In 2013, a lot happened for the first time in the preschool education system. Thus, according to the new Law “On Education in the Russian Federation,” it has finally become an independent level of general education.

In addition, the Federal State Standard for Preschool Education was adopted by Order No. 1155 of the Ministry of Education and Science of the Russian Federation on October 17 and registered with the Ministry of Justice on November 14, the development of which has been carried out since the beginning of the year by a group of experts led by the director of the Federal Institute for Educational Development, Alexander Asmolov.

On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force. Accordingly, Order No. 655 of the Ministry of Education and Science “On the approval and implementation of Federal state requirements for the structure of the basic general education program of preschool education”, and Order No. 2151 “On the approval of Federal state requirements for the conditions for the implementation of the basic general education program” have become invalid.

In other words, the FGT has been replaced by the Federal State Educational Standard.

The period from 2014 to 2016 is a transition period from FGT to GEF. During this time, each educational organization must develop a “road map” (or schedule) for the transition to the Federal State Educational Standard, based on the directions of its implementation:

1. Regulatory support for the introduction of the Federal State Educational Standard for preschool education;

2. Organizational support for the introduction of the Federal State Educational Standard for preschool education;

3. Personnel support for the introduction of the Federal State Educational Standard for Education;

4. Scientific and methodological support for the introduction of the Federal State Educational Standard for Education;

5. Financial and economic support for the introduction of the Federal State Educational Standard for Additional Education;

6. Information support for the introduction of the Federal State Educational Standard for Educational Education.

In my opinion, the roadmap should include:

• Organization of a permanent internal practice-oriented seminar for teachers on the topic “Studying and working according to the Federal State Educational Standard for Educational Education.”;
• preparation and adjustment of orders, local acts regulating the introduction of the Federal State Educational Standard for Educational Education;
• Increasing the professional competence of teachers on the introduction of the Federal State Educational Standard for Education through various forms of methodological work: a series of seminars, thematic consultations, master classes, open screenings, etc.;
• creation of a working group of public education teachers on the introduction of the Federal State Educational Standard for Education;
• program development, analysis of the conditions for the implementation of the Federal State Educational Standard for Educational Education: psychological and pedagogical, personnel, material and technical, financial, as well as conditions for the developing subject-spatial environment;
• bringing job descriptions of PA employees into compliance with the requirements of the Federal State Educational Standard, monitoring the introduction of the Federal State Educational Standard;
• determination of the financial costs of the public organization (volume, direction) for preparation and transition to the Federal State Educational Standard of Education;
• Determining the necessary means of training and education (including technical ones), materials (including consumables), in accordance with the main types of children's activities and the requirements of the Federal State Educational Standard for Educational Education.

So, what is the Federal State Standard?

This is a set of mandatory requirements for preschool education. By adopting this document, the state provides a guarantee to families to ensure quality education for their children.

The standard was developed on the basis of the Constitution of the Russian Federation and legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child, and is based on the new “Law on Education of the Russian Federation”, which came into force on September 1, 2014.

At its core, this is an absolutely revolutionary document that preschool education workers have been waiting for a long time. After the adoption of this document and its implementation, the education reform can be considered close to completion. It remains to adopt one more important document - this is the “Professional Standard of a Teacher”, work on which is already underway.

The standard tightens the requirements, first of all, for managerial professionalism. And it provides conditions for the professional and personal growth of adults in pedagogical creativity. This is the standard for the quality of preschool education, the quality of the full creative life of children and adults in preschool educational institutions.

Principles of the Federal State Educational Standard:

• full-fledged experience by the child of all stages of childhood, enrichment (amplification) of child development;
• building educational activities based on the individual characteristics of each child;
• assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
• supporting children's initiative in various activities;
• cooperation between the Organization and the family;
• introducing children to sociocultural norms, traditions of the family, society and state;
• formation of cognitive interests and cognitive actions of the child in various types of activities;
• age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
• taking into account the ethnocultural situation of children's development.

The standard aims to achieve the following goals:

• increasing the social status of preschool education;
• ensuring by the state equal opportunities for every child to receive quality preschool education;
• ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;
• maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

The standard includes requirements for:

• the structure of the Program and its scope;
• conditions for the implementation of the Program;
• results of mastering the Program.

