On approval of the federal component of state educational institutions. Federal state educational standards. Federal component of the state educational standard. Types of speech activity

The implementation of each Federal Standard by an educational institution must be carried out according to It includes a calendar schedule, curriculum, work schemes for subjects, disciplines, courses and other elements, as well as methodological and evaluation materials.

Chronology

The Federal State Educational Standard of 2004 was the standard of the first generation for the general level of education. Subsequently, for each level of the educational process, their own standards were approved. So, for primary education (from grades 1 to 4), they were adopted in 2009, for basic education (grades 5-9) - in 2010. The federal state educational standard for secondary education (grades 10-11) was approved in 2012. The standards for the professional level of education of the first generation were adopted in 2000. The 2nd generation standards were focused on obtaining skills, abilities and knowledge by students. They have been approved since 2005. Third generation standards have been adopted since 2009. In accordance with them, higher education for students, as mentioned above, should develop professional and general cultural skills.

Professional training standards

Until 2000, the state uniform standard of professional higher education was used. It was adopted by the Government Decree of 1994. This standard defined:

The structure of professional higher education and the composition of documents about it.
General standards for student workload and its volume.
Basic rules for compiling a list of specialties (directions).
Requirements for basic educational programs of professional higher education, as well as the conditions for their application.
The procedure for planning and approving standards for the level and minimum content of graduate training in accordance with specific specialties (directions).
Rules for monitoring compliance with the requirements of the state standard for professional higher education.

For each specialty (direction of training), state requirements were adopted regarding the minimum content and level of training of students.

New generation regulations

Since 2013, in accordance with the Law regulating pedagogical activity in the Russian Federation, adopted in 2012, standards corresponding to the present time must be approved. This provision applies to higher education curricula. In particular, this especially applies to the training of scientific and pedagogical personnel. In addition, the Federal State Educational Standard for Preschool Education is provided for.

Development of standards

It can be carried out in accordance with levels, professions, stages, areas of training, specialties. The standards of pedagogical activity can be replaced by new ones at least once every ten years. Federal educational standards for the general level are developed in accordance with the levels of the educational process, for the professional level - according to specialties (directions). When forming the latter, the relevant provisions are taken into account. The development of federal educational standards is carried out taking into account the promising and relevant interests of society, the individual and the country as a whole, its defense and security. At the same time, the need for the development of science, culture, technology and technology, the social sphere and the economy is also taken into account. The development of the Federal State Educational Standard is carried out in the manner prescribed by the relevant legislation of the Russian Federation. In particular, the work is carried out in accordance with the Regulations governing the performance of work and the provision of services for municipal or state needs. Standards for professional higher education are developed by educational and methodological associations of universities in specific areas (specialties). Compiled projects are sent to the Ministry of Science and Education of the Russian Federation. It places them on the official website on the Internet for further discussion. It is attended by representatives of interested executive bodies, scientific and pedagogical communities, state and public groups operating in the educational system and other associations. The projects are then subject to independent evaluation.

Expertise

An independent assessment of draft regulations is carried out within 14 days from the date of receipt. The examination is carried out:

Based on the results of the independent evaluation, a conclusion is drawn up. It is sent back to the Ministry of Science and Education. signed by the head of the body or institution that conducted the assessment, or by a person authorized to do so. All drafts, comments, as well as the results of the analysis are discussed by the Council of the Ministry. He decides to recommend them either for approval or for revision. Projects and other materials may be rejected. After that, the Ministry of Science and Education makes its own decision regarding this or that standard. Any changes are made in the same manner as, in fact, the adoption of the standards itself.

Finally

The new Federal State Educational Standard of 2014 came into force on January 1. The procedure for adopting standards as a whole is regulated by the Rules for their development and approval. They, in turn, are adopted at the level of the Government of the Russian Federation. New standards apply today to preschool education. They are based on several main principles. Thus, the Federal State Educational Standard of 2014 is aimed at:

Support for diversity, preservation of the value and uniqueness of childhood as one of the most important stages in human development.
The humanistic, personality-developing nature of the relationship between an adult (a parent or legal representative, a teacher or an employee of another institution) and a child.
Implementation in forms acceptable for children of each specific age category, primarily in the form of a game, research and cognitive activities, creative activity, etc., providing artistic and aesthetic development.
Formation of respect for the child.

The objectives of this Federal Standard are as follows:

The new Federal Standard is aimed at solving the following tasks:

Strengthening and protecting the mental and physical health of the child, his emotional well-being.
Ensuring the same opportunities for adequate development in the preschool period, regardless of gender, place of residence, language, nation, social. status, psycho-physiological and other characteristics (including the presence of disabilities).
Combining upbringing and education into a single process, the course of which is carried out on the basis of socio-cultural, moral and spiritual values, accepted rules and norms of behavior in society.
Formation of a favorable environment for the development of the child in accordance with his individual and age inclinations and abilities.
Providing psychological pedagogical support for the family, as well as raising awareness of parents or legal representatives in the field of health promotion, protection, and education of children.

Ministry of Education of the Russian Federation

FEDERAL COMPONENT

STATE STANDARD

GENERAL EDUCATION

Moscow

EXPLANATORY NOTE

The main tasks of modernizing Russian education are to increase its accessibility, quality and efficiency. This implies not only large-scale structural, institutional, organizational and economic changes, but first of all - significant update of the content of education first of all, general education, bringing it into line with the requirements of the time and the tasks of the country's development. The main condition for solving this problem is introduction of the state standard of general education.

