Work program on the subject how to compose correctly. Regulations on the development of the curriculum

General information

Tasks

Functions

Drafting

Decor

Scheme

Sections

clarification

Sequence of study

Methodological support

Other sections

Explanatory note

Course characteristics

Development results

Description of topics

Calendar-thematic plan

Applications

Responsibility of the educational institution

Review and approval

Conclusion

In paragraph 2.7 of article 32 “Competence and responsibility educational institution” The Law of the Russian Federation “On Education” states that the competence of an educational institution includes “the development and approval of work programs for training courses and disciplines”.

What is a work program and what place does it occupy in a number of documents that determine the content of education?

The main documents containing the requirements for the level of training of students and the minimum content of education are:

state educational standard (federal and national-regional component),
the basic curriculum of schools in the Russian Federation, which contains:

distribution of the content of education by educational areas, academic disciplines, years and weeks,
for each academic discipline of the basic curriculum, standard (exemplary) curricula are developed,
on the basis of these documents, an educational institution draws up its educational program, curriculum,
each teacher, relying on the above sources, on the basis of a typical curriculum, draws up a work program.

Thus, the work program is a local (created for a specific educational institution) and individual (developed by a teacher for his/her activities) document of an educational institution. It shows how, taking into account the specific conditions, educational needs and characteristics of the development of students, the teacher creates an individual pedagogical model of education based on the SES. The work program is an individual tool of the teacher, in which he determines the most optimal and effective content, forms, methods and techniques for organizing the educational process for a particular class in order to obtain a result that meets the requirements of the standard.

The work program of a subject can be the same for all teachers working in a given school and mandatory for administrative control over the completeness and quality of its implementation.

The work program may include the following structural elements:

title page,
explanatory note,
thematic plan,
the content of the subject,
list of mandatory laboratory, practical, control and other types of work,
requirements for the level of preparation of students,
criteria and norms for evaluating the knowledge of students in relation to various forms of knowledge control,
list of literature for teaching and educators.

By decision of the pedagogical council of the educational institution, the following can be attached to the work program:

calendar-thematic and lesson planning,
sample texts and test papers,
questions about accounts,
topics of essays, projects, etc.

All of the above is the educational and methodological equipment of the curriculum.

Title page

Explanatory note

Purpose explanatory note in the structure of the program is to:

briefly and reasonably characterize the essence of this subject, its functions, specifics and significance for solving the general goals and objectives of education defined in educational program at this stage of education of schoolchildren,
to give an idea of how to deploy educational material, to show in general terms the methodological system for achieving the goals that are set in the study of the subject, to describe the means of achieving them.

The explanatory note usually contains the following information:

The goals and objectives of studying the subject (course), the concept embedded in the content of the educational material, taking into account the type of educational institution and a particular student. When setting the goals of the subject, the requirements of state standards, as well as the order for educational services for students and their parents, must be taken into account. The main goals of the subject are those that characterize the leading components of the content of education: knowledge, methods of activity, experience of value relations and creative experience. The tasks of the subject are usually grouped as philosophical, methodological, theoretical, developing, educating, practical. When formulating goals and objectives, the requirements for the level of education, competence of students in the subject, presented after completion of the course, are taken into account. It is important that goals and objectives are understood unambiguously and are diagnosable.
Reflection of the expansion of the goals and objectives of studying the subject (course) in comparison with the exemplary program due to the introduction of a regional (national-regional) component.
Logical connections of this subject with other subjects of the curriculum.
Justification for the selection of content and the general logic of the sequence of its study, distinctive features work program in comparison with the exemplary program (change in the number of hours for studying individual topics, structural rearrangement of the order of studying topics, expanding the content of educational material, revealing the links between basic and additional education, etc.) and justifying the feasibility of making these changes.
General characteristics of the educational process: forms, methods and means of teaching, technologies.
Used forms, methods and means of checking and evaluating learning outcomes for this work program.
Rationale for the choice of educational and methodological package for the implementation of the work program.