Requirements for the structure of the educational program of preschool education and its volume.

The program determines the content and organization of educational activities at the level of preschool education.

Structural units in one Organization (or Group) can implement different Programs.

Currently, working groups have been created to bring the Model Preschool Educational Programs into compliance with the Federal State Educational Standard. An expert council will be created under the Ministry of Education and Science of the Russian Federation, whose task is to conduct an examination of all submitted programs. Programs that have passed the examination will be assigned the Ministry's stamp and will be included in the register of Model educational programs approved for implementation. Each program will have its own rating, and all of them will be presented on the Ministry’s website and will be available for free download. And each educational organization implementing a preschool education program will have the opportunity to choose from the list of programs presented any one they like, and on its basis develop the Basic General Education Program of Preschool Education.

The program is developed and approved by the Organization independently in accordance with this Standard and taking into account the Model Programs.

When developing the Program, the Organization determines the length of stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational tasks to be solved, and the maximum occupancy of the Groups. The organization can develop and implement various Programs in Groups with different lengths of stay for children during the day...

The program can be implemented during the entire period of children’s stay in the Organization. When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of the children.

Educational areas: there are only 5

• socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, focus, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization, the formation of the foundations of safe behavior in everyday life, society, and nature;
• cognitive development involves the development of children's interests, curiosity and cognitive motivation; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects in the surrounding world, about the small homeland and Fatherland, about domestic traditions and holidays, about planet Earth as the common home of people, about the features of its nature, the diversity of countries and peoples peace. ;
• speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; acquaintance with book culture, children's literature, formation of prerequisites for learning to read and write;
• artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.);
• physical development includes gaining experience in motor activity, developing physical qualities such as coordination and flexibility; formation of the musculoskeletal system of the body, development of balance, coordination of movement, gross and fine motor skills of both hands, performance of basic movements (walking, running, soft jumps, turns in both directions), formation of initial ideas about certain sports, mastery of outdoor games with rules ; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

As we see, in the FGT there were 10 educational areas, and in the Federal State Educational Standard there were only 5. This does not mean that some areas were removed, just some of them were merged. For example: artistic creativity merged with music - the area of ​​artistic and aesthetic development was created, safety merged into social and communicative development.

The Federal State Educational Standard represents three ages:

• infancy, from 2 months to 2 years;
• early age, from 1 year to 3 years;
• preschool age, from 3 years to 8 years.

Specific activities are presented for each age.

Program Structure:

• compulsory part, represented by the selected Model educational program of preschool education. This part must be at least 60%;
• part formed by participants in the educational process independently. This includes selected partial educational programs, methods, forms of organizing educational work, taking into account national characteristics, family requests, selected areas of work, correctional work and/or inclusive education of children with disabilities. This part should be no more than 40%.

Both parts are complementary and necessary. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review and posted on the organization’s website.

Requirements for the conditions for the implementation of the Program:

• psychological and pedagogical conditions;
• personnel conditions;
• material and technical conditions;
• financial conditions;
• developing subject-spatial environment

For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

• respect of adults for the human dignity of children, formation and support of their positive self-esteem, confidence in their own capabilities and abilities;
• the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics
• building educational activities based on the interaction of adults with children;
• support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities;
• supporting children's initiative and independence in activities specific to them;
• the opportunity for children to choose materials, types of activities, participants in joint activities and communication;
• protection of children from all forms of physical and mental violence;
• support for parents (legal representatives) in raising children, protecting and promoting their health, involving families directly in educational activities.

The developing subject-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, Group, territory, materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of deficiencies in their development. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

Requirements for personnel conditions. The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section "Qualification Characteristics of Positions of Education Workers", approved by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761n .

Requirements for material and technical conditions are:

• requirements determined in accordance with sanitary and epidemiological rules and regulations. SanPin is a document of a higher level, since it is a Decree of the Government of the Russian Federation, and the Federal State Educational Standard is just a Ministry;
• requirements determined in accordance with fire safety rules;
• requirements for means of education and upbringing in accordance with the age and individual developmental characteristics of children;
• equipping the premises with a developing subject-spatial environment;
• requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (items).