At the same time, in its socio-pedagogical essence, this standard is, firstly, ensuring guarantees for the implementation of the constitutional rights of the child to a free full-fledged general secondary education and, secondly, an expression of the growing responsibility of the state for improving the quality of education of the nation.

State standard of general education - norms and requirements that determine the mandatory minimum content of the main educational programs of general education, the maximum volume of the teaching load of students, the level of training of graduates of educational institutions, as well as the basic requirements for ensuring the educational process (including its material and technical, educational and laboratory, information - methodological, staffing).

The purpose of the state standard of general education is security:

Equal opportunities for all citizens to receive quality education;

Unity of the educational space in the Russian Federation;

Protecting students from overload and maintaining their mental and physical health;

Continuity of educational programs at different levels of general education, opportunities for obtaining professional education;

Social security of students;

Social and professional security of teaching staff;

The rights of citizens to receive complete and reliable information about state norms and requirements for the content of general education and the level of training of graduates of educational institutions;

Basis for calculating federal standards for financial costs for the provision of services in the field of general education, as well as for distinguishing between educational services in the field of general education financed from the budget and at the expense of the consumer, and for determining the requirements for educational institutions that implement the state standard of general education .

The state guarantees public and free general education in educational institutions within the limits determined by the state standard of general education.

State standard of general education is the basis:

Development of the federal basic curriculum, educational programs for primary general, basic general and secondary (complete) general education, basic curricula of the constituent entities of the Russian Federation, curricula of educational institutions, exemplary programs in academic subjects;

Objective assessment of the level of training of graduates of educational institutions;

Objective assessment of the activities of educational institutions;

Federal component installs:

General education;

Requirements for the level of training of graduates;

The maximum volume of the study load of students, as well as the standards of study time.

Federal component structured by levels of general education (primary general, basic general, secondary (complete) general education); within the steps - by academic subjects.

Educational subject standards include:

- goals studying a subject;

- mandatory minimum the content of the main educational programs in this academic subject;

- requirements to the level of preparation of graduates in this academic subject.

The federal component of the state standard of secondary (complete) general education is presented on basic And profile levels.

3.1. Goals

The concept of modernization of Russian education for the period up to 2010 defines the goals of general education at the present stage. She emphasizes the need for the orientation of education not only on the assimilation of a certain amount of knowledge by the student, but also on the development of his personality, his cognitive and creative abilities. A general education school should form an integral system of universal knowledge, skills and abilities, as well as independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of education". The Concept also defines the most important tasks of education: “ the formation of schoolchildren's civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market».

In the federal component of the goal of general education are concretized at each of its stages (goals of primary general, basic general and secondary (complete) general education) and for individual academic subjects.

Goal structure the study of individual academic subjects is built taking into account the need for the comprehensive development of the student's personality and includes the development of knowledge, mastery of skills, education, development and practical application of acquired knowledge and skills (key competencies). All goals presented are of equal value.

3.2.

Mandatory minimum content basic educational programs (hereinafter - the mandatory minimum) - the generalized content of education that each educational institution is obliged to provide to students in order to ensure their constitutional right to receive general education.

The mandatory minimum is presented in the form of a set of subject topics (didactic units) that are included on a mandatory basis in the main educational programs of primary general, basic general, secondary (complete) general education.

Mandatory minimum includes the main values and achievements of national and world culture, fundamental scientific ideas and facts that determine the general worldview positions of a person and provide conditions for socialization, intellectual and general cultural development of students, the formation of their social and functional literacy.

Mandatory minimum provides continuity levels of general education and academic subjects, provides students with the opportunity to successfully continue their education at subsequent stages (levels) of education.

Mandatory minimum does not install the order (sequence) of studying subject topics (didactic units) within the framework of the levels of general education and does not determine the standards of study time allotted for the study of this didactic unit within the framework of the curriculum.

The mandatory minimum is presented in two formats. The content, the study of which is the object of control and evaluation in the framework of the final certification of graduates, is highlighted in direct font. Italics indicate the content that is subject to study, but is not an object of control and is not included in the requirements for the level of graduate training.

This way of presenting the mandatory minimum expands the variability of the approach to the study of educational material, presents the possibility of multi-level training.

3.3.

Requirements for the level of training of graduates (hereinafter - the requirements) - the results of mastering the mandatory minimum of the federal component of the state standard of general education by graduates, established by the standard, necessary to obtain a state document on the achieved level of general education.

Requirements developed according with an obligatory minimum, are successive in the levels of general education and academic subjects.

The requirements are set in activity form (what, as a result of studying this subject, students should know, be able to, use in practical activities and everyday life).

Requirements serve development basis control and measuring materials for state certification of graduates of educational institutions implementing programs of basic general and secondary (complete) general education.

4. Procedure for the implementation of the federal component

State control for the execution of the federal component of the state standard of general education is mandatory and is carried out in the form of:

- state (final) certification of graduates educational institutions implementing programs of basic general and secondary (complete) general education;

- certifications and accreditations educational institutions implementing programs of primary general, basic general and secondary (complete) general education.

Educational institutions of primary, secondary and higher professional education with state accreditation, not entitled impose requirements on the level of preparation of applicants that go beyond the federal component of the state standard of general education.

