Fgos primary general education. New drafts of federal state educational standards have been prepared

The reform of the system of federal executive bodies did not bypass the Ministry of Education of the Russian Federation, recently reorganized into 2 departments, whose functions to control the improvement of the system of primary general and basic general education were taken over by the recently created Ministry of Education of Russia. Read below for the latest news and discussions on the formation of new Federal State Educational Standards (FSES) for primary general and basic general education for 2020.

New federal state educational standards (FSES) will be approved at the beginning of 2020, and in the second quarter of 2020, work will be completed to update the basic school programs. This was stated by the Minister of Education of Russia Olga Vasilyeva at parliamentary hearings on the topic "On measures to improve the quality of education in the Russian Federation" in the State Duma of the Federal Assembly of the Russian Federation.

“After the approval of the standards, which is planned to be done by the end of the year, we will organize work to update the approximate basic programs. This work should be completed in the second quarter of 2020,” Vasilyeva said.

She recalled the principles of standards formation: specifying the requirements for the results, structure and conditions for the implementation of the development of educational programs; the content of the Federal State Educational Standards should be as clear as possible to all participants in the educational process, including parents, informs the portal regnum.ru

“The position of the ministry is very simple: education in schools should be carried out using high-quality educational literature, there should not be many textbooks. Therefore, we have prepared a new procedure for the formation of the federal list of textbooks. It reflects the requirements that apply to experts, as well as their rights. The document clarifies the concept of a conflict of interest, the new procedure also specifies the list of criteria from the position of which the examination is carried out. This significantly reduces the risk of low-quality textbooks getting into our Russian schools,” the minister explained.

“Today, 39% of our teachers are over 50 years old. And this is good, because these are people with great experience. But another question arises: today we have very few people who return to the profession after universities, ”said Vasilyeva.

The number of workers under the age of 29 is currently 5.5%, by 2029 this percentage is estimated to increase to 13%.

“According to our calculations, only 70% of applicants receive a diploma, only half of the graduates go directly to the school class,” Vasilyeva said.

“These are big numbers. We annually receive 62,720 people for the budget. And only 31 thousand reach the school. Why? The answers to the question are different. And this is not only a question of payment and reporting, there are other issues as well. Young teachers are simply afraid to go to school, because the educational standard is built in such a way that only 50 hours of the entire course of study is practice. This is unacceptable and something needs to be done about it. We are already doing it,” she stressed.

“Four documents should and will remain in the school: a work program for the subject, calendar and thematic planning, an electronic journal, an electronic diary,” Vasilyeva said.

She noted that within the framework of the “digital educational environment”, already in 2019, an exhaustive list of documents was prepared that must be brought to an educational institution only once.

“We have made these recommendations. We will not make separate amendments to the law. By agreement, in particular with the Ministry of Labor, we will make changes to the Labor Code, as already fixing these four documents, ”explained Vasilyeva.

“Obviously, bureaucracy remains the main problem of the school day. This problem is very acute for the system,” Vasilyeva said.

Earlier, the results of the TALIS study (Teaching and Learning International Survey - International Study on Teaching and Learning, conducted by the OECD) were published. The study involved 4,000 Russian teachers and leaders of school organizations.

“90% of teachers are satisfied with their work and get satisfaction from it. But this does not mean at all that there are no issues that require discussion,” the minister noted.

“Teachers are loaded with reporting. The problem remains; there is, however, a small long-term dynamics: according to TALIS, in comparison with 2013 and 2018-2019, teachers noted that it has slightly decreased,” she stressed.

So, among other things, teachers have to fill out reports related to the requirements of various social services, tax, Ministry of Emergencies.

“Often very strange (requirements). I read reports about providing the number of icicles, indicate the number of trees in the school yard ... In another report: indicate how many people were on the subbotnik, how many boys and how many girls. I can continue this for a long time, but all this has nothing to do with the educational process and directly interferes with it. I fully share the indignation felt by our colleagues,” Vasilyeva stressed.

The main update is the specification of the requirements for the subject results. In the previous edition, the standard gave only general settings, set the frame. And what exactly is being studied, in which class - each school had to answer all these questions independently, - the Ministry of Education explained to Rossiyskaya Gazeta. - Therefore, the educational program of one school sometimes radically differed from the program in a neighboring school.

With the approval of new educational standards, this practice will become a thing of the past. Everywhere there will be a single fundamental base: both in elementary school and in general. It will be prescribed what and when the student should study. In this case, the connection between objects will be traced more clearly. For example, between history and literature. Mathematics and physics, physics and technology.

What else is important to fix the new standards? They take into account the age and psychological characteristics of students of all classes. The main thing is that the guys are not overloaded. In addition, the minimum and maximum number of hours required for the full implementation of basic educational programs have been clarified. The basic content of the education program was determined, the tasks and conditions of the program of correctional work with children with disabilities were clarified.

It should be noted that the updated version of the Federal State Educational Standard retains the principles of variability, as well as taking into account the interests and capabilities of both educational organizations and students, the Ministry of Education explained. - Also, the clarification of the requirements for the structure of the main educational program will reduce the "bureaucratic" burden on teachers.

Recall that the first draft of the updated standards was submitted for public discussion a year ago. And immediately caused heated debate among teachers, experts, parents... As a result, the Council on the Federal State Educational Standard under the Ministry of Education and Science (now - the Ministry of Education) decided to approve the draft standards for elementary school. And the Federal State Educational Standard of basic general education is to be sent for revision.

Specialists of the country's leading pedagogical universities - the Russian State Pedagogical University (RGPU named after A.I. Herzen), the Moscow State Pedagogical University (MPGU named after V.I. Lenin), the Moscow City Pedagogical University (MGPU) - worked on the new project of the Federal State Educational Standard.

Given the importance of the Federal State Educational Standard, the Ministry of Education believes that the changes being made should undergo a comprehensive professional and public discussion, the ministry stressed.

Most importantly, the new standard will allow any parent and student to see what the content of the subject should be and correlate it with practice at a particular school, with textbook assignments, and with the USE.

Director of the Federal Institute of Pedagogical Measurements Oksana Reshetnikova called the new Federal State Educational Standards a public-state contract: "Thanks to him, the teacher understands the educational minimum that he is obliged to give to the student, and the parent - what knowledge the child should receive."

- The new version of the standards contains milestones with specific results that the student must achieve by a certain time. This will help to understand how the child has mastered the subjects studied at the end of each year, whether he has problems, how they can be solved. This control point is a chance to correct what can be finalized long before the OGE and the Unified State Examination, - Oksana Reshetnikova explained.

Vita Kirichenko, co-chairman of the regional headquarters of the ONF in Moscow, director of the Moscow Kaptsov Gymnasium No. 1520, drew attention to the fact that in the updated version of the Federal State Educational Standard it is important to find a balance between "control and freedom in the educational process."

- In this matter, the political will of the ministry is needed, it is necessary to find a balance between freedom in the educational process and variability within the framework of the Federal State Educational Standard and control. This is how we will preserve the mandatory parameters and at the same time not limit schools in having the degree of freedom that is necessary for the development of education and the country as a whole. It is also important to remember that if we “strangle” the activities of the teacher with control and checks at every step, we will not achieve high goals, she said.

Head of the Association of Teachers of Mathematics, director of Moscow School No. 57 Mikhail Sluch said that the standards should specify the school course in each subject area in accordance with the modern realities of the educational process. The expert also suggested checking the learning outcomes not after each class, but to proceed to the assessment by stages: for example, 5-6th grades and 7-9th grades.

