The main types of universal educational activities corresponding to the key goals of general education are divided into four blocks:

1) personal;

2) regulatory (including also the actions of self-regulation);

3) cognitive;

4) communicative.

The last three are focused on meta-subject learning outcomes. The mastering of these actions by students is to be assessed, therefore, it is for them that the UUD codifier is compiled.

1. Regulatory actions
	1.1. goal-setting (as a setting of a learning task when correlating what is already known and learned with the unknown)
	1.2. planning
		1.2.1. determination of the sequence of intermediate goals, taking into account the final result
		1.2.2. drawing up a plan and sequence of actions
	1.3. forecasting (as an anticipation of the result and the level of assimilation of knowledge, its temporal characteristics)
	1.4. control
		1.4.1. comparison of the method of action with a given standard and the detection of deviations and differences from the standard
		1.4.2. comparing the result of an action with a given standard and detecting deviations and differences from the standard
	1.5. correction
		1.5.1. making necessary additions and adjustments to the plan
		1.5.2. additions to the mode of action
	1.6. grade
		1.6.1. highlighting what has already been learned and what still needs to be learned
		1.6.2. awareness of the quality of assimilation
		1.6.3. determination of the level of assimilation
	1.7. self-regulation (as the ability to volitional effort and overcome obstacles)
2. Cognitive actions
	2.1. General educational universal actions
		2.1.1. independent selection and formulation of a cognitive goal
		2.1.2. search and selection of necessary information
		2.1.3. application of information retrieval methods, including using computer tools
		2.1.4. Sign-symbolic actions - modeling - as a transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted
		2.1.5. transformation of the model in order to identify the general laws that define this subject area
		2.1.6. knowledge structuring
		2.1.7. conscious and arbitrary construction of speech utterance (in oral written form)
		2.1.8. selection of the most effective ways of solving problems depending on specific conditions;
		2.1.9. reflection of methods and conditions of action
		2.1.10. control and evaluation of the process and results of activities
		2.1.11. semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose
		2.1.12. extracting the necessary information from the listened texts of various genres
		2.1.13. definition of primary and secondary information
		2.1.14. free orientation and perception of artistic style texts
		2.1.15. free orientation and perception of scientific style texts
		2.1.16. free orientation and perception of journalistic style texts
		2.1.17. free orientation and perception of official business style texts
		2.1.18. understanding and adequate assessment of the language of the media
	2.3. Boolean Generic Actions
		2.3.1. analysis of objects in order to highlight features (essential, non-essential)
		2.3.2. synthesis as a whole from parts
		2.3.3. independent completion of the whole with the completion of the missing components
		2.3.4. choice of bases and criteria for comparison, seriation, classification of objects
		2.3.5. summing up the concept
		2.3.6. inference
		2.3.7. establishment of causal relationships
		2.3.8. building a logical chain of reasoning
		2.3.9. proof
		2.3.10. hypotheses and their justification
	2.4. Statement and solution of the problem
		2.4.1. problem statement
		2.4.2. independent creation of ways to solve problems of a creative nature
		2.4.3. independent creation of ways to solve search problems
3. Communicative actions
	3.1. planning educational cooperation with the teacher
		3.1.1. determination of the purpose of cooperation with the teacher
		3.1.2. distribution of functions in the "student-teacher" system
		3.1.3. development of ways of interaction in the "student-teacher" system
	3.2. planning learning collaboration with peers
		3.2.1. defining the purpose of cooperation with peers
		3.2.2. distribution of functions of participants among peers
		3.2.3. developing ways to interact with peers
	2.3. posing questions - proactive cooperation in the search and collection of information
	3.4. conflict resolution
		3.4.1. identifying and identifying the problem
		3.4.2. search and evaluation of alternative ways to resolve the conflict
		3.4.3. making a decision on how to resolve the conflict
		3.4.4. implementation of the conflict resolution method in practice
	3.5. partner behavior management - control, correction, evaluation of his actions
	3.6. the ability to fully and accurately express one's thoughts in accordance with the tasks and conditions of communication
	3.7. possession of a monologue form of speech in accordance with the norms of the native language
	3.8. possession of the dialogic form of speech in accordance with the norms of the native language

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A little help to the teacher who draws up work programs in accordance with the Federal State Educational Standard.
Having a codifier in front of your eyes makes it easier to follow the sequence of lessons.
And, of course, it is indispensable when working with ESM, such as the voting system, necessary for the constant monitoring of academic performance and progress.