This standard is a first generation standard. It is built, bypassing extremes, based on a real understanding of the state of school affairs, taking into account the complex combination of two opposing factors (“scissors”) - the possibilities of today's education (material, technical, educational and methodological, personnel, etc.) and the needs of tomorrow in development of education and the country. In this regard, this standard is transitional. It is obvious that the vector of this transition is directed towards tomorrow.

PRIMARY GENERAL EDUCATION

GENERAL PROVISIONS

Primary general education is the first stage of general education.

· security and strengthening the physical and mental health of children;

· preservation and support for the individuality of the child.

The priority of primary general education is the formationgeneral educational skills and abilities,the level of development of which largely determines the success of all subsequent training.

Selection in the standardintersubject communicationscontributes to the integration of subjects, the prevention of subject disunity and overload of students.

The development of personal qualities and abilities of younger students is based on the acquisition of experience in various activities: educational, cognitive, practical, social. Therefore, a special place is given in the standard active, practical the content of education, specific methods of activity, the application of acquired knowledge and skills in real life situations.

A feature of elementary school is that children come to school with different levels of readiness for learning, unequal social experience, and differences in psychophysiological development. Primary general education is designed to help realize the potential of each and create conditions forindividual development of the child.

The federal component of the state standard for primary general education establishes compulsory subjects for study: Russian language, Literary reading, Foreign language, Mathematics, World around, Visual arts, Music, Technology, Physical culture.

Within the subject Technology fromIIIclass in the presence of the necessary conditions, the section is studied "The practice of working on a computer (using information technology)".

Russian language And Literary reading are presented in two versions: for schools with instruction in Russian and for schools with instruction in their native (non-Russian) language.

Foreign language studied withIIclass if the educational institution has the necessary conditions.

students, successfully completed primary general education (fulfilling in full the requirements for the level of preparation of those graduating from primary school), continue their education at the level of basic general education.

General learning skills, skills and activities

As a result of mastering the subject content of primary general education, students get the opportunity to acquire general educational skills, skills, and master methods of activity. The proposed heading has a conditional (exemplary) character.

cognitive activity

Observation of objects of the surrounding world; detection of changes occurring with the object (according to the results of observations, experiments, work with information); verbal description of the object of observation. Correlation of the results with the aim of observation, experience (the answer to the question "Did you manage to achieve the goal?").

Identification by comparing individual features characteristic of the compared items; analysis of the comparison results (answering the questions “How are they similar?”, “How are they not similar?”). Combining objects on a common basis (what is superfluous, who is superfluous, the same as ..., the same as ...). The distinction between whole and part.

Carrying out the simplest measurements in different ways; the use of appropriate instruments and tools for solving practical problems. Work with the simplest ready-made subject, symbolic, graphical models to describe the properties and qualities of the objects under study.

The ability to solve creative problems at the level of combinations, improvisations: independently draw up an action plan (idea), show originality in solving a creative problem, create creative works (messages, short essays, graphic works), play out imaginary situations.

Speech activity and work with information

Work with educational, artistic, popular science texts that are accessible to the perception of younger students; correct and conscious reading aloud (observing the necessary intonation, pauses, logical stress to convey the exact meaning of the statement) and to oneself; determination of the topic and main idea of the text in its oral and written presentation. Construction of a monologue statement (on the proposed topic, on the given question); participation in the dialogue (setting questions, constructing an answer).

The use of simple logical expressions such as: "... and / or ...", "if ..., then ...", "not only, but also ...". Elementary substantiation of the stated judgment.

Mastering the initial skills of transferring, searching, converting, storing information, using a computer; search (verification) of necessary information in dictionaries, library catalog. Presentation of material in tabular form. Sort information alphabetically and numerically (ascending and descending).

Organization of activities

Execution of instructions, exact adherence to the pattern and the simplest algorithms. Independent establishment of a sequence of actions to solve a learning problem (answering the questions “Why and how to do this?”, “What and how should be done to achieve the goal?”).

Determination of methods for monitoring and evaluating activities (answering the questions “Is this the result obtained?”, “Is it done correctly?”); determining the causes of emerging difficulties, ways to eliminate them; anticipation of difficulties (the answer to the question "What difficulties may arise and why?"), finding errors in the work and correcting them.

Academic cooperation: the ability to negotiate, distribute work, evaluate your contribution and the overall result of the activity.

STANDARD OF PRIMARY GENERAL EDUCATION
FOR RUSSIAN LANGUAGE IN EDUCATIONAL INSTITUTIONS
WITH RUSSIAN LANGUAGE OF TRAINING

The study of the Russian language at the level of primary general education in educational institutions with the Russian language of instruction is aimed at achieving the following goals:

· development speech, thinking, imagination of schoolchildren, the ability to choose the means of language in accordance with the conditions of communication, the development of intuition and "sense of language";

· development initial knowledge about vocabulary, phonetics, grammar of the Russian language; mastering elementary methods of analyzing the studied phenomena of the language;

· mastery the ability to write and read correctly, to participate in a dialogue, to compose simple monologues;

· upbringing emotional and value attitude to the native language, a sense of belonging to the preservation of its uniqueness and purity; awakening cognitive interest in the native word, the desire to improve their speech.

MANDATORY MINIMUM CONTENT OF BASIC EDUCATIONAL PROGRAMS

Types of SPEECH activities

Listening (auditing). Perception and understanding of sounding speech.

speaking. The use of language means in oral speech in accordance with the conditions of communication. Practical mastery of dialogic and monologue (story-description, narration, reasoning on topics accessible to children) speech. Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request). Compliance with orthoepic norms and correct intonation.