During the discussion, the experts noted that, in general, updating the Federal State Educational Standard will ensure the creation of a unified educational space in Russia. After the approval of the Federal State Educational Standard, school textbooks will need to be finalized in accordance with them. It was also stated that the introduction of updated GEF in the 2019-2020 academic year in schools is not planned, according to the portal ug.ru

You can fill a ton of paper with discussions about what school education should be in Russia, you can dig into the details of the discussions, but in the end it all comes down to a very simple question: what do we want, Elena Chernobay, professor at the Institute of Education, talks about the process of reforming the Federal State Educational Standard HSE.

Our children spend eleven years in school. They come there just as babies, and leave almost already established personalities. What will be our main wish, the "commission" that we will give to the school? What should she teach?

This is not such an abstract question. The "instruction" of society and the state really exists: it is formulated by a special council under the Ministry of Education, and this document is called the Federal State Educational Standard - the Federal State Educational Standard.

More than a year ago, when the Ministry of Education was still called the Ministry of Education, the Federal State Educational Standards for primary and general education were submitted for discussion by experts. We, the experts, studied these projects and made recommendations for their improvement. We stated that such standards and the priorities outlined in them will throw our school back - in a situation where it is not developing as fast as we would like, and which the leading educational systems of the world demonstrate.

All this time, refinement continues. Until the Federal State Educational Standards are approved, I will try to explain very briefly and in a simple way what worries the experts.

Imagine that there are two poles. On one - the school teaches to learn, to understand the logic and meaning of what is written in the textbooks (and not to memorize). To be able to apply it in practice in adulthood. Think critically. Be creative. Communicate, work in a team. On the other - even more facts, dates, formulas, texts, only even less systemically and with an even greater separation from the needs of real life. The question is not why a person needs to know, conditionally, the composition of the atmosphere of Pluto in a world in which the era of Google and Wikipedia has come, but what he should do with this knowledge if the school has not been able to connect it either with the surrounding reality or with host of other knowledge, and could not help the development of personality with this knowledge.

However, there is no point in finding this out if it will be forgotten anyway the day after the exam, and in this case the Russian school will turn into a continuous scary tale of wasted time. So, for example, in the standard, the teaching of history was supposed to be fixed through memorization of individual facts, and not through an understanding of what was happening.

The projects of the Federal State Educational Standards proposed in 2018 (and so far have not changed much at the present time) are even more shifting the Russian school to this “second pole”. I will list the main theses. They still do not provide an opportunity to track the individual progress of students, which does not help to form their “ability to learn”. Numerous repetitions of the material are given from class to class - without continuity and complication of tasks, that is, progress in skills and knowledge is in question. The subject content is rigidly fixed by years of study: this leaves almost no room for variability in education and a personal approach. Knowledge is mismatched and does not form connections between objects. Subject content is redundant. There are even more facts “for all occasions”, which obscure for students the vision of what to do next with the knowledge gained. And that means more workload for kids and more paperwork for teachers.

For example, a program in literature. Obviously, its main task should be the formation of reading competencies. The task is all the more important in the light of the massive decline in interest in reading. Alas, experts note that the new version of the Federal State Educational Standard, if adopted, will only exacerbate this problem, because it ignores not only what is connected with the personality of a modern student, but also with the “living” features of a literary work. A set of peremptory ready-made knowledge about what the writers “meant” was raised on the shield (in the best Soviet traditions: the school, of course, knows best what Chekhov “tried to express”, and there can be no two opinions here). Who would explain to the authors of the Federal State Educational Standard that the conversation about the "author's position", "problematics", etc. is no longer very suitable for many works written in the last century. In its current form, the requirement to "determine the author's position" implies the "only correct" answer in the exam, and this, of course, is voluntarism in relation to writers. Let's then already introduce a standard for the "didactic units" of the subject, so that everyone (including teachers) clearly understands: is the "author's position" the worldview of the writer or his hero, on whose behalf the narration is being conducted? - and so on. The terms proposed by the Federal State Educational Standards need to be brought into line with modern literary criticism (because, for example, the requirement to highlight the “microelements” of the text seems to be something from biology?), And simply correct numerous errors (according to the published materials of M.G. .Pavlovets, National Research University Higher School of Economics).

The state standard should explain the development of which skill is behind each educational result. But this has not yet been done. There is a list of "educational outcomes": what the student should know. But there is no semantic distinction by year (why do you need to know this after the eighth grade, and this after the ninth grade).

Experts suggest, first of all, to introduce an assessment of the individual progress of students into the Federal State Educational Standards, so that you can see their dynamics, ensure the continuity and complexity of knowledge and skills, correlate educational material in different subjects with each other, work out everything related to meta-subject results - that is, knowledge and skills "in general", and not specifically in chemistry or geography. It is important to understand the principle by which the material is selected on the subject, to see how key concepts will become more complicated at new levels of education, intersect, complement each other. The whole world is following this path.

We can talk about “big ideas”, key concepts that explain to children the fundamental essence of events and processes: this is how disparate private knowledge is linked into a single system. Without this, a million private facts, details will be forgotten after graduation. What is not connected with "big ideas" will not stay with students for life, because it will not tell them anything about the world in which we live.

Today we see a powerful progress in the school education of such countries as Canada, Finland, Singapore, Australia - precisely because they have reorganized themselves towards the development of "universal competencies". They develop personality and teach how certain knowledge can be applied in life and how they are related to each other. Without this, disbelief in favor of the knowledge obtained at school, apathy, and a lack of understanding of how the world works are inevitable, even if one knows a huge amount of facts about this world.

If the school follows this path, then it will be a complete memorization of facts, dates, formulas, texts, and the desire to “pass” all this on the exam will become the main motivation for studying. I'm afraid there is no place to learn how to think critically, propose new solutions, work in a team, apply knowledge in practice... But these are the criteria by which the competitiveness of schools - and general education systems in general - is assessed.

We can't go back to "learning". This is how we lose. The issues of the competitiveness of Russian education are very acute today - this is also indicated in the instructions of the President of Russia - but the point is not that we are competing with someone. We secure our future - after all, how we will live in 20-30 years directly depends on the competencies, skills and development of talents of those who go to school today. And the generation “I taught, but forgot” is unlikely to lead our country to prosperity, analyzes the mk.ru portal

Recall that the draft updated Federal State Educational Standards (FSES) have been published for wide public discussion. This is the most important document that will determine the content of all school education in Russia. Any textbook, any lesson, all USE assignments will be "imprisoned" under it.

The task of updating the Federal State Educational Standards and approximate basic educational programs, including taking into account the priorities of the scientific and technological development of the Russian Federation, was set by the President of the country and enshrined in instructions for the implementation of the message of the President to the Federal Assembly.

The main direction of the update is the specification of the requirements for the subject results for each academic subject. In the previous edition, the standard included only general guidelines for the formation of certain competencies, set a framework of requirements, and what exactly is being studied, in which grade - each school had to answer all these questions independently. Therefore, the educational program of one school sometimes radically differed from the program adopted in the neighboring one.

The new requirements preserve the fundamental nature of education, strengthen interdisciplinary and intradisciplinary connections. They are designed taking into account the age and psychological characteristics of students and the need to prevent their overload. The minimum and maximum number of hours required for the full implementation of the basic educational programs of primary general and basic general education have been specified.

