of monologue and dialogue. Understanding the communicative goals and motives of the speaker in different communication situations. Knowledge of norms of speech behavior in typical situations of formal and informal interpersonal communication.
Section 2. Speech activity
1. Types of speech activity: reading, listening (listening), speaking, writing.
Culture of reading, listening, speaking and writing.
2. Mastery of basic types of speech activity. Adequate understanding of basic and additional information of the text, perceived visually or auditorily. Transmission of the content of a read or listened text in a compressed or expanded form in accordance with the situation of verbal communication. Mastering the practical skills of viewing, introductory, studying reading, techniques for working with an educational book and other information sources. Mastering various types of listening. Presentation of the content of the text listened or read (detailed, condensed, selective).
Creation of oral and written monologues, as well as oral dialogic statements of various communicative directions, taking into account the goals and situation of communication. Selection and systematization of material on a specific topic; search, analysis and transformation of information extracted from various sources.
Section 3. Text
1. The concept of the text, the main features of the text (articulation, semantic integrity, coherence). Theme, the main idea of the text. Micro-theme text.
Means of connecting sentences and parts of text. The paragraph as a means of compositional and stylistic division of the text.
Functional and semantic types of speech: description, narration, reasoning. Text structure. Text plan and abstracts as types of information processing of the text.
2. Analysis of the text from the point of view of its theme, main idea, structure, belonging to the functional-semantic type of speech. Dividing the text into semantic parts and drawing up a plan. Determining the means and methods of connecting sentences in the text. Analysis of linguistic features of the text. The choice of linguistic means depending on the purpose, topic, main idea and communication situation. Creation of texts of various types, styles, genres. Compliance with the norms of text construction (logicality, consistency, coherence, relevance to the topic, etc.). Evaluating and editing oral and written speech.
Section 4. Functional varieties of language
1. Functional varieties of language: spoken language; functional styles: scientific, journalistic, official business; the language of fiction.
2. The main genres of scientific (review, speech, report), journalistic (speech, interview), official business (receipt, power of attorney, statement) styles, colloquial speech (story, conversation).
An approximate work program for the academic subject was created for the line of textbooks in printed and electronic forms “Music” for grades 1-4 by T.V. Chelysheva, V.V. Kuznetsova. The line's textbooks comply with the federal state educational standard for primary general education and are included in the federal list.
This manual will help the teacher to competently draw up a work program, as well as organize educational activities and monitor their results.
PLACE OF THE SUBJECT IN THE CURRICULUM.
In accordance with the approximate curriculum for educational institutions using the educational complex “Perspective Primary School”, the academic subject “Music” is presented in the subject area “Art”, studied from grades 1 to 4 for one hour per week. At the same time, in the 1st grade the course is designed for 33 hours (33 academic weeks), and in each of the subsequent classes - for 34 hours (34 academic weeks).
The academic subject “Music” is in organic connection with the academic subject “Fine Arts”, as well as with academic subjects of other subject areas, such as “Literary Reading”, “The World around us”, “Fundamentals of Religious Cultures and Secular Ethics”, etc. In the process of implementing the program, the spiritual and moral foundations of the child’s personality are formed, a culture of communication with adults and peers is instilled, oral language skills are developed, knowledge about man as a part of nature, man as the bearer and creator of culture is applied. Music classes complement and enrich the primary school student’s knowledge of the worldview, the history of Russia, the cultural traditions of the peoples inhabiting it; the student understands the place of his native land as an integral part of Russia.
CONTENT
Explanatory note
Goals and objectives of the academic subject “Music”
Basic principles and leading methods for implementing the curriculum in the subject “Music”
Main types of educational activities of students
General characteristics of the subject
Place of the subject in the curriculum
Value guidelines for the content of the academic subject
Personal, meta-subject and subject-specific results of mastering an academic subject
Criteria for assessing the results of mastering an academic subject
Contents of primary general education in the subject “Music”
Thematic planning and main types of educational activities
System of tasks focused on the formation of UUD
Educational, methodological and logistical support of the educational process
Material and technical equipment for the program implementation process
Educational and methodological equipment for the implementation of the “Music” program
Musical material for curriculum topics in the subject “Music”.
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