Reading. Reading and understanding of the educational text, wording of tasks, rules, definitions. Selective reading: finding the necessary educational material.

Letter. The difference between written and spoken language. Distinguish between sentence and text. Text features . Writing text. Writing under dictation of the text (75-80 words) in accordance with the studied spelling norms. Presentation of the text (narration, narration with elements of description). Creation a short text (essay) on topics of interest to children; drawing up congratulations, letters (including using a computer).

SYSTEM OF THE LANGUAGE (PRACTICAL MASTERING)

Phonetics. Graphics. Sounds vowels and consonants; letters that represent them. Distinguish between voiced and voiceless consonants, soft and hard, paired and unpaired. Vowels are stressed and unstressed. Dividing words into syllables. Word stress. Listening comprehension and correct pronunciation of words.

Russian alphabet. Designation of the softness of consonant sounds in writing. The use of a space between words, a hyphen.

Vocabulary. The word and its meaning. Vocabulary wealth of the Russian language. Words are single and multiple. Synonyms and antonyms. Direct and figurative meaning of the word. Use of Russian language dictionaries.

Word composition. Isolation of significant parts of the word (root, prefix, suffix, ending). The meaning of suffixes and prefixes (the simplest examples). Single-root words, forms of the same word. Distinguish between prepositions and prefixes.

Morphology. Noun, meaning and usage. Distinguishing nouns that answer the question "who, what"; masculine, feminine and neuter nouns. Changing nouns in numbers and cases. Distinguishing the 1st, 2nd and 3rd declension of nouns.

Adjective, meaning and usage. Change by gender, numbers and cases. Agreement with a noun.

Pronoun, meaning and usage. Declension of personal pronouns.

Verb, meaning and usage. Change over time. Change in persons and numbers in the present and future tense; by gender and number in the past tense. Infinitive. Practical mastery of methods for determining the conjugation of verbs (1, 2 conjugation).

Prepositions, conjunctions. Their role in speech.

Syntax. Distinguish between words, phrases and sentences. Varieties of sentences according to the purpose of the statement and emotional coloring. The main and secondary members of the sentence. Relationship of words in a sentence. Simple common and non-common sentences. Homogeneous members of the proposal. Distinguishing and using simple and complex sentences in speech.

Spelling. Spelling of unstressed vowels, paired voiced and voiceless consonants, unpronounceable consonants, doubled vowels; spelling of unstressed case endings of nouns and adjectives, unstressed personal endings of verbs. Spelling not with verbs. Spelling combinations zhi-shi, cha-cha, chu-shu, chk-ch. The use of a capital letter at the beginning of a sentence, in proper names. The use of dividing b and b, b after nouns and verbs hissing at the end. Different ways to check the spelling of words: changing the form of a word, selecting words with the same root, use of a spelling dictionary.

Punctuation. Punctuation marks at the end of a sentence (period, question mark, exclamation point). Comma in sentences with homogeneous members.

As a result of studying the Russian language, the student must

know/understand

Significant parts of a word

signs of the studied parts of speech;

types of sentences according to the purpose of the statement and emotional coloring;

be able to

Analyze and briefly characterize the sounds of speech, word composition, parts of speech, sentence;

distinguish between pronunciation and spelling of words;

find a way to check the spelling of a word (including using a dictionary);

write off a simple text of 70-90 words without errors;

create simple monologue texts on topics accessible to children in the form of narration and description;

observe the studied norms of spelling and punctuation (dictation - a text of 75-80 words);

for:

adequate perception of sounding speech (statements of adults and peers, children's radio programs, audio recordings, etc.);

Working with dictionaries

Compliance with orthoepic norms;

creation in oral and written form of simple texts on topics of interest to the younger student;

mastering the norms of Russian speech etiquette in situations of everyday communication.

STANDARD OF PRIMARY GENERAL EDUCATION FOR LITERARY READING IN EDUCATIONAL INSTITUTIONS WITH THE RUSSIAN LANGUAGE OF TEACHING

The study of literary reading at the level of primary general education in educational institutions with the Russian language of instruction is aimed at achieving the following goals:

· mastery the skill of conscious, correct, fluent and expressive reading as a basic one in the education system of younger schoolchildren; the formation of the reader's outlook and the acquisition of experience in independent reading activity; improvement of all types of speech activity;

· development artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, the formation of an aesthetic attitude to the art of the word;

· upbringing interest in reading and books, the need to communicate with the world of fiction; enrichment of the moral experience of younger students, the formation of ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia.

MANDATORY MINIMUM CONTENT OF BASIC EDUCATIONAL PROGRAMS

CIRCLE OF READING AND READING EXPERIENCE

Works of art, popular science. Works of oral folk art. Works of outstanding representatives of Russian literature (,); classics of children's literature; works of modern domestic (taking into account the multinational nature of Russia) and foreign literature, available for perception by younger students. Reference books, encyclopedias, periodicals for children.

The main topics of children's reading: works about the homeland, about nature, about work, about children, about people's relationships, good and evil; about the adventures.

Understanding the content of a literary work: theme, main idea (idea), events, their sequence. Heroes of the work. Perception and understanding of their emotional and moral experiences. The character of the hero, his actions and their motives. Distinguishing genres of works: small folklore genres, folk tale; literary fairy tale; story; story; poem; fable. Allocation of linguistic means of artistic expression (without the use of terminology).