It should be noted that the updated version of the Federal State Educational Standard preserves the principles of variability in the formation by schools of the main educational programs of primary general and basic general education, as well as taking into account the interests and capabilities of both educational organizations and their students.

Also, clarification of the requirements for the structure of the main educational program contained in the projects of the Federal State Educational Standard will reduce the bureaucratic burden on teachers.

Given the importance of the Federal State Educational Standard, the Ministry of Education of Russia believes that the changes being introduced should undergo a comprehensive professional and public discussion, during which constructive proposals from all interested persons, organizations, and the public can be made and taken into account. To ensure wide access for the professional community and the public to discuss the draft updated standards for primary general and basic general education, the text of the draft GEF is posted on the preobra.ru resource. The resource provides an opportunity to evaluate both the document as a whole and its individual sections, as well as make suggestions.

The standards clearly reflect the state obligations of the school to students and parents. The detailed requirements of the standard help to achieve a certain public consensus. Any Russian citizen can get acquainted with the content of the subject and correlate it with the practice of studying the subject in a particular school or with test materials, control measuring materials of the OGE or the Unified State Examination.

According to S.I. Bogdanov, Rector of the Russian State Pedagogical University named after A.I. Herzen, in the projects of the Federal State Educational Standard, the sequence of the main sections has been changed: the section "Requirements for the results of mastering the basic educational program of primary general education" is the final one. Along with the substantive results, it defines the basic content of the education program, clarifies the tasks and conditions for the implementation of the program of correctional work.

As noted by the rector of the Moscow State Pedagogical University A. V. Lubkov, the indicated approaches will allow Russia to enter the top ten countries in the world in terms of the quality of general education.

TOTAL, in 2020, institutions of primary general and basic general education in all regions of Russia: Adygea, Altai, Bashkiria, Buryatia, Dagestan, Ingushetia, KBR, Kalmykia, KChR, Karelia, Komi, Crimea, Mari El, Mordovia, Sakha (Yakutia), North Ossetia (Alania), Tatarstan, TYVA, Udmurtia, Khakassia, Chechnya, Chuvashia, Altai Territory, Trans-Baikal Territory, Kamchatka Territory, Krasnodar Territory, Krasnoyarsk Territory, Perm Territory, Perm Territory, Primorsky Territory, Stavropol Territory, Khabarovsk Territory, Amur Region , Astrakhan region, Arkhangelsk region, Belgorod region, Bryansk region, Vladimir region, Volgograd region, Vologda region, Voronezh region, Ivanovo region, Irkutsk region, Kaliningrad region, Kaluga region, Kemerovo region, Kirov region, Kostroma region, Kurgan region, Kursk region, Leningrad region, Lipetsk region, Magadan region, Moscow region, Murmansk region, Nizhny Novgorod region, Novgorod region ast, Novosibirsk region, Omsk region, Orenburg region, Oryol region, Penza region, Pskov region, Rostov region, Ryazan region, Samara region, Saratov region, Sakhalin region, Sverdlovsk region, Smolensk region, Tambov region, Tver region, Tomsk region, Tula region, Tyumen region, Ulyanovsk region, Chelyabinsk region, Yaroslavl region, federal cities - Moscow, St. Petersburg, Sevastopol, Jewish Autonomous Okrug, Khanty-Mansi Autonomous Okrug, YNAO, Nenets and Chukotka Autonomous Okrug - will have to focus on the new system of educational standards for all major subjects:

Mathematics, Algebra, Geometry, Informatics (ICT), History, Geography, Natural History, Environment, Biology, Astronomy, Physics, Chemistry, Life Safety, Natural Science, Ecology, Calligraphy, Mother tongue, Russian language, Reading, Literature, Foreign language, Labor , Technology, Drawing, Physical culture, Fine arts and Music, studied in grades 1, 2, 3, 4, 5, 6, 7.8, 9, 10 and 11 of the school.

Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598 “On Approval of the Federal State Educational Standard for Primary General Education for Students with Disabilities”

ORKSE

GEF LLC

Regulations

Letter of the Ministry of Education and Science of Russia No. 08-1228 dated 07.08.2015 “On sending recommendations”

GEF secondary (complete) general education (grades 10-11)

(approved by order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413)

I. General provisions

1. The federal state educational standard of secondary (complete) general education (hereinafter - the Standard) is a set of requirements that are mandatory for the implementation of the main educational program of secondary (complete) general education (hereinafter - the main educational program) by educational institutions with state accreditation.

The standard includes requirements: to the results of mastering the main educational program; to the structure of the main educational program, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants in the educational process; to the conditions for the implementation of the main educational program, including personnel, financial, logistical and other conditions.

The requirements for the results of mastering the main educational program, its structure and conditions for implementation take into account the age and individual characteristics of students at the level of secondary (complete) general education, including the educational needs of students with disabilities and the disabled, as well as the significance of this stage of general education for continuing education in educational institutions of professional education, professional activity and successful socialization. [Next > ]

Regulations:

Extracurricular (extracurricular) activities of schoolchildren is one of the innovations of the second generation Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes an obligatory element of school education and sets the task for the teaching staff to organize a developing environment for students.

The fundamental difference between the educational standards of the second generation is the strengthening of their focus on the results of education as a system-forming component of the design of standards. The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational and extracurricular.

The main goals of extracurricular activities according to the Federal State Educational Standards are to create conditions for students to achieve the social experience necessary for life in society and the formation of a value system accepted by society, to create conditions for the multifaceted development and socialization of each student, to create an educational environment that ensures the activation of social and intellectual interests of students in their free time , the development of a healthy, creatively growing personality with a well-formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, the implementation of volunteer initiatives.

In practice, when organizing extracurricular activities, many problematic issues arise. For example, the distribution of after-school hours in the schedule, the efficient use of external resources, etc.

According to paragraph 1. GEF IEO (hereinafter - the draft GEF) "... is a set of mandatory requirements for primary general education." However, paragraph 4, in accordance with 273-FZ, reduces the requirements to 1) the structure ...; c) conditions of implementation ...; 3) the results of mastering the BEP LEO. Requirements for content, means, methods, organization, etc. are not included in the standard. From this point of view, paragraph 1 is pedagogically inaccurate, and the appendices to the standard are legally illegal, because these are requirements for content. It is necessary to clarify Art. 11 273-FZ regarding the typology of educational standards.

According to clause 3, the GEF Draft is aimed at ensuring "the unity of the educational space on the territory of the Russian Federation." Unity has substantive, methodological/technological, organizational, managerial and other aspects. From a substantive point of view, the unity of the mandatory federal part can be ensured if and only if the composition and content of federal educational subjects (at the level of semantic educational units) is established, as well as the minimum time allotted for studying the established content of educational / educational subjects (as was the BUP 2004). Until the time for federal academic subjects is determined, it is pointless to define/specify the subject results, because it is time, as the main resource of the teacher and student, that determines the volume and complexity of the content of education (the content of education and the content of education). And “The content of education is the pedagogical embodiment of the goals of education (training and upbringing)” (M.N. Skatkin, I.Ya. Lerner, L.Ya. Zorina and other domestic teachers-scientists). The goal is objectified (in particular, it is materialized, for example, in physical education in muscle tissues) in the product, and the objective results are the quality of the product. Quality in the managerial sense is the degree of compliance of the result with the goal set diagnostically and normatively, that is, the Federal State Educational Standard.

Until the normative number of hours allocated for the study of federal subjects, the unity of the educational space is impossible.