The requirements for the financial conditions for the implementation of the basic educational program of preschool education presuppose the financial provision of state guarantees for citizens to receive publicly accessible and free preschool education at the expense of the Russian Federation.

Each educational organization will have to make a financial calculation of the conditions for implementing the Program, taking into account the number of children. Consequently, the material and technical conditions should be written in the program very carefully, not to write too much, but it is necessary to take into account all the components. Because what is not spelled out in the PLO cannot be financed.

Requirements for the results of mastering the program.

The Standard's requirements for the results of mastering the Program are presented in the form of targets for preschool education, which represent social and normative age characteristics of a child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the wide range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.

Targets cannot serve as a basis for solving management problems, including:

• certification of teaching staff;
• assessment of the quality of education;
• assessment of the level of development of children;
• assessment of the implementation of the municipal (state) task;
• distribution of the incentive payroll fund for the Organization's employees.

Monitoring has not been cancelled!

Pedagogical diagnostics are carried out by teaching staff in order to solve educational problems. The monitoring results cannot be used to assess the professional competencies of a teacher.

Psychological diagnostics are carried out by qualified specialists (educational psychologists, psychologists).

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

Sharing responsibility with the parent community.

The Federal State Educational Standard also takes a new look at the interaction of public organizations with parents.

Firstly, in the context of the transition to a market economy, education has moved from the sphere of supporting ideology to the sphere of providing educational services, where the customers are the parents of students. Now, to a greater extent than before, an educational institution has to coordinate the state order for education with the expectations and needs of the parent community, which is most significant given the variability of educational services. And here the laws of the market come into force: it is necessary that the customer is satisfied with the result, and this will only be achieved if the educational process itself is “transparent”.

Secondly, in a market economy, education needs parents as allies, partners, real support, and not as opposition or opponents. It is impossible not to note the fact that recently, due to the increased employment of parents in the professional sphere and the loss of educational guidelines in the educational space, the school and family have been shifting the responsibilities and responsibilities for raising children to each other. The problem does not require comment: the interaction between parents and teachers hides huge resources for the development of not only an individual educational institution, but also the education system as a whole.

Thirdly, the process of forming a full-fledged personality that meets the requirements of the future must be accompanied by adults capable of self-development. An educational organization could also lead parents, but this process is also not one-sided; development must occur in a dialogue between school and family. Therefore, an event in which teachers, children and parents are participants has maximum developmental potential. And finally, public participation in the management of an educational institution will allow it to delegate part of the responsibility for organizing the educational process and its final result.

Conclusion.

The standard is focused not only on supporting diversity, the fundamental “non-standard” nature of childhood and the child itself, but also the variability of the developmental forms of this support while preserving its exceptional, ultimate originality, which precisely gives it “educational value.”

Federal State Educational Standard of Primary General Education The main goal of introducing the Federal State Educational Standard of Second Generation Education is to create conditions that allow solving the strategic task of Russian education - improving the quality of education, achieving new educational results that meet the modern needs of the individual, society and the state. The main goal of the introduction of the second generation Federal State Educational Standards is to create conditions that make it possible to solve the strategic task of Russian education - improving the quality of education, achieving new educational results that meet the modern needs of the individual, society and the state. Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the “Law on Education” and represent “a set of requirements mandatory for the implementation of basic educational programs of primary general education (EEP) by educational institutions that have state accreditation.” The standard puts forward three groups of requirements: Requirements for the results of mastering the basic educational program of primary general education; Requirements for the structure of the basic educational program of primary general education; Requirements for the conditions for the implementation of the basic educational program of primary general education. What is the distinctive feature of the new Standard? The teaching method is changing (from explanatory to activity-based); The approach to assessing learning outcomes is changing (not only knowledge, abilities and skills are assessed, but also, above all, meta-subject and personal results). The teacher certification system is changing (the quality of management of students' educational activities is assessed); The school certification system is changing (the quality of the organization of the school’s transition to the implementation of the Federal State Educational Standard for Education is assessed). The goal of school is not only knowledge, but also the ability to obtain and use it. The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education: PERSONAL: readiness and ability of students for self-development; formation of motivation for learning and cognition; value and semantic attitudes of students; reflecting their individual and personal positions; formation of the foundations of civic identity. METASUBJECT: students' mastery of universal learning activities (cognitive, regulatory and communicative), interdisciplinary concepts. SUBJECT: the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application; subject results are grouped by academic subjects. They are formulated in terms of “the graduate will learn...” (a group of mandatory requirements) and “the graduate will have the opportunity to learn...” (failure to achieve these requirements by the graduate cannot serve as an obstacle to his transfer to the next level of education). According to the concept of the Federal State Educational Standard, the following results will be assessed: Scientific knowledge and ideas about nature, society, man, sign and information systems; Skills implemented in educational, cognitive, research, practical activities, generalized methods of activity; Communication and information skills; Ability to evaluate objects of the surrounding reality from certain positions; Ability to control and self-control; Ability to creatively solve educational and practical problems.