Illustration in the book and its role in understanding the work. The connection of works of literature with other types of art.

Ability to work with a book: distinguish between the type of book, use imprint data (author, title, subtitle, etc.), table of contents, preface, afterword, an annotation for self-selection and reading books.

TYPES OF SPEECH ACTIVITIES

Listening (auditing). Listening comprehension and understanding of works of art of different genres (within the studied material).

Reading. Conscious reading of works available in terms of volume and genre. Making sense of the purpose of reading. The choice of the type of reading in accordance with the purpose: introductory, studying, selective. Reading method: reading in whole words. Correct reading: reading an unfamiliar text in compliance with the norms of literary pronunciation. Reading Speed: Setting the reader to a normal rate of fluency that allows them to comprehend the text. Setting for a gradual increase in reading speed. Expressive reading, use of intonations corresponding to the meaning of the text.

speaking. Participation in the dialogue when discussing the listened (read) work. Formulation of a personal assessment, argumentation of one's opinion using the text of the work or other sources. The ability to ask questions about the content of the reading, to answer them. Text retelling. Construction of a small monologue statement about the work (characters, events); oral presentation of the text according to the plan; oral essay of a narrative nature with elements of reasoning and description.

Recitation (reading by heart) of poetic works.

Letter. Creation of small written answers to the question posed on the read (listened) work (including using a computer).

REQUIREMENTS FOR THE LEVEL OF PREPARATION OF PRIMARY SCHOOL GRADUATES

As a result of studying literary reading, the student should

know/understand

titles, the main content of the studied literary works, their authors;

be able to

Distinguish book elements (cover, table of contents, title page, illustration, abstract);

determine the theme and main idea of the work;

Retell the text (volume no more than 1.5 s.);

Divide the text into semantic parts, draw up its simple plan;

make a short monologue statement based on the author's text; evaluate events, heroes of the work;

· create a short oral text on a given topic;

give examples of folklore works (proverbs, riddles, fairy tales);

distinguish between genres of fiction (fairy tale, story, fable), distinguish between folk and literary tales;

give examples of works of art on various subjects based on the studied material;

use the acquired knowledge and skills in practical activities and everyday life for:

independent reading of books;

Expressing value judgments about the read work;

Independent selection and determination of the content of the book by its elements;

work with various sources of information (dictionaries, reference books, including electronic media).

STANDARD OF PRIMARY GENERAL EDUCATION IN A FOREIGN LANGUAGE

The study of a foreign language at the level of primary general education is aimed at achieving the following goals:

· skills formation communicate in a foreign language, taking into account the speech capabilities and needs of younger students: elementary communicative skills in speaking, listening, reading and writing;

· development the personality of the child, his speech abilities, attention, thinking, memory and imagination; motivation for further mastery of a foreign language;

· security communicative and psychological adaptation of younger students to the new language world in order to overcome psychological barriers in the future in using a foreign language as a means of communication;

· development elementary linguistic concepts available to younger students and necessary for mastering oral and written speech in a foreign language;

· communion children to a new social experience using a foreign language: acquaintance of younger students with the world of foreign peers, with foreign children's folklore and accessible samples of fiction; fostering a friendly attitude towards representatives of other countries;

· formation speech, intellectual and cognitive abilities of younger students, as well as their general educational skills.

MANDATORY MINIMUM CONTENT OF BASIC EDUCATIONAL PROGRAMS

Subject content of speech

Acquaintance. Family. My house/apartment/room. Holidays: birthday, New Year. My friends. Toys. Cloth.

My school/classroom. School supplies. Academic subjects. My hobbies. Holidays. Day off (at the zoo, at the circus).

Seasons. Favorite time of year. Weather. Favorite pet.

Country / countries of the language being studied (general information), literary characters of popular children's books (general idea), small simple works of children's folklore - poems, songs, fairy tales.

Types of speech activity (SPEECH SKILLS)

speaking. Participation in a dialogue in situations of everyday communication, as well as in connection with a read or listened to a work of children's folklore: etiquette dialogue - be able to greet and respond to a greeting, get to know each other, introduce yourself, politely say goodbye, congratulate and thank for congratulations, apologize; dialogue-questioning - to be able to ask “who?”, “What?”, “When?”, “Where?”, “Where?”; dialogue-incitement to action - to be able to make a request, express readiness or refusal to fulfill it.

Compliance with the elementary norms of speech etiquette adopted in the country of the language being studied.

Compilation of small monologue statements: a story about yourself, your friend, your family; description of the subject, pictures; description of the characters of the read fairy tale based on the picture.

Listening (auditing). Perception and understanding of the speech of the teacher and interlocutors in the process of dialogical communication; small simple messages; understanding the main content of simple fairy tales, stories (based on illustrations, linguistic guess).

Reading. Reading aloud small texts containing the studied language material; observance of the correct stress in words and phrases, the correct intonation. Silent reading and understanding of small texts (containing only studied material), as well as simple texts containing separate new words; finding the necessary information in the text (name of the main character, scene of action). Using the textbook's bilingual dictionary.

Writing and written language. copying text; writing out words, phrases and sentences from it. Writing based on the congratulations sample, a short personal letter.

LANGUAGE KNOWLEDGE AND SKILLS
(PRACTICAL LEARNING)

Graphics and spelling. The alphabet of the studied foreign language, the main letter combinations; sound-letter correspondences , transcription marks (for English), basic rules of reading and spelling (the ability to apply them when reading and writing).