In clause 13.2. states that "Personal results of mastering the basic educational program of primary general education are not subject to intermediate and final certification." Education, according to Art. 2 273-FZ, the unity of education and training. The product of upbringing is upbringing, learning is learning. The result, respectively, is the quality (level/degree) of upbringing and the quality (level/degree) of training. If a school, due to the liberal attitudes of the ideologists of the GEF project, refuses to measure the quality (level / degree) of upbringing (responsibility, diligence, etc.), then the level of upbringing will be determined much more often by the courts, relying on one or another code as a standard of behavior and activity citizen of the Russian Federation.

According to paragraph 17. “The mandatory part of the BEP of the IEO is 80%, and the part formed by the participants in educational relations at the choice of the parents (legal representatives) of students from the list proposed by the organization carrying out educational activities is 20% of the total volume of the IEP of the IEO.” A rational establishment that creates a necessary and sufficient measure of didactic freedom in the field of designing content, taking into account the needs of students / pupils, the requests of parents (RP) and the capabilities of teachers and distance education systems. It is only necessary to specify that the list includes compulsory school educational/educational subjects, elective subjects (for example, introduced from the second grade), optional subjects introduced from the 1st grade (as in BUP 1993).

The introduction of extracurricular activities does not comply with 273-FZ. The concept of extracurricular activities is not defined in Art. 2, is not found in the text of 273-FZ, and is also not included in the educational programs established by Art. 12 273-FZ (as amended on December 25, 2018). At school, it makes sense to talk about the implementation of general developmental and pre-professional additional general educational programs on the basis of legal regulations, and leave the concept of "extracurricular activities" for working internal use. Additional education and extracurricular activities are of the same nature, which consists in the free choice of the composition of the subjects studied and the time of their study. Traditionally, extracurricular work was understood as electives (financing through the curriculum) and circles/studios/sections (financing one or another number of rates for teachers/teachers of additional education, depending on the number of classes-sets). Extracurricular activities are a quasi-innovation of the developers of the Federal State Educational Standard, aimed at resetting the system of additional education for children (the problem of enrolling in preschool institutions, etc.). It is necessary to exclude from the GEF project. Use the concepts of "elective subjects", "optional subjects", "additional education".

item 18. establishes: "BEP IEO is implemented by an organization carrying out educational activities through the organization of classroom and extracurricular activities ...". The main educational program is obligatory by definition, extracurricular activities are voluntary. It turns out obligatory business to do partially optional. Nonsense.

According to paragraph 19. "Extracurricular activities are aimed at achieving the planned results of the development of the BEP ...". Extracurricular activities are aimed at achieving goals, that is, obtaining educational products / results, established at their own discretion by the student / pupil, his parents (legal representatives). Children are all different. Interests are different. Professional intentions too. All variants of goals cannot and should not be packaged in OOP.

At 24.2.1. the composition of interdisciplinary programs is defined as a form of presentation of the general subject content presented by teachers of all or a number of educational / educational subjects. According to the theory of sets (Euler circles), one should distinguish between subject, general subject (for example, the concept of "molecule", methods of studying nature / society, mental operations, speech, etc.) and non-subject content that was not included, for example, in the specific requirements for subject results. According to V.V. Kraevsky, A.V. Khutorsky general subject content includes "general and general educational skills, skills, generalized methods of activity." Metoobjectivity is a quasi-innovation of the developers of the Federal State Educational Standard. A.G. Asmolova metasubjects - law, ecology, economics; at Yu.V. Gramyko - sign, knowledge, problem; at A.V. Khutorsky - numbers, letters, culture, world studies; L.G. Peterson is a world of activity. “A meta-subject is the fundamental basis of general education, what is behind academic subjects is at their foundation” (A.V. Khutorskoy http://wap.khutorskoy.borda.ru/?1-2-0-00000027-000 -0-0-1257262267). How something can be “at the base” (under) and at the same time “behind” is incomprehensible to the mind. To interdisciplinary programs p. 24.2.1. refers to: a program for the formation of universal educational activities; education program; remedial program. And where are the interdisciplinary programs of work with capable children, development and formation of a culture of self-education, development and formation of a polytechnic culture, professionalization, etc.?

According to 24.2.2. “Working programs of educational subjects, courses should contain: 1) the planned results of mastering the academic subject, course; 2) the content and forms of implementation of the academic subject, course; 3) thematic planning, indicating the number of hours allocated for the development of each topic. What is a "course"? The form of organization of content, means, methods, organization of training/education at school are educational/educational subjects. In GEF-2009, according to paragraph 19.5, the structure of the curriculum included 8 elements. In clause 24.2.2. The draft Federal State Educational Standard does not provide for an explanatory note, which, as a rule, refers to the organization of training under the program (dividing the class into groups, etc.), reveals the methodological features of topics, etc. The relativity of the pedagogical attitudes of the developers of the GEF project, the lack of reliance on the theory and practice of developing curricula is obvious.

clause 24.3.2. "Curricula of the IEO (hereinafter referred to as curricula) ensure the introduction and implementation of the requirements of the Federal State Educational Standard, determine the total amount of workload and the maximum amount of classroom workload of students, the composition and structure of compulsory subject areas." "Implementation" is a generic concept, it includes the specific concept "putting into operation". If something is implemented, then it is carried out, executed, completed. Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 N 189 "On approval of SanPiN 2.4.2.2821-10 ..." (With amendments and additions of November 24, 2015) defines "Hygienic requirements for the maximum total weekly educational load of students" (table), the “Maximum allowable classroom weekly load (in academic hours)” and “Maximum allowable weekly load of extracurricular activities (in academic hours)” are established, as well as in paragraph 10.5 that “The main educational program is implemented through the organization of a lesson and extracurricular activities. The total amount of workload and the maximum amount of classroom workload for students should not exceed the requirements established in the table.

The GEF project should normalize the minimum time and maximum weekly work time of a student / pupil, just as the Labor Code normalizes the weekly time of an employee. The load is the power/density of educational work. SanPiN 2.4.2.2821-10 "The density of the educational work of students in the lessons in the main subjects should be 60-80%". Therefore, it is necessary, firstly, to bring the draft Federal State Educational Standard and SanPiN 2.4.2.2821-10 to a single terminology; secondly, to establish that the maximum allowable weekly time of educational (educational, nurturing and other) work of a student/pupil includes the time allotted for presentation/assimilation of basic and additional programs. This time is the responsibility of the school. Cannot “The time allotted for extracurricular activities is not taken into account when determining the maximum allowable weekly load of students” (POOP IEO. Approved by the decision of the federal educational and methodological association for general education. As amended by protocol No. 3/15 of 10/28/2015). In this case, the child's work time will be longer than that of an adult. There are high risks of reducing the mental and physical health of students/pupils. The time of participation of the child in additional educational programs implemented outside the school is determined by the state of the child and is dominantly in the area of ​​parental responsibility (RP).