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UUD Codifier is compiled on the basis of the Development Program for UUD for pre-school and primary school education (section "Nomenclature of UUD" p. 47)

Codifier of universal learning activities

The main types of universal educational activities corresponding to the key goals of general education are divided into four blocks:

1) personal;

2) regulatory (including also the actions of self-regulation);

3) cognitive;

4) communicative.

The last three are focused on meta-subject learning outcomes. The mastering of these actions by students is to be assessed, therefore, it is for them that the UUD codifier is compiled.

1. Regulatory actions
	1.1. goal-setting (as a setting of a learning task when correlating what is already known and learned with the unknown)
	1.2. planning
		1.2.1. determination of the sequence of intermediate goals, taking into account the final result
		1.2.2. drawing up a plan and sequence of actions
	1.3. forecasting (as an anticipation of the result and the level of assimilation of knowledge, its temporal characteristics)
	1.4. control
		1.4.1. comparison of the method of action with a given standard and the detection of deviations and differences from the standard
		1.4.2. comparing the result of an action with a given standard and detecting deviations and differences from the standard
	1.5. correction
		1.5.1. making necessary additions and adjustments to the plan
		1.5.2. additions to the mode of action
	1.6. grade
		1.6.1. highlighting what has already been learned and what still needs to be learned
		1.6.2. awareness of the quality of assimilation
		1.6.3. determination of the level of assimilation
	1.7. self-regulation (as the ability to volitional effort and overcome obstacles)
2. Cognitive actions
	2.1. General educational universal actions
		2.1.1. independent selection and formulation of a cognitive goal
		2.1.2. search and selection of necessary information
		2.1.3. application of information retrieval methods, including using computer tools
		2.1.4. Sign-symbolic actions - modeling - as a transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted
		2.1.5. transformation of the model in order to identify the general laws that define this subject area
		2.1.6. knowledge structuring
		2.1.7. conscious and arbitrary construction of speech utterance (in oral written form)
		2.1.8. selection of the most effective ways of solving problems depending on specific conditions;
		2.1.9. reflection of methods and conditions of action
		2.1.10. control and evaluation of the process and results of activities
		2.1.11. semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose
		2.1.12. extracting the necessary information from the listened texts of various genres
		2.1.13. definition of primary and secondary information
		2.1.14. free orientation and perception of artistic style texts
		2.1.15. free orientation and perception of scientific style texts
		2.1.16. free orientation and perception of journalistic style texts
		2.1.17. free orientation and perception of official business style texts
		2.1.18. understanding and adequate assessment of the language of the media
	2.3. Boolean Generic Actions
		2.3.1. analysis of objects in order to highlight features (essential, non-essential)
		2.3.2. synthesis as a whole from parts
		2.3.3. independent completion of the whole with the completion of the missing components
		2.3.4. choice of bases and criteria for comparison, seriation, classification of objects
		2.3.5. summing up the concept
		2.3.6. inference
		2.3.7. establishment of causal relationships
		2.3.8. building a logical chain of reasoning
		2.3.9. proof
		2.3.10. hypotheses and their justification
	2.4. Statement and solution of the problem
		2.4.1. problem statement
		2.4.2. independent creation of ways to solve problems of a creative nature
		2.4.3. independent creation of ways to solve search problems
3. Communicative actions
	3.1. planning educational cooperation with the teacher
		3.1.1. determination of the purpose of cooperation with the teacher
		3.1.2. distribution of functions in the "student-teacher" system
		3.1.3. development of ways of interaction in the "student-teacher" system
	3.2. planning learning collaboration with peers
		3.2.1. defining the purpose of cooperation with peers
		3.2.2. distribution of functions of participants among peers
		3.2.3. developing ways to interact with peers
	2.3. posing questions - proactive cooperation in the search and collection of information
	3.4. conflict resolution
		3.4.1. identifying and identifying the problem
		3.4.2. search and evaluation of alternative ways to resolve the conflict
		3.4.3. making a decision on how to resolve the conflict
		3.4.4. implementation of the conflict resolution method in practice
	3.5. partner behavior management - control, correction, evaluation of his actions
	3.6. the ability to fully and accurately express one's thoughts in accordance with the tasks and conditions of communication
	3.7. possession of a monologue form of speech in accordance with the norms of the native language
	3.8. possession of the dialogic form of speech in accordance with the norms of the native language