Phonetic side of speech. Adequate pronunciation and listening to the sounds of the foreign language being studied, including long and short vowels, vowels with a hard attack, voiced and deaf consonants. Stunning / non-stunning consonants at the end of a syllable or word. No softening of consonants before vowels. Word and phrase stress, division of sentences into semantic groups. Rhythmic and intonational features of the main communicative types of sentences (statement, question, motivation).

The lexical side of speech. Lexical units serving situations of communication within the subject of elementary school, the simplest stable phrases, evaluative vocabulary and cliché remarks as elements of speech etiquette, reflecting the culture of the countries of the language being studied (use and recognition in speech). An initial understanding of the ways of word formation (composition and affixation), of borrowings from other languages (international words).

The grammatical side of speech. The main communicative types of a simple sentence (statement, question, motivation), sentences like "I can ...", "I must ..."; sentences with a linking verb; sentences with phrases typical of the foreign language being studied(use and recognition in speech).

Regular and irregular verbs, verbs in the present, future and past tense (recognition, distinction, use in speech).

Articles (indefinite/definite/zero/partial/ fused), masculine, feminine and neuter articles. Declension of nouns. The most common pronouns in speech, adjectives, cardinal numbers up to 100, ordinal numbers up to 20, simple prepositions of place and direction (recognition and use in speech).

REQUIREMENTS FOR THE LEVEL OF PREPARATION OF PRIMARY SCHOOL GRADUATES

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

know/understand

alphabet, letters, basic letter combinations, sounds of the language being studied;

basic rules of reading and spelling of the language being studied;

Features of intonation of the main types of sentences;

the name of the country (countries) of the language being studied, its capital;

the names of the most famous characters in children's literary works of the country (countries) of the language being studied;

rhyming works of children's folklore by heart (available in content and form);

be able to

understand by ear the speech of the teacher, classmates, the main content of lightweight, accessible texts based on visual clarity;

participate in an elementary etiquette dialogue (acquaintance, congratulations, gratitude, greetings);

· ask the interlocutor, asking simple questions (“who?”, “What?”, “Where?”, “When?” and answer them);

Briefly talk about yourself, your family, friend;

make small descriptions of the subject, pictures (about nature, school) according to the model;

write off the text, inserting the missing words into it in accordance with the context;

write a short congratulation based on a sample;

use the acquired knowledge and skills in practical activities and everyday life for:

oral communication with native speakers of a foreign language, the development of a friendly attitude towards representatives of other countries;

Overcoming psychological barriers in the use of a foreign language as a means of communication;

· familiarization with children's foreign folklore and available samples of children's fiction in a foreign language;

a deeper understanding of some features of the native language.

STANDARD OF PRIMARY GENERAL EDUCATION IN MATHEMATICS

The study of mathematics at the level of primary general education is aimed at achieving the following goals:

· development figurative and logical thinking, imagination; the formation of subject skills and abilities necessary for the successful solution of educational and practical problems, continuing education;

· development foundations of mathematical knowledge, the formation of initial ideas about mathematics;

· upbringing interest in mathematics, the desire to use mathematical knowledge in everyday life.

MANDATORY MINIMUM CONTENT OF BASIC EDUCATIONAL PROGRAMS

Numbers and Calculations

Item count. Name, sequence and notation of numbers from 0 to 1 Classes and ranks. Relationships "equal to", "greater than", "less than" for numbers, their notation using the signs =,<, >.

Addition and subtraction of numbers, use of appropriate terms. Addition table. Relationships "more by ...", "less by ...".

Multiplication and division of numbers, use of appropriate terms. Multiplication table. Relations "more in ...", "less in ...". Division with remainder.

Arithmetic operations with zero.

Determining the order in which actions are performed in numerical terms. Finding the values of numerical expressions with and without brackets.

Permutation of the terms in the sum. Permutation of factors in the product. Grouping terms in a sum. Grouping factors in a product. Multiply a sum by a number and a number by a sum. Dividing the amount by a number.

Oral and written calculations with natural numbers. Using the properties of arithmetic operations when performing calculations. Finding an unknown component of arithmetic operations . Ways to check the correctness of calculations.

Comparison and ordering of objects according to various criteria: length, weight, capacity. Units of length (millimeter, centimeter, decimeter, meter, kilometer), mass (gram, kilogram, centner, ton), capacity (liter), time (second, minute, hour, day, week, month, year, century).

Establishment of dependencies between the quantities characterizing the processes: movements (traveled path, time, speed); work (volume of all work, time, labor productivity); "purchase and sale" (quantity of goods, its price and value). Construction of the simplest logical expressions such as "... and / or ...", "if ..., then ...", "not only, but also ...".

Solving text problems in an arithmetic way (based on diagrams, tables, short notes and other models).

Part I

Primary general education
Basic general education

Moscow
2004

BBK 74.202 P 68

Federal component of the state standard of general education. Part I. Primary general education. Basic general education. / Ministry of Education of the Russian Federation. - M. 2004. - 221 p.

This publication presents the Federal component of the state standard of general education, developed in accordance with the Law of the Russian Federation<Об образовании>(Article 7) and the Concept for the Modernization of Russian Education for the period up to 2010, approved by Decree of the Government of the Russian Federation N 1756-r of December 29, 2001; approved by the decision of the collegium of the Ministry of Education of Russia and the Presidium of the Russian Academy of Education of December 23, 2003 N 21/12; approved by order of the Ministry of Education of Russia<Об утверждении федерального компонента государственных стандартов начального общего, основного общего и среднего (полного) общего образования>dated March 5, 2004 N 1089.