24.3.3. "The total amount of classroom load of students for 4 academic years cannot be less than 2851 hours and more than 3345 hours." What do these numbers say to a child (a human being from birth to 18 years old), a parent (SP), a teacher? To understand / feel the meaning, you must specify the number of hours per week. This is done in SanPiN 2.4.2.2821-10. To calculate the total number of hours, you need to count the number of teaching weeks in each class. But neither SanPiN 2.4.2.2821-10, nor the Federal State Educational Standard 2009, nor the draft Federal State Educational Standard sets the duration of the academic year at the IEO level in academic weeks. From a legal point of view, it is strange that this is done in the PEP NOO "The duration of the school year for obtaining primary general education is 34 weeks, in the 1st grade - 33 weeks." (POOP IEO. Approved by the decision of the federal educational and methodological association for general education. As amended by protocol No. 3/15 of 10/28/2015). The definition of the duration in the IEP PEP leads to uncertainty in the duration of the school year: “Most Russian schools adhere to the following structure for 2017-2018: first-graders study for 33 weeks, students from grades 2 to 11 - 34 weeks.” Although, "The duration of the academic year of basic general education is 34-35 weeks." (POOP LLC. Approved by the decision of the federal educational and methodological association for general education. As amended by protocol No. 3/15 of 10/28/2015). According to SanPiN 2.4.2.2821-10 in 1st grade 21 hours/week. In grades 2-4 23 hours/week for five days, 26 hours/week for six days. Then, with a six-day period, 21 h / n * 33 n + 26 h / n * 34 n * 3 \u003d 3345 hours. I wonder what combination corresponds to the number 2851?

In the draft GEF, indicate the duration of the academic year in academic weeks, the number of hours per week by class.

In paragraph 24.3.5. "... the volume of extracurricular activities for students receiving primary general education (up to 1350 hours for four years of study)". That is, from 0 to 1350 hours for four years of study. On the one hand, the Federal State Educational Standard allows for an optional nature, the absence of extracurricular activities; on the other hand, if the school takes all 1350 hours for extracurricular activities, then to finance a minimum of 4201 hours, and a maximum of 4695 hours. Increase in costs by more than 40%. How do I plan to finance the development of the GEF project in such a volume on the scale of the region, the Russian Federation as a whole, if schools choose the maximum option? Absolutely unrealistic number. Up to 1350 hours per student for four years, or up to 10 hours per week per student, then in first grade the maximum time would probably be 31 hours per week. The GEF project allows dangerous overwork of children. In reality, at the school level, 2-3 hours per student is enough for extracurricular activities, otherwise preschool institutions will not be in demand. If we allow “network” (everyone speaks / writes, but does not understand what it is) participation of preschool institutions in extracurricular activities, then why make a fuss. Give the institutions of the DOD the hours allotted for extracurricular activities and that's it. In the case of the inclusion of hours of extracurricular activities in the maximum allowable classroom weekly load (weekly time in academic hours), we have a stalemate. At the maximum total number of hours, there will be (3345 hours - 1350 hours) 1995 hours left for the implementation of the PEP itself. In the draft Federal State Educational Standard, indicate "up to 4 hours."

Establish that the hours allocated for extracurricular activities are included in the "Maximum allowable classroom weekly load (in academic hours)", otherwise the child attends school for more hours than the "Maximum allowable ...". In this case, the concept of "Maximum allowable ..." loses its meaning.

Section III of the GEF draft establishes requirements for the conditions for the implementation of the BEP of the IEO, including personnel, financial, logistical, psychological and pedagogical conditions. The classification of conditions does not meet the criterion of completeness. It is advisable to include the following types of support (conditions): legal, didactic, methodological, psychological, sanitary and hygienic, personnel, material, technical, technological support. Each type of conditions has invariant aspects/content lines, including informational, scientific, financial. For example, informational, scientific, financial aspects of didactic support (conditions). When developing requirements for the conditions for the implementation of the OOP, IEO must use the matrix of conditions: types/aspects.

33. "The standard establishes requirements for ... personal ... meta-subject ... subject ..." results. This classification of results does not meet the requirements for the construction of classifications. That is, the developers of the Federal State Educational Standard do not own, in their terminology, a meta-subject action - the construction of a classification. Personal results are a generic concept. Subject and general subject results are also personal, their carrier/holder is a person. The child has two poles: in the process of education, the body and personality develop and form, thanks to the implementation of subject and interdisciplinary programs, which act as a form of presentation of general subject content. There are goals / results of the development and formation of personality (literature, mathematics, physicist etc. dominate), there are goals / results of the development and formation of the body (objects of technology, physical culture, partly fine arts, drawing, etc. dominate). In the draft GEF, it is advisable to revise the typology of goals/results.

35. "Meta-subject results ... should reflect the mastery of cognitive universal, regulatory, communicative actions, the ability to participate in joint activities, the ability to work with information." In GEF 2009, in paragraph 9. it was noted: “The standard establishes requirements for results ... meta-subject, including ... universal learning activities (cognitive, regulatory and communicative) ...”. It's good that FSES 2009 did not include personal universal learning activities, which have been written about a lot and books have been published. "... personal, ... regulatory, cognitive ..." (How to design universal educational activities in elementary school / Edited by A.G. Asmolov. - 2nd ed. - M .: Education, 2010). Cognitive, regulative and communicative actions are carried out by a person, in this sense they are actions of a person. The universal educational activities of the Federal State Educational Standard 2009 were a compilation of the general educational skills of the BUP 2004 "Cognitive activity ... Information and communication activity ... Reflexive activity" (Order of the Ministry of Defense of Russia "On approval of the Federal State Educational Standards of LEO, OO and S (P) O education" dated March 5, 2004 No. 1089).

The GEF project additionally refers to the universal educational activities "the ability to participate in joint activities, the ability to work with information." The ability to participate in joint activities is reduced to cognitive, regulatory and communication skills. The ability to work with information is part of the communication skills associated with the use of information and communication devices / systems. Introduction The concept of “Meta-subject results” is synonymous with the concept of “General learning skills and abilities”. “Under general educational skills, we mean skills that are universal for all school subjects and the main areas of human activity.” Project Program of personal development and formation of universal learning activities for students at the level of primary education (Educational system "SCHOOL 2100"). If UUD and OUUN are one and the same, why introduce a new concept without a sufficient basis? As you know, "One should not multiply things unnecessarily" (Occam's Razor). In the draft Federal State Educational Standard, return to the concept of "General educational skills and abilities".

In the Federal State Educational Standards and the Federal State Educational Standards project, meta-subject results / general educational skills / general subject results, which go under the motto "Teach to learn", are hypertrophied. “The political discourse reflected the reorientation of the school towards solving the problem of teaching children to “think, solve problems, apply knowledge” (USA), “teach to learn” (EU)” Ya. I. Kuzminov, I. D. Frumin, A. B. Zakharov. Russian school: an alternative to modernization from above. - M.: Questions of education. - No. 3 2011). Learning to learn is important / necessary, but “... the first condition for good work in the future is a thorough elementary education” (M. Plank). In the GEF project, it is necessary to find the optimal ratio of subject and general subject goals/products/results. Otherwise, you can teach to learn without teaching anything else.

36. Subject results... Consider the transformation of the requirements for subject results in mathematics and computer science.

Federal State Educational Standard (6473 words), approved by the order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373, in subsection 12. “Subject results ...” (1313 words) p. 12.2. "Mathematics and Computer Science" established the requirements for subject results in mathematics and computer science. The requirements were formulated in 5 paragraphs (113 words). There were no annexes to the Federal State Educational Standard specifying the requirements. The specification of the requirements was carried out in the PEP NOO, approved by the decision of the federal educational and methodological association for general education (As amended by protocol No. 3/15 of 10/28/2015): clause 2.2.2.4. Mathematics and computer science (399 words).

In the draft Federal State Educational Standard (25255 words) in subsection 36. “Subject results ...” (3238 words) p.36.4 “Mathematics and informatics. Mathematics” the requirements for the subject results are formulated in 7 paragraphs (185 words). Appendix 4. “Requirements for the subject results of mastering the subject “Mathematics” submitted for intermediate certification” specifies the requirements of clause 36.4 (1682 words). That is (1682/399) 4.22 times increased the description of subject results in mathematics and computer science. This is a necessary but not sufficient criterion for the level of specification.