Federal State Educational Standards NOO

Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the “Law on Education” and represent “a set of requirements mandatory for the implementation of basic educational programs of primary general education (EEP) by educational institutions that have state accreditation.”

The main goal of the introduction of the second generation Federal State Educational Standards is to create conditions that make it possible to solve the strategic task of Russian education - improving the quality of education, achieving new educational results that meet the modern needs of the individual, society and the state.

The standard puts forward three groups of requirements:

Requirements for the results of mastering the basic educational program of primary general education;

Requirements for the structure of the basic educational program of primary general education;

Requirements for the conditions for the implementation of the basic educational program of primary general education.

What is the distinctive feature of the new Standard?

The teaching method is changing (from explanatory to activity-based);

The approach to assessing learning outcomes is changing (not only knowledge, skills and abilities are assessed, but also, above all, meta-subject and personal results)

The teacher certification system is changing (the quality of management of students' educational activities is assessed);

The school certification system is changing (the quality of the organization of the school’s transition to the implementation of the Federal State Educational Standard for Education is assessed).

The purpose of the school becomes not only knowledge, but also the ability to obtain it and use it. The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:

PERSONAL: students' readiness and ability for self-development; formation of motivation for learning and cognition; value and semantic attitudes of students; reflecting their individual and personal positions; formation of the foundations of civic identity.

META-SUBJECT: students' mastery of universal learning activities (cognitive, regulatory and communicative), interdisciplinary concepts.

SUBJECT: the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application; subject results are grouped by academic subjects. They are formulated in terms of “the graduate will learn...” (a group of mandatory requirements) and “the graduate will have the opportunity to learn...” (failure to achieve these requirements by the graduate cannot serve as an obstacle to his transfer to the next level of education).

According to the concept of the Federal State Educational Standard, the following results will be assessed:

Scientific knowledge and ideas about nature, society, man, sign and information systems;

Skills implemented in educational, cognitive, research, practical activities, generalized methods of activity;

Communication and information skills;

Ability to evaluate objects of the surrounding reality from certain positions; Ability to control and self-control;

Ability to creatively solve educational and practical problems.

	Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 “On approval and implementation of the Federal State Educational Standard of Primary General Education” (as amended by Orders of the Ministry of Education and Science of the Russian Federation dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357)
	Order of the Ministry of Education and Science of the Russian Federation on amendments to the Federal State Educational Standards of NOO
	Federal State Educational Standard for Primary General Education
	Approximate basic educational program of primary general education
	Parents about Federal State Educational Standards LLC

Federal educational standard of secondary general education

Since September 1, 2018, the gymnasium has been a regional testing platform for the implementation of the Federal State Educational Standard for Secondary General Education (FSES SOO)

Starting from September 2018, 10th grade students in our gymnasium will begin studying according to the new federal educational standards of secondary general education.

The main goal of introducing the second generation Federal State Educational Standard for Secondary Education is to create conditions that allow solving the strategic task of Russian education - improving the quality of education, achieving new educational results that meet the modern needs of the individual, society and the state.