Edition prepared

ISBN 5-7834-0118-8 BBC 74.202

Ministry of Education of the Russian Federation

EXPLANATORY NOTE	4
PRIMARY GENERAL EDUCATION	15
General provisions	16
	18
Academic subjects	20
Russian language in educational institutions with Russian as the language of instruction. Russian language in educational institutions with a native (non-Russian) language of instruction. Literary reading in educational institutions with the Russian language of instruction. Literary reading in educational institutions with a native (non-Russian) language of instruction. Foreign language. Maths. The world. Art (Music and Fine Arts). Technology (Labour). Physical Culture.
BASIC GENERAL EDUCATION	64
General provisions	65
General learning skills, skills and activities	68
Russian language	71
Literature	86
Foreign language	102
Maths	111
Informatics and ICT	124
History	131
	141
natural history	147
Geography	151
Biology	160
Physics	168
Chemistry	176
Art	182
Technology	197
Fundamentals of life safety	214
Physical Culture

FEDERAL COMPONENT OF THE STATE STANDARD OF GENERAL EDUCATION
Part II

Secondary (complete) general education

Moscow
2004

BBK 74.202 P 68

Federal component of the state standard of general education. Part II. Secondary (complete) general education. / Ministry of Education of the Russian Federation. - M. 2004. - 266 p.

This publication presents the Federal Component of the State Standard of General Education, developed in accordance with the Law of the Russian Federation "On Education" (Article 7) and the Concept for the Modernization of Russian Education for the period up to 2010, approved by Decree of the Government of the Russian Federation N 1756-r dated December 29 2001; approved by the decision of the collegium of the Ministry of Education of Russia and the Presidium of the Russian Academy of Education of December 23, 2003 N 21/12; approved by the order of the Ministry of Education of Russia "On approval of the federal component of state standards for primary general, basic general and secondary (complete) general education" dated March 5, 2004 N 1089.

Edition prepared
Institute of New Educational Systems

ISBN 5-7834-0118-8 BBC 74.202

Ministry of Education of the Russian Federation
Original layout: Institute of New Educational Systems

SECONDARY (FULL) GENERAL EDUCATION	4
General provisions	5
General learning skills, skills and activities	8
Russian language A basic level of Profile level	11
Literature A basic level of Profile level	23
Foreign language A basic level of Profile level	55
Maths A basic level of Profile level	72
Informatics and ICT A basic level of Profile level	92
History A basic level of Profile level	105
Social studies (including economics and law) A basic level of Profile level	130
Economy

Currently, the problem of interstate recognition of documents on education in different countries is relevant. Since the mid 80s. 20th century UNESCO and other international organizations have introduced educational documents into consideration. Council of Europe experts have published a document that provides a comparative description of the educational documents of all European countries. The system of educational standards has not remained aloof from these documents. The organization of secondary education is becoming more and more complex. Thus, there is a problem with the recognition of school certificates from some countries in others.

For example, let's take the largely "unfair" assessment by universities in America of documents on general secondary education that were issued in the developed countries of Europe. In many of the final and fully agreed documents, a general trend is visible: standard (or “complete”) secondary education should have a duration of at least 12 years and must necessarily include the final stage of advanced and differentiated training towards a future higher education of three years or more.

Note that all of the above resolutions do not address the issue of final exams and competitive tests in universities. In the future, it is possible to combine these components and make them so objective that the results make it possible to evaluate and compare the work of all schools in the country of a given type and level.

But in real circumstances, this requirement for the objectification of examinations is not an integral part of the standard of secondary education that has been formed at the moment.

The Constitution of the Russian Federation guarantees to every citizen of the country equal opportunities for education, accessibility and free of charge. In which school, in which region a child would study, he should receive the same knowledge, therefore, a single educational space should be provided throughout the country. Physical and psychological overload of students during the learning process is unacceptable. To ensure these and other requirements in Russian education, a State educational standard. IN federal legislation, this concept is interpreted as follows: “The state standard of general education is a system of norms and requirements that determines the mandatory minimum content of basic educational programs of general education, the maximum amount of student workload, the level of training of graduates of educational institutions, as well as the basic requirements for ensuring the educational process ".

In addition to ensuring the above requirements, GOST education makes it possible to distinguish between educational services financed from the budget and at the expense of the student. It defines the requirements for educational institutions that implement the state standard.

Based on the state educational standard:

1) the basic curriculum, educational programs, curricula of educational institutions and programs in academic subjects are developed;

2) an objective and unified assessment of the activities of students in all general educational institutions of the country is carried out;

3) the amount of funding for educational services provided by the educational institution is determined;

4) the level of equipment of educational institutions is determined;

5) the equivalence of education documentation is established.

2. Components of the state standard of education

The standard of general education includes three components: federal component, regional component and component educational institutions.

1. Federal component. This element of educational legislation includes a mandatory minimum content of educational programs. In accordance with the federal component, a single amount of teaching load and the time during which the learning process must be implemented are established throughout the country. On the basis of the federal component, learning objectives are built, the main social orientation of learning, and the principles of learning are implemented. The federal component of the state standard is the basis for writing school textbooks.