It should be taken into account that the specification of the requirements for the subject results in mathematics and computer science was carried out in 2 stages: in the draft GEF and in Appendix 4 to the draft GEF.

To analyze the first stage of the transformation of the Federal State Educational Standard, we single out 39 conditional educational elements in mathematics and computer science in clause 12.2 of the Federal State Educational Standard. For example, 9. Mastering the basics of measurement; 20. Ability to perform verbal arithmetic operations with numbers. Similarly to paragraph 36 of the draft Federal State Educational Standard, we single out 41 elements. For example, 22. Ability to lead by example; 32. Gaining experience in working with information presented in graphical form (bar charts). Based on the compilation of a comparative table and, taking into account the transformation procedures used by the project developers, we can draw the following conclusion about the content of the transformation of the Federal State Educational Standard in terms of the requirements for subject results in mathematics and computer science at the level of the LEO in logic: "FOGS requirement" - "Requirement of the GEF project" / type conversion procedures. In the process of transforming the GEF IEO into a draft GEF: 16 ​​excluded, 4 reformulated/redefined, 9 specified, 4 detailed, 2 aggregated, 10 conditional learning elements were added.

Conclusion: the variant of specifying the requirements for subject results in mathematics and computer science proposed at the first level of transformation did not make the requirements “more specific”. Based on them, you can get an infinite number of next-level instantiations (developer's option in Appendix 4). It is obvious that the specification of the subject results of the first level in the draft GEF should be considered as a working stage (the teacher does not need it) and, from the point of view of conciseness and functionality, it is inappropriate not to include it in the final text of the draft GEF.

GEF IEO is the federal state standard for primary general education. It is a set of requirements that are mandatory for the implementation of the basic educational programs of primary general education by institutions with state accreditation. The standard was approved by order of the Ministry of Education and Science in 2009, put into effect in 2010, and from September 1, 2011, all educational institutions switched to this Federal State Educational Standard.

Order on GEF NOO

The standard contains requirements for the structure of the main educational program of primary general education (BEP IEO), the conditions for its implementation and the results of development. GEF IEO is written for all participants in the educational process: students, teachers, parents, and the public. The standard includes information about the organization of the pedagogical and information-educational environment in an educational institution, about the organization of educational and educational processes. The document presents the planned results to be achieved by the educational process in primary school.

The main distinguishing feature of this GEF IEO is its active nature. The development of the personality of the student is positioned as the main goal. By accepting the standard, the education system abandons the previous approach, where knowledge, skills and abilities were considered the results of learning. Now, by the end of primary education, students should master real activities. The requirements for learning outcomes are formulated in the form of subject, meta-subject and personal results. The full text of the Federal State Educational Standard of the IEO can be found on the official website of the Ministry of Education and Science in the "Documents" section.

The requirements for the structure, conditions for implementation and the results of mastering the BEP of the IEO are drawn up taking into account the individual and age characteristics of primary school students, as well as the inherent value of this stage of education as the basis for all subsequent education. The GEF IEO takes into account the needs of children with disabilities, as well as the ethno-cultural, national and regional needs of the peoples of Russia.

According to this Federal State Educational Standard, the standard period for mastering the BEP of the IEO is four years, and the standard itself is the basis for an objective assessment of the level of education of primary school students.

The Federal State Educational Standard for Primary General Education is designed to provide equal opportunities for education at this level, as well as spiritual and moral development and education of students. GEF IEO should contribute to the formation of the civic identity of children and thus create the basis for the development of civil society. In addition, the standard should ensure the continuity of the BEP at all levels of education: preschool, primary general, secondary general, primary vocational, secondary vocational and higher professional.

The application of GEF IEO in practice should lead to fundamental changes in the approach to learning. So, before, only current and current grades spoke about the success of students. The standard assumes that the child will now have a full-fledged portfolio, where, in addition to the marks themselves, diplomas, diplomas, test results and other achievements will be collected.

The role of the teacher will also be different. Previously, the task of the teacher was to read the educational material and check how well the children learned it - this approach assumed that a distance was maintained between the teacher and the children. Now the teacher must motivate students to independently study the topic, discuss the topic with them and guide their actions.

Parents will now be able to influence the curriculum, which was previously impossible. According to the Federal State Educational Standard of the IEO, schools get the right to independently form a program on the basis of an exemplary curriculum and can take into account the wishes of parents in this work.

Finally, the learning process itself will be fundamentally different. Previously, it was reduced to memorizing the rules, and the use of games in the classroom was minimal. Now the game is becoming a full-fledged form of learning, and learning through games is one of the basic principles of elementary school.

In addition, the Federal State Educational Standard of the IEO introduces individual educational projects, as well as teaching keyboard typing along with handwriting from the first grade. Finally, the new standards introduce the concept of extracurricular activities and set aside 10 hours a week for it. At the same time, children will be able to decide for themselves what they want to devote this time to: excursions, creative circles, sports clubs or, for example, scientific seminars.

It was introduced on October 6, 2009. It was the result of a fundamental reform of the Russian education system and is aimed at:

• achievement of comprehensive development of younger schoolchildren in the context of education and training, taking into account health indicators and individual intellectual abilities;
• stimulation of creative abilities and skills of practical application of theoretical knowledge;
• introducing students to interaction with society, mastering communication skills, getting to know the educational culture.

The active development of technology and the leveling of the value of dry information without its deep understanding and application in practice laid the foundation for the standardization of primary education at the federal level. Today, knowledge in itself has no value in rapidly changing realities, and therefore only the ability to creatively rethink, interpret and use the information received is important, not only in the educational complex, but also in everyday life.

In an effort to move away from outdated Soviet pedagogical methods, in the Russian system of primary general education, it became necessary to modernize the approach, and, consequently, to introduce federal standard of the main school of the Federal State Educational Standard primary education. The standard regulates the conditions and procedure for the implementation of educational programs at the first stage of school education, representing a set of requirements and provisions. According to him, along with the basic skills that are relevant for younger students (the ability to write, count and read), the prospect of forming an effective educational activity of a student based on a combination of learning motives, goal-setting skills, cognitive interest, the ability to solve small problems, control the process of their solution, adjust the goals and their efforts in order to achieve successful personal and professional self-realization.

The set of federal standards is designed to provide:

1. Creation of a unified Russian educational space, adapted in view of a long tradition for students with different intellectual abilities and health opportunities.
2. Continuity of educational programs and requirements for universal educational activities that children must master as a result of mastering subject areas at various educational levels.

Addressees requirements of the Federal State Educational Standard of Primary General Education The following categories of participants in educational relations are:

1. The teaching staff of the school, which must build professional activities within the framework of the current state educational policy, which will allow achieving the short-term and long-term goals set for the education system.
2. School administration - uses the provisions of the Federal State Educational Standard to develop management mechanisms for introducing innovations, regulating and controlling the educational complex within the framework of regional characteristics.
3. Schoolchildren - within the framework of the Federal State Educational Standard, the implementation of the constitutional right to education is carried out regardless of religion, nationality, material security and health opportunities, which will further provide an opportunity for successful self-realization and professional growth in the future.
4. Parents of younger schoolchildren who get open access to the basic documentation of the institution in order to form an idea of ​​​​the goals and guidelines of the current education system, making decisions on additional education and organizing children's leisure.