Federal State Educational Standards LLC was approved by order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413

The education system of any state solves the tasks that the state and society set for it. First of all, when starting work on the standard, the developers asked the question: “What is currently required by the family, society and the state?” Representatives of business, political circles, families with different incomes, residents of cities and villages took part. The results of the study also determined the format of the standard. New standard - This is not a set of requirements for knowledge, skills and abilities in each subject, it is a conventional norm, i.e. a certain social contract between the family, school and state on mutual rights and responsibilities related to the education of the child.

When developing the Standard, education was considered as the most important social activity, a system-forming resource underlying the development of civil society and the country’s economy, ensuring the formation of:

• Russian identity as the most important condition for strengthening Russian statehood;
• consolidation of society in conditions of growing diversity, based on growing civic responsibility, mutual understanding and trust in each other among representatives of various social, religious and ethnic groups;
• national consensus in assessing the main stages of the formation and development of Russian society and the state;
• patriotism based on love for one’s Motherland and defense of national interests;
• ideals and values ​​of civil society: justice, freedom, welfare, family traditions;
• competitiveness of the individual, society and state;
• values ​​of personal, public and state security.

The development of the Standard is based on a target setting that provides for a transition from a “catch-up” to a “advancing” model of development of Russian education, which implies a refusal to directly copy Western models of education.
One of the features of the new standard isprofile principle education.
So, the new Federal State Educational Standards for grades 10-11 define 5 learning profiles: natural science, humanitarian, socio-economic, technological and universal. At the same time, the curriculum must contain at least 9 (10) academic subjects and provide for the study of at least one academic subject from each subject area defined by the standard.

Common subjects for inclusion in all curricula are:
"Russian language and literature";
"Foreign language";
“Mathematics: algebra and principles of mathematical analysis, geometry”;
“History” (or “Russia in the world”);
"Physical Culture";
“Fundamentals of life safety.”

In this case, the curriculum of the training profile (except for the universal one) must contain at least 3 (4) academic subjects at an in-depth level of study from the subject area corresponding to the training profile and (or) an adjacent subject area.
Another feature of the new standard is the emphasis on the development of each student’s individual educational path. In accordance with the new Federal State Educational Standards, an educational institution provides students with the opportunity to form individual curricula, including compulsory academic subjects: academic subjects chosen from compulsory subject areas (at a basic or advanced level), additional academic subjects, elective courses (“Astronomy”, “Art”) ", "Psychology", "Technology", "Design", "History of my native land", "Ecology of my land", etc.) and general subjects for inclusion in all curricula.

The curriculum must also necessarily provide for students to complete an individual project. The second infographic presents an example of the formation of an individual curriculum, taking into account the number of training sessions approved by the standards - no more than 37 hours per week.
The Federal State Educational Standard for high school will become mandatory for all Russian schools from September 1, 2020.

In the MBOU "Gymnasium No. 25" the implementation of the Federal State Educational Standard for Secondary Education will begin in September 2018, that is, those children who are studying in the ninth grade this academic year will be the first and from grades 5 to 11 will study according to the Federal State Educational Standard. Therefore, since 2017, the gymnasium has been actively preparing for this serious step. We are trying to meet the necessary readiness criteria, so the priority actions of the working group are:
development of the basic educational program;
bringing the school's regulatory framework into compliance with the requirements of the Federal State Educational Standard;
bringing into compliance with the requirements of the Federal State Educational Standard and new
qualification characteristics of job descriptions of teachers and other employees;
determining the list of textbooks and teaching aids;
determination of a model for organizing the educational process, ensuring the organization of extracurricular activities of students;
development of a methodological work plan to support the introduction of the Federal State Educational Standard;
advanced training of teachers;
ensuring personnel, financial, material, technical and other conditions for the implementation of the main educational program.

You can get acquainted with the official documents on the implementation of the Federal State Educational Standard SOO, as well as with all the necessary informationon the website of the Russian Ministry of Education and Science (section "Federal State Educational Standards") or at the following links:

Federal state educational standards of basic general
education (approved by order of the Ministry of Education and Science dated May 17, 2012 No. 413)

Standard of individual educational routes

What is the Federal State? State standard of secondary general education?

Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the Education Law. The Federal State Standard of Basic General Education is “a set of requirements mandatory for the implementation of the basic educational program of secondary general education (SOP LLC) by educational institutions that have state accreditation.”

How does the new standard differ from previous ones?

The first difference of the Federal State Educational Standard from his predecessors - reliance on the results of identifying the needs of the individual, family, society and state for the results of general education.

The second fundamental difference of the Federal State Educational Standard is their focus on achieving not only subject-specific educational results, but, above all, on the formation of the students’ personality, their mastery of universal methods of educational activity. Third fundamental difference new standards from previous versions - this is a difference in structure. The curriculum is divided into a mandatory part and a part formed by the participants in educational relations.

The Federal State Educational Standard focuses education on achieving a new quality that is adequate to the modern (and even predicted) needs of the individual, society and the state. The peculiarity of the new standard is that it is being introduced as a social contract.

The main goal of the school is to provide students with quality education. And the student’s parents are obliged to:

Ensure that students attend classes in accordance with the curriculum and other school events provided for by the documents regulating the educational and educational activities of the gymnasium;

Ensure that students complete their homework Parents are obliged to comply with and ensure that students comply with the charter and internal regulations of the educational institution and other acts of the educational institution regulating its activities;

Parents are required to attend parent-teacher meetings, and if personal participation is not possible, ensure their attendance by authorized persons, at the request of the head of the educational institution or class teacher, come for a conversation if the educational institution has complaints about the behavior of the student or his attitude towards receiving general education. Parents are required to notify the head of the educational institution or the class teacher about valid reasons for the student’s absence from classes.

The introduction of the second generation standard will greatly change a child’s school life. We are talking about new forms of organizing education, new educational technologies, a new open information and educational environment that goes far beyond the boundaries of the school. That is why, for example, the program for the formation of universal educational activities was introduced into the standard, and educational programs are focused on the development of independent educational activities of the student (on such types of educational and extracurricular (extracurricular) activities as educational design, modeling, research activities, role-playing games, etc. )

A distinctive feature of the new standard is its activity-based nature, which sets the main goal of developing the student’s personality. In the lessons now, the main attention will be paid to the development of the child’s activities, the implementation of various design and research work. It is important not just to transfer knowledge to the student, but to teach him to master new knowledge and new types of activities. At the level of secondary general education (10-11 grades), students should develop the ability to learn and the ability to organize their activities - the ability to accept, maintain goals and follow them in educational activities, plan their activities, monitor and evaluate them, interact with the teacher and peers in the educational process." What will be assessed is not what the child remembers, but how he understood the material he studied and whether he can apply it in different situations. Along with traditional oral and written work, students will have the opportunity to “cumulative grade” for completing tests, projects, and various creative works. These can be drawings, essays, observations, audio, video works, newspapers, presentations, creating a personal portfolio with a collection of the student’s achievements.

Each educational institution, based on its uniqueness, develops its own educational program, Curriculum, taking into account, among other things, the requests and wishes of the parents of schoolchildren. Parents should get acquainted with the program in order to understand how the child will be taught, what technologies will be used, what he will be taught, what qualities and skills he will have upon graduation from basic school.

What requirements for student results does the Standard establish?

The standard establishes requirements for the results of students who have mastered the basic educational program of secondary general education:

• personal, including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relationships, value-semantic attitudes reflecting personal and civic positions in activities, legal awareness, environmental culture, the ability to put goals and make life plans, the ability to understand Russian civic identity in a multicultural society;
• meta-subject, including interdisciplinary concepts and universal educational actions mastered by students (regulatory, cognitive, communicative), the ability to use them in cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, the ability to build an individual educational trajectory , possession of skills in educational, research, project and social activities;
• subject-specific, including skills acquired by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, knowledge of scientific terminology, key concepts, methods and techniques.

Subject results are grouped by subject areas within which subjects are listed. They are formulated in terms of “the graduate will learn...”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn...” Failure to achieve these requirements by the graduate cannot serve as an obstacle to his transfer to the next level of education.