Nomenclature of universal learning activities

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:

1) personal ; 2) regulatory (including also actions self-regulation ) ; 3) informative ; 4) communicative . Let's present the named UUD blocks in more detail.

Personal universal learning activities provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

Personal, professional, life self-determination;

Action meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning, and what stimulates the activity, for the sake of which it is carried out. The student must ask himself the question “what is the meaning, the meaning of the teaching for me”, and be able to find the answer to it.

The action of moral and ethical evaluation digestible content, based on social and personal values, providing a personal moral choice.

Regulatory Actions provide students with the organization of their learning activities. These include

- goal setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;

P planning- determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

- forecasting- anticipation of the result and the level of assimilation, its temporal characteristics;

- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

- correction- making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product;

- grade- highlighting and awareness by students of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation.

Strong-willed self-regulation as the ability to mobilize forces and energy; the ability to volitional effort - to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive universal actions include general education, logical, actions of setting and solving problems .

1.General education generic actions:

Independent selection and formulation of a cognitive goal;

Search and selection of necessary information; application of information retrieval methods, including using computer tools:

Sign-symbolic - modeling- transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted, and model transformation in order to identify general laws that define this subject area;

Ability to structure knowledge;

The ability to consciously and voluntarily build a speech statement in oral and written form;

Choosing the most effective ways to solve problems depending on specific conditions;

Reflection of methods and conditions of action, control and evaluation of the process and results of activities;

Semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

Statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Universal brain teaser actions:

Analysis of objects in order to highlight features (essential, non-essential)

Synthesis as a compilation of a whole from parts, including self-completing, replenishing the missing components;

Selection of grounds and criteria for comparison, seriation, classification of objects;

Summing up under concepts, deducing consequences;

Establishing causal relationships,

Building a logical chain of reasoning,

Proof;

Hypotheses and their justification.

Statement and solution of the problem:

- problem formulation;

Independent creation of ways to solve problems of a creative and exploratory nature.

Communicative actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

species communicative actions are:

Planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;

Asking questions - proactive cooperation in the search and collection of information;

Conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;

Managing the partner's behavior - control, correction, evaluation of the partner's actions;

The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

The development of a system of universal educational activities as part of personal, regulatory, cognitive and communicative activities that determine the development of the psychological abilities of an individual is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's educational activity and thereby determines zone of proximal development of these universal learning activities - their level of development, corresponding to the normative stage of development and relevant to the "high standard" of development, and properties.

The criteria for assessing the formation of UUD in students, respectively, are:

compliance with age-psychological regulatory requirements;

compliance of properties of universal actions with predetermined requirements.

Age-psychological standards are formulated for each type of UUD, taking into account the stages of their development.

The properties of actions to be assessed include the level (form) of the action; completeness (expansion); reasonableness; consciousness (consciousness); generality; criticality and mastery (Galperin P.Ya., 2002) .

UUD Codifier is compiled on the basis of the Development Program for UUD for pre-school and primary school education (section "Nomenclature of UUD" p. 47)

Codifier of universal learning activities

The main types of universal educational activities corresponding to the key goals of general education are divided into four blocks:

1) personal;

2) regulatory (including also the actions of self-regulation);

3) cognitive;

4) communicative.