1. Requirements for the structure of the BEP, including their volume and the ratio of the mandatory and optional parts, formed by the participants in educational relations, based on the needs and regional specifics.
2. Requirements for the conditions for the implementation of programs - material, technical, financial, staffing of the educational process, without which the main activity of the institution is impossible.
3. Requirements for the results of mastering the subject minimum, the degree of formation of personal, meta-subject competencies.

The nature of the teacher's activity has changed significantly. Due to the fact that teachers need to use a significant amount of information (including electronic resources), the time to prepare for lessons increases. The usual plan-outline of the lesson was replaced by a scenario plan that determines the sequence of schoolchildren's activities, provides teachers with greater freedom and uses predominantly pair and group forms of work that prevail over frontal ones.

In general, the activity of the teacher has largely undergone changes that have affected all aspects of the work.

The former norms governing the educational process differ from federal standards by taking into account the individual and age characteristics of the development of students. It is this aspect that is taken into account when determining the methodology of a student-centered approach, allowing to increase the effectiveness of the interaction of teachers with a group of students, realizing the requirements for differentiation of training within various educational routes.

Along with the personality-oriented, the basis of educational standards and GEF programs of primary general education a modular-competency-based approach was laid, which reinforces the intrinsic value of the first stage of general education and aims to accumulate the educational experience of the skills and skills base of yesterday's preschoolers for the successful solution of school educational problems.

The standardization of primary general education aims to provide equal conditions for education and upbringing for all students, including children with disabilities. Inclusive education in this case is based on the consistent exchange of life and learning experience between students, the formation of communication skills, the tolerance of all participants in educational relations and their ability to behave in different social situations. As a result, younger students grow up tolerant of others, tolerant, independently thinking, and therefore ready for further learning and self-realization in educational and extracurricular activities.

Federal standards are based on objectivity in assessing the academic achievements of schoolchildren. Since the normative approach of correlating the achieved skills and abilities with indicators established at the highest level is morally outdated and has lost its relevance, there is a need to modernize the assessment system, which will allow tracking the dynamics of the child's success, the degree of mastering the material and the level of educational achievements. At the same time, it is important that such procedures do not cause discomfort and emotional stress for students due to the introduction of a universal control function. Not surprisingly, the normative approach has been successfully replaced by a transparent assessment system that is extremely clear to both students and their families. From now on, the educational process pursues the achievement of the educational goal, and assessment is carried out by studying the dynamics of the student's educational success. In this regard, the skills of self-assessment and reflection, which are gradually mastered by younger students, contribute to the awareness of the level of their achievements and the adequate perception of the marks set by the teacher.

Implementation of GEF in Primary School: Key Documents

The standardization of education requires reforming the educational space at all levels, and therefore the basis for this process is local regulations and documents of regional, municipal and federal significance. Regulating the organization of the educational process, local acts used to accompany the process of transition to the GEF IEO should ensure compliance with educational standards, fulfilling the tasks of state policy in the field of education.

1. The main educational program for elementary school has been developed and approved.
2. The regulatory framework of the elementary school has been updated in accordance with the latest requirements, the goals and objectives of the main activity have been approved, the sources of material, technical and financial support have been established, and the mode of conducting lessons has been determined.
3. Job descriptions comply with the standards of the Federal State Educational Standard and qualification reference books, a plan for advanced training of teachers working in the lower grades has been implemented.
4. Local acts have been issued regulating the issues of remuneration through the calculation of the base salary, incentive and compensation payments, labor contracts have additional agreements.
5. Approved teaching aids and textbooks to be used in elementary school.
6. The optimal model for the implementation of educational activities, including not only classroom, but also extracurricular activities of elementary school students, has been determined.
7. A plan for methodological, consulting, and psychological and pedagogical support has been designed to ensure maximum comfort in the transition to the new generation of educational standards.

Requirements of the Federal State Educational Standard of the IEO to the results of mastering the educational program

Significant differences between the educational abilities of children, their intellectual and physical abilities caused a certain difficulty in the implementation of the pedagogical process, since common criteria for success could not be achieved by all graduates at the same time. At the same time, the orientation towards obtaining certain skills excluded the individuality of the vectors of development of younger students, the creative and experimental component of the educational process. That's why GEF NOO (primary general education) designed for the formation of flexible competencies in students that fit into the framework of individual educational routes.

The document establishes the following requirements for the results of educational activities in elementary school:

• Personal - children should have a pronounced individual-personal position, strong motivation for cognitive activity, developed social and communicative competencies, readiness for self-development, patriotic and civic identity.
• Meta-subject - based on the importance of universal learning activities (ULA) - competencies that allow you to successfully use the knowledge and skills gained in one subject area in another.
• Subject - knowledge of concepts, principles of their application and algorithms of use, which are formed in the course of studying certain disciplines.

Requirements of the Federal State Educational Standard of the IEO for the structure of the educational program

The main educational program of primary general education, according to the Federal State Educational Standard, contains a variable (changeable) and a mandatory part in the ratio of 20% to 80%. In accordance with the requirements of the state policy in the field of education, the structure of the PEP should be:

1. Explanatory note - contains the strategic goals and objectives of pedagogical activity, fundamental approaches and principles that take into account regional characteristics and the specifics of the institution.
2. Planned results of mastering disciplines with divisions into subject, meta-subject and personal criteria.
3. The curriculum, formed taking into account the permissible limits of the intellectual load, the volume of extracurricular activities and the content of educational disciplines. It regulates the time that can be used to organize the leisure of students in the format of extracurricular activities or to increase the classroom hours allotted for the study of individual subjects.
4. The UUD formation program is a system of skill formation that allows you to transfer competencies from familiar to unfamiliar areas of knowledge (all types of UUD are considered in the relationship of academic disciplines).
5. Programs of individual subjects and courses, which indicate the characteristics, value orientations, planned results, thematic planning and material and technical equipment necessary for the implementation of the tasks set.
6. The program of spiritual and moral development is based on the national pedagogical tradition and key educational tasks, providing for a tolerant attitude towards others, the formation of an active life position, familiarization with universal human and cultural values.
7. The program for the formation of a culture of a safe and healthy lifestyle - provides for the promotion of healthy lifestyles, the prevention of deviant behavior and bad habits, the optimal mode of physical activity.
8. A program of correctional work developed for primary school students with disabilities, which provides for procedures for identifying special educational needs, providing comprehensive support, and creating the necessary conditions for them.
9. The system for evaluating the results of mastering the educational minimum, carried out as part of an intermediate certification and regular assessment as part of a criteria-individualized approach.

Requirements of the Federal State Educational Standard of Primary Education for the Conditions for the Implementation of the BEP

Federal standards legalized not only the content of the educational process, but also the conditions necessary for its implementation. Basic GEF primary general education determine the conditions for the formation of an accessible, open and comfortable educational environment that will preserve and strengthen the psychophysiological health of children, stimulate their cognitive activity, and develop communication skills.

Save this for yourself so you don't lose it:

To learn more about the implementation and modernization of the provisions of the Federal State Educational Standard, as well as the changes that should accompany the process of transition to federal standards, the articles of the electronic journal "Handbook of the Deputy Director of the School" will help

Since six-year-olds are still fulfilling their needs and learning about the world through play activities, honing their skills and abilities on the move, the educational environment should be as focused as possible on their needs, and therefore filled with resources and equipment that stimulate the solution of educational problems during play activities. In this regard, it is advisable to use didactic and digital sources of information, to equip a play area in the classroom.