Example: A graduate will learn to independently title a text and create an outline of the text. The graduate will have the opportunity to learn how to create a text based on the proposed title. You can learn more about the content of this division by studying the curriculum of academic subjects presented in the main educational program.

What is studied using ICT?

Studying biology and physics involves not only studying textbook materials, but also observations and experiments carried out using digital measuring instruments, a digital microscope, a digital camera and a video camera. Observations and experiments are recorded, their results are summarized and presented in digital form.

The study of art involves studying contemporary art forms as well as traditional ones. In particular, digital photography, video, animation.

In the context of studying all subjects, various sources of information should be widely used, including the accessible Internet.

In modern schools, the project method is widely used. ICT tools are the most promising means of implementing project-based teaching methods. There is a series of projects, by participating in which children get to know each other, exchange information about themselves, about school, about their interests and hobbies. Parents should encourage their children to do this work in every possible way.

The integrated approach to learning used in creating the new standard involves the active use of knowledge gained from studying one subject in lessons in other subjects. For example, in a Russian language lesson, work is being done on descriptive texts, and the same work continues in a geography lesson, for example, in connection with the study of the seasons. The result of this activity is, for example, a video report describing pictures of nature, natural phenomena, etc.

What is the information and educational environment?

Requirements for the information and educational environment (IS) are an integral part of the Standard. The IS should provide opportunities for informatization of work

Information about new educational standards and educational programs in academic subjects can be found on the website

Certain issues regarding the introduction of the federal state educational standard of general education (FSES) are clarified.

Thus, attention is paid to the key features of the Federal State Educational Standard; the status and format of the exemplary basic educational program (BEP); the relationship between the Federal State Educational Standard, the approximate general education educational program, the general educational program and the educational program of the school. The transition of an educational institution to the Federal State Educational Standard, changes in connection with its introduction, extracurricular activities, etc. are considered.

The Federal State Educational Standard includes requirements for the structure and results of mastering the educational program, and the conditions for its implementation. This is the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the form of training.

It is being developed in stages according to the stages of education, respectively, for primary, basic and secondary (complete) general education. Currently, standards have been approved for primary (Order of the Russian Ministry of Education and Science dated October 6, 2009 N 373) and basic general education (Order of the Russian Ministry of Education and Science dated December 17, 2010 N 1897).

The mandatory introduction of the Federal State Educational Standard (grade 1) in all Russian educational institutions will begin in the 2011/12 academic year. Compulsory training in the Federal State Educational Standard at the level of basic general education - from the 2015/16 academic year; secondary (complete) general education - from 2020/21.

You can switch to the Federal State Educational Standard in stages, through the levels of general education after the approval of the relevant standards and as educational institutions are ready to introduce the Federal State Educational Standard (in 5 grades - starting from the 2012/13 academic year, in 10 - from 2013/14).

The criteria for the readiness of an educational institution for such an introduction and measures to ensure it have been established.

To assist the executive authorities of the constituent entities of the Federation in organizing the introduction of the Federal State Educational Standard, a corresponding Coordination Council has been created under the Department of General Education of the Ministry of Education and Science of Russia.

Federal state educational standard of basic general education: content and implementation mechanisms.

The main goal of introducing the Federal State Educational Standards LLC is to create conditions that will improve the quality of education and achieve new educational results that meet the modern needs of the individual, society and the state.

The Federal State Standard of Basic General Education is “a set of requirements mandatory for the implementation of the basic educational program of basic general education by educational institutions that have state accreditation.”

What is the difference between Federal State Educational Standards LLC and the traditional teaching method?

1) reliance on the results of identifying the needs of the individual, family, society and state for the results of general education;

2) focus on achieving not only subject-specific educational results, but also on the formation of the personality of students, their mastery of universal methods of educational activity.

3) structure.