The last three are focused on meta-subject learning outcomes. The mastering of these actions by students is to be assessed, therefore, it is for them that the UUD codifier is compiled.

1. Regulatory actions
	1.1. goal-setting (as a setting of a learning task when correlating what is already known and learned with the unknown)
	1.2. planning
		1.2.1. determination of the sequence of intermediate goals, taking into account the final result
		1.2.2. drawing up a plan and sequence of actions
	1.3. forecasting (as an anticipation of the result and the level of assimilation of knowledge, its temporal characteristics)
	1.4. control
		1.4.1. comparison of the method of action with a given standard and the detection of deviations and differences from the standard
		1.4.2. comparing the result of an action with a given standard and detecting deviations and differences from the standard
	1.5. correction
		1.5.1. making necessary additions and adjustments to the plan
		1.5.2. additions to the mode of action
	1.6. grade
		1.6.1. highlighting what has already been learned and what still needs to be learned
		1.6.2. awareness of the quality of assimilation
		1.6.3. determination of the level of assimilation
	1.7. self-regulation (as the ability to volitional effort and overcome obstacles)
2. Cognitive actions
	2.1. General educational universal actions
		2.1.1. independent selection and formulation of a cognitive goal
		2.1.2. search and selection of necessary information
		2.1.3. application of information retrieval methods, including using computer tools
		2.1.4. Sign-symbolic actions - modeling - as a transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted
		2.1.5. transformation of the model in order to identify the general laws that define this subject area
		2.1.6. knowledge structuring
		2.1.7. conscious and arbitrary construction of speech utterance (in oral written form)
		2.1.8. selection of the most effective ways of solving problems depending on specific conditions;
		2.1.9. reflection of methods and conditions of action
		2.1.10. control and evaluation of the process and results of activities
		2.1.11. semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose
		2.1.12. extracting the necessary information from the listened texts of various genres
		2.1.13. definition of primary and secondary information
		2.1.14. free orientation and perception of artistic style texts
		2.1.15. free orientation and perception of scientific style texts
		2.1.16. free orientation and perception of journalistic style texts
		2.1.17. free orientation and perception of official business style texts
		2.1.18. understanding and adequate assessment of the language of the media
	2.3. Boolean Generic Actions
		2.3.1. analysis of objects in order to highlight features (essential, non-essential)
		2.3.2. synthesis as a whole from parts
		2.3.3. independent completion of the whole with the completion of the missing components
		2.3.4. choice of bases and criteria for comparison, seriation, classification of objects
		2.3.5. summing up the concept
		2.3.6. inference
		2.3.7. establishment of causal relationships
		2.3.8. building a logical chain of reasoning
		2.3.9. proof
		2.3.10. hypotheses and their justification
	2.4. Statement and solution of the problem
		2.4.1. problem statement
		2.4.2. independent creation of ways to solve problems of a creative nature
		2.4.3. independent creation of ways to solve search problems
3. Communicative actions
	3.1. planning educational cooperation with the teacher
		3.1.1. determination of the purpose of cooperation with the teacher
		3.1.2. distribution of functions in the "student-teacher" system
		3.1.3. development of ways of interaction in the "student-teacher" system
	3.2. planning learning collaboration with peers
		3.2.1. defining the purpose of cooperation with peers
		3.2.2. distribution of functions of participants among peers
		3.2.3. developing ways to interact with peers
	2.3. posing questions - proactive cooperation in the search and collection of information
	3.4. conflict resolution
		3.4.1. identifying and identifying the problem
		3.4.2. search and evaluation of alternative ways to resolve the conflict
		3.4.3. making a decision on how to resolve the conflict
		3.4.4. implementation of the conflict resolution method in practice
	3.5. partner behavior management - control, correction, evaluation of his actions
	3.6. the ability to fully and accurately express one's thoughts in accordance with the tasks and conditions of communication
	3.7. possession of a monologue form of speech in accordance with the norms of the native language
	3.8. possession of the dialogic form of speech in accordance with the norms of the native language