Therefore, it is not surprising that the text of the federal standard scrupulously lists the conditions necessary for the implementation of the program minimum:

1. Personnel - the presence of a staff of primary school teachers and subject teachers working with primary school students of the required skill level, as well as managers and methodologists who create conditions for the continuous self-development of teachers.
2. Financial - ensuring the compliance of income and expenses necessary for the implementation of the program educational minimum.
3. Material and technical - providing sanitary and sanitary and hygienic conditions, following the requirements of labor protection and fire safety, optimizing the educational environment for the needs of students with disabilities.
4. Information and educational - resources required for planning and implementing educational activities, providing the educational process with the necessary sources of information, and teachers - with the means for self-development and advanced training.
5. Educational and methodological - necessary to improve the efficiency of the educational process, maintain high rates of equipment for educational activities.

GEF IEO: evolution of standards in recent years

GEF of primary general education in 2018 has undergone significant changes. By the decision of the Council of the Ministry of Education and Science of March 21, 2018, without changes and amendments, the previously submitted draft of the Federal State Educational Standard of the IEO was approved, which specified the learning outcomes and requirements for the structure of the educational program. The updated standard fixed the necessary minimum of basic subject content, which must be achieved by each student.

The updated standard modifies the roles of student and teacher:

• the teacher accurately formulates the requirements for the result of training in various academic disciplines;
• the student has access to the requirements for each year of study, which allows him to more effectively realize his own gaps in knowledge, to adequately perceive the assessment criteria.

In addition, the subject results in individual disciplines were specified. At the intermediate certification, the educational results regulated by the years of study and disciplines should be checked, which, on the one hand, simplified the quality control of education, and on the other hand, required alteration of the main and working educational programs, making it difficult to prepare documents. AT GEF standards of primary general education the results of the study of Russian and foreign languages, reading, the world around us and mathematics were registered, thematic modules are provided for such disciplines as "ORKSE", "Fine Arts", "Technology", "Music", "Physical Education". Modular learning implies variability and provides schools with the freedom they need to choose their own logic of studying the subject.

In addition to the subject, the changes also affected the personal learning outcomes in primary school, which are built in the paradigm of flexible competencies. In classroom and extracurricular activities, children must learn to build and choose an individual educational trajectory, be able to evaluate and correlate their actions with moral and ethical values, successfully communicate with peers and adults, build conflict-free relationships, be aware of social values, demonstrate a respectful attitude to work and safe behavior . Personal results in the updated GEF reflect the requirements of the new national project "Education".

Regarding meta-subject results, teachers should focus on the development of students' research experience, preparation of public speaking. The disadvantage of the updated requirements is the lack of division of meta-subject results by years of study (this responsibility falls on the shoulders of teachers). A working group is being formed that breaks down the meta-subject results, which, however, cannot serve as protection against errors, therefore it is advisable to contact the regional centers for assessing the quality of education or involve a full-time teacher-psychologist in this process.

The changes also affected the list of UUD, which was replenished with two new ones - the ability to participate in joint activities and work with information, closely related to the concept of "flexible competencies".

1. Participating in joint activities, the younger student must be aware of the purpose of the activity, agree on methods and ways to achieve results, distribute roles, participate in discussions, act according to their own plan, lead, complete tasks, reflect and control their activities, and tolerantly resolve conflict situations.
2. Working with information, students should be able to choose a data source, taking into account the task, analyze the pictorial and textual information in it, use diagrams, tables, illustrative material that complies with information security rules to provide information.

Detailed UUD in the new GEF involve diagnostics and assessment (meta-subject results are subject to mandatory assessment, diagnostics can be carried out for a separate module or the entire volume of the discipline).

According to the updated federal requirements, the mandatory part of the BEP in the education program must reflect:

• the content of educational work within the framework of the priority tasks of the educational institution, the interests of students and their parents, individual and regional characteristics;
• tasks and principles of their implementation in the context of the specifics of an educational institution;
• forms and types of school educational work.

The education program combines the Program of Spiritual and Moral Development and the Program for the Formation of an Ecological Culture, a Healthy and Safe Lifestyle.

Such changes, according to methodologists and experts, turned out to be insufficient, therefore, in 2019, the Federal State Educational Standard for primary school was again updated.

GEF primary general education 2019

The project of the year, submitted for public discussion on March 29, 2019, in connection with the priority of the scientific and technological development of the Russian Federation, contains more precise wording of the subject results that take into account the educational aspect. At the same time, the ratio of the mandatory and the formed part of educational programs is preserved, and therefore the participants in educational relations have the right to influence the deepening or expansion of educational material, if there is a need for this. Leading methodologists and teachers worked on the text of the project, trying to eliminate the contradictions existing in the Standard, reduce the burden on students and bureaucratic difficulties for teachers.

The provisions of the updated Federal State Educational Standards published on the official website of the Ministry of Education and clarifications on the requirements for substantive results are evaluated as part of the intermediate certification. The results of mastering the educational material are distributed according to the years of study in one subject, while for others a modular principle is provided. The latter provides additional flexibility in the formation of work programs, which is necessary for building individual educational routes and implementing a student-centered approach (however, it depends on the material and technical support of the institution). The sequence of requirements is dictated by the logic of studying the discipline, however, teachers, at their discretion, can transfer the material from one year of study to another, taking into account the intellectual and age characteristics of students.

In addition to this, the changes concern the implementation and provisions of the OOP:

• The upbringing program replaced the programs of socialization, upbringing and spiritual and moral development;
• the lower threshold of the required number of hours for the implementation of the PEP was lowered to 2851 hours;
• extracurricular activities for the four years of primary school are now limited to 1,350 hours;
• the technical equipment of educational institutions is detailed by normative acts.

Insignificant in terms of significance is the change in the sequence of sections of the document: the requirements for the results of mastering the BEP IEO now complete the GEF, and they are followed by annexes specifying the requirements for subject learning outcomes. In light of this, the absence of a systematic-activity approach in the text of the project, the presence of a final attestation at the end of primary school, and a strict breakdown of educational material by year seem to be more significant.

In the new Federal State Educational Standard, the following are subject to special criticism:

• lack of requirements for methods, means and forms of organization of the educational process, the normative number of hours allocated for the study of federal disciplines;
• an insufficient measure of didactic freedom of educational organizations (20% of the volume of educational programs), which prevents the design of the educational process in the context of the needs of participants in educational relations;
• lack of regulation of the maximum and minimum weekly educational load for students, the time required to master additional and basic programs.

New GEF primary general education 2019 year aims to form a single educational space, the creation of which was jeopardized due to the use of different programs and methodological literature by schools within the same city or region. Thus, children from neighboring schools could not correlate knowledge, which in the long run would create a significant problem for assessing learning outcomes and entering higher education institutions. The updated standard will finalize the amount of knowledge and skills that children should have at the time of graduation from elementary school.

The result of the innovations will be the ability to develop multi-level POEP (exemplary educational programs), including for innovative schools or correctional schools (classes). The project also presents the correspondence of the subject areas of primary, basic and secondary general education, which guarantees the consistency and heredity of the educational process. It is an example of a certain public consensus, in which the teacher is aware of the educational minimum that must be mastered by students, and students and their parents know their individual educational trajectory, which allows them to quickly fill knowledge gaps, expanding and deepening the subject of study. The updated Federal State Educational Standard, according to its developers, demonstrates a balance between state control, variability and freedom of the educational process.