Federal State Educational Standards LLC identifies the following requirements for the conditions for the implementation of the basic educational program of basic general education.
1) personnel conditions (staffing of the educational institution with teaching and management staff; level of qualifications of teaching staff);
2) financial and economic conditions (to ensure state guarantees of the rights of citizens to receive free, publicly available basic general education;
provide the educational institution with the opportunity to fulfill the requirements of the Standard);
3) material and technical conditions (the ability of students to achieve the requirements established by the Standard for the results of mastering the basic educational program of basic general education, compliance with the sanitary and epidemiological requirements of the educational process;
fire and electrical safety requirements;
requirements for health protection of students and labor protection of employees of educational institutions);

5) information and methodological conditions (equipment of the information and library center, reading room, classrooms and laboratories, administrative premises, school server, school website, internal (local) network).

Basic mechanisms for implementing the requirements of Federal State Educational Standards LLC: planned results and assessment system"

For the first time, the Federal State Educational Standard was created as a system of requirements not for subject content, but for the entire educational system. The methodological basis of the standards is a system-activity approach, which involves the transition:

Formation of experience of independent cognition, i.e. the lesson should be based not on the principle of “teaching the subject”, but on the principle of “teaching the child” - I form personal, meta-subject, subject results;

· from the spontaneity of independent educational activities of schoolchildren to their self-organization;

· from subject content, divorced from life, to learning in the context of solving significant life or professionally oriented problems.

The main goal of education in accordance with the requirements of the Federal State Educational Standard is to develop the personality of students through the formation of universal learning activities in them, creating conditions for development creativity and acquisitions activity experience.

Students should have the following types of educational skills: personal, regulatory, cognitive, communicative.

Personal UUD provide students with a value-semantic orientation (the ability to evaluate their actions in accordance with accepted norms of behavior and build interpersonal relationships on this basis). Consequently, in the classroom and in extracurricular activities, the teacher should create situations of moral choice, moral and aesthetic assessment, and develop the ability of each student to reflect on their actions, understand their motives, needs and aspirations.

An important task is the formation of the foundations of civic identity, the internal position of the student in relation to the educational process. Therefore, the introduction of various forms of authentic assessment into educational practice is a conscious need.

Regulatory UUD determine the readiness of students for self-organization. These include goal setting, planning and determining ways to achieve the goal, predicting possible risks, constructing logical reasoning, establishing cause-and-effect relationships in the range of phenomena being studied, comparing results with a given standard, making additions, changes to the plan and methods of action in case of discrepancies with the given one standard.

Cognitive UUD include: putting forward hypotheses and their justification; determining a strategy for working with text; carrying out information search; analysis of objects, phenomena, highlighting essential and non-essential features; constructing reasoning in the form of a connection of simple judgments about an object, its structure, properties; structuring knowledge; the use of sign-symbolic means (models and diagrams) to solve assigned problems; comparison, classification of objects, phenomena according to specified criteria.

Communicative UUD ensure interaction of students with peers and adults. This type of UUD includes: defining the purpose, functions and methods of interaction; educational cooperation in searching and collecting information; conflict resolution – identifying problems, searching for ways to resolve them, and implementing them; correction of one’s activities, assessment of the partner’s actions (self-control, mutual control); communication in monologue and dialogic forms.

To achieve these results, it is necessary to make the following changes to the educational process:

· introduce interactive teaching methods;

· increase the amount of independent work in the classroom;

· reveal the significance of the knowledge being formed for the life and future activities of the student; create conditions for the disclosure of the student’s creative abilities, the development of his thinking.

Thus, the introduction of the second generation standard will greatly change the child’s school life. We are talking about new forms of organizing training, new educational technologies, a new open information and educational environment.

At the stage of basic general education, students must develop the ability to learn and the ability to organize their activities - the ability to accept, maintain goals and follow them in educational activities, plan their activities, monitor and evaluate them, interact with the teacher and peers in the educational process." .

Of course, this is a very serious and responsible job, during which difficulties and problems may arise. Therefore, when moving to the Federal State Educational Standard LLC, each teacher must solve three important tasks for himself:

1) rethink the existing experience of teaching activities, correlate it with the new requirements for the school;

2) study and use technologies of student-centered learning that contribute to the achievement of planned results;

3) develop the tools necessary to organize the cognitive activity of students. Only in this case will we be able to achieve the final result - to raise an educated and worthy person.