2. regional component. Each region of the Russian Federation has the opportunity to organize educational activities in accordance with its economic and social needs. Leaving the minimum content guaranteed by the federal component unchanged, an educational institution can include a subject in the learning process or expand the study of an existing subject at the expense of the regional component.

3. Component of an educational institution. By the decision of the pedagogical council and the management of the educational institution, changes can be made to the curriculum in accordance with the wishes of students and teachers. At the expense of the component of the educational institution, as a rule, additional extracurricular education of students is carried out.

The basic for the implementation of the state educational standard are the following conceptual provisions:

1. Personal approach to learning. Education should be carried out taking into account the age and psychological characteristics of students. It is important to pay attention to the professional and social interests of schoolchildren, to their family and domestic situation.

2. activity orientation. The learning process is inextricably linked with practical activities. The motivation to study the material increases markedly when the acquired knowledge can be used by the student in life situations.

3. Interdisciplinary. Training should be built taking into account interdisciplinary connections.

4. Educational and development potential. Education cannot be built without taking into account educational and developmental aspects. This guarantees the interconnection and interdependence of education, development and upbringing.

5.Profile. Any academic subject can be chosen for in-depth study, expansion of the conceptual apparatus.

6. Formation of information culture. The student must learn to independently form his cognitive activity, to participate in research activities.

Duration of the academic year. The regulations clearly define the beginning of classes on September 1 and the end of classes on May 25. Vacation dates are also defined quite accurately: November 5-11, December 30 - January 9, March 20-31. The class academic week is determined variably, and its maximum duration exceeds the minimum by 2-6 lessons. We will assume that a mathematically accurate calculation of the duration of the school year in astronomical hours is possible only when considering the conditions of a particular school. Let's take 9th-11th grades. The number of training days is formally 34 weeks. But in real conditions from September 1 to May 25, vacations and days off are taken into account. Without taking them into account, we get that the true duration of the school year is only 32 weeks (or 167 days). In addition, such a distribution is possible only in the absence of the frequent strikes of teachers today or the cancellation of classes due to frost or flu. However, such a calculation, in comparison with other countries, shows that the duration of the academic year in our country is less than the typical Western value. To reach this level, we need to return to the 6-day work week and complete the learning process at the end of June.

The presence of a state standard for general education greatly simplifies the work of a teacher, since he objectively sees what kind of “product” modern society requires. A large selection of educational and methodological kits in subjects, a variety of programs offered can confuse a teacher. Only strict adherence to the provisions of the state standard can help the teacher to develop the curriculum correctly, taking into account the requirements for the preparation of the graduate.

Federal component - the main part of the state standard of general education, mandatory for all state, municipal and non-state educational institutions of the Russian Federation that implement the main educational programs of general education and have state accreditation.

Federal component installs:

Mandatory minimum content of basic educational programs of general education;

Requirements for the level of training of graduates;

The maximum volume of the study load of students *, as well as the standards of study time.

Federal component structured by levels of general education (primary general, basic general, secondary (complete) general education; within the levels - by academic subjects.

Educational subject standards include:

goals studying a subject;

mandatory minimum the content of the main educational programs in this academic subject;

requirements to the level of preparation of graduates in this academic subject.

The federal component of the state standard of secondary (complete) general education is presented on basic Andprofile levels.

3.1. Goals

The concept of modernization of Russian education for the period up to 2010 defines the goals of general education at the present stage. She emphasizes the need “the orientation of education is not only on the assimilation of a certain amount of knowledge by the student, but also on the development of his personality, his cognitive and creative abilities. A general education school should form an integral system of universal knowledge, skills and abilities, as well as independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of education.” The Concept also defines the most important tasks of education: “the formation of schoolchildren's civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market.”

In the federal component of the goal of general education are concretized at each of its stages (goals of primary general, basic general and secondary (complete) general education) and for individual academic subjects.

Goal Structure the study of individual academic subjects is built taking into account the need for the comprehensive development of the student's personality and includes the development of knowledge, mastery of skills, education, development and practical application of acquired knowledge and skills (key competencies). All goals presented are of equal value.

3.2. Mandatory minimum content

Mandatory minimum content basic educational programs (hereinafter - the mandatory minimum) - the generalized content of education, which each general educational institution is obliged to provide to students in order to ensure their constitutional right to receive general education.

Mandatory minimum includes the main values and achievements of national and world culture, fundamental scientific ideas and facts that determine the general worldview positions of a person and provide conditions for socialization, intellectual and general cultural development of students, the formation of their social and functional literacy.

* The maximum volume of the study load of students as a component of the federal component is established in the manner determined by the Government of the Russian Federation. Currently, these standards are determined by the relevant Sanitary Rules and Norms.

Mandatory minimum provides continuity levels of general education and subjects, provides students with the opportunity to successfully continue their education at subsequent stages (levels) of education.

Mandatory minimum does not install the order (sequence) of studying subject topics (didactic units) within the framework of the levels of general education and does not determine the standards of study time allocated for the study of this didactic unit within the framework of the curriculum.

The mandatory minimum is presented in two formats. The content, the study of which is the object of control and evaluation in the framework of the final certification of graduates, is highlighted in direct font. Italics indicate the content that is subject to study, but is not an object of control and is not included in the requirements for the level of graduate training.

This way of presenting the mandatory minimum expands the variability of the approach to the study of educational material, presents the possibility of multi-level training.