Thematic plan

The thematic plan reveals the sequence of studying sections and topics of programs by year, the sequence of their study, the organizational forms of training used and the number of hours allocated both for studying the entire course and for individual topics. The thematic plan can be presented in the form of a table. The forms of control are determined by the characteristics of the class in which this subject is taught, the specifics of the course itself (for example, the need for practical and laboratory work for subjects in the natural science cycle), the features of the methods and technologies used in the learning process. So, when studying the humanities, especially in high school, you can plan seminars. In addition, excursions, conferences and other forms of conducting classes can be included in the curriculum.

Formation of the content of the training course is carried out on the basis of the following principles:

unity of the content of education at its different levels,
reflection in the content of training of the tasks of personality development,
scientific and practical significance of the content of training,
accessibility of education,
maintaining succession.

When describing the content of the topics of the work program, the following sequence of presentation can be recommended:

Topic title.
The required number of hours to study it.
The content of the educational topic:

main research questions,
practical and laboratory works, creative and practical tasks, excursions and other forms of classes used in training,
requirements for the knowledge and skills of students,
forms and issues of control,
possible types independent work students.

List of mandatory laboratory, practical, control and other types of work

A list of mandatory laboratory, practical, control and other types of work by year of study is indicated during the entire period of implementation of the work program.

Requirements for the level of training of students (by year of study)

Didactic units are grouped from generalized requirements for the level of training of graduates. The basic knowledge, skills and abilities, the level of formation of the basic competencies that the student must master after studying the course in accordance with state standards for the years of study are prescribed. The requirements for the level of mastering the discipline are formed in terms of “have an idea”, “know”, “own”, “be able”, etc.

Criteria and norms for assessing students' knowledge

Compiled in relation to various forms of knowledge control (oral survey, solving quantitative and qualitative problems, laboratory work, practical work, testing, test work, complex text analysis, expressive reading of works of art by heart, creative work (abstract, message, report, illustrative and visual material, a project made by students, etc.), test, exam).

Bibliography

The literature on the academic discipline is subdivided into basic and additional, educational and reference manuals, educational and methodical literature. The list of basic literature includes publications, the content of which specifies the knowledge of students on the main issues outlined in the program. An additional list depends on the preferences of the authors of the work program. It includes publications that expand the knowledge of students on certain aspects and problems of the course.

In the bibliographic list, publications intended for students and literature for the teacher (both basic and additional) are distinguished. The list of references includes bibliographic descriptions of publications recommended by the author of the program, which are listed in alphabetical order with the author, title of the book, place and year of publication.

The paper provides examples of work programs for elementary school in Russian (Appendix 1), literary reading (

Regulation on developmentcurriculum

main documents,

state educational standard (federal and national-regional component);
the basic curriculum of schools in the Russian Federation (distribution of the content of education by educational areas, academic disciplines, years and weeks);
standard (exemplary) curricula;
educational program and curriculum of the educational institution;
work program on the subject of a particular teacher.

Exemplary programs in the subject

reflect the leading ideological ideas of the development of society,
determine the main directions for the implementation of the content of education and the requirements for the organization of the educational process, for basic knowledge, skills and abilities, taking into account the specifics of a particular academic subject;
calculated on the number of hours devoted to the study of each educational field in the invariant part of the Basic Curriculum of the Educational Institution Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 of 03/09/2004;
serve as the basis for the preparation of work programs for training courses and disciplines.

An exemplary (typical) curriculum is a document that discloses in detail the mandatory (federal) components of the content of training and the parameters of the quality of assimilation of educational material in a specific subject of the basic curriculum. Recommended by the Ministry of Education and Science of the Russian Federation and is advisory in nature

Sample Program Functions

Information and methodological function

(gives an idea of the goals, content, general strategy for teaching, educating and developing students by means of this subject).

Organizational planning function

(highlights the stages of training, structuring the educational material, determining its quantitative and quality characteristics at each stage, including for the content of the intermediate assessment of students)

a document created on the basis of the state educational standard and the Model Program and having the author's concept of building the content of a training course, subject, discipline (module). The author's program is developed by one or a group of authors

Work program of the subject

this is a set of educational and methodological documentation, which is independently developed by the teacher (teachers) of the educational institution on the basis of working curriculum and sample programs training courses, subjects, disciplines (modules) recommended by the Ministry of Education and Science of the Russian Federation, copyright programs With taking into account the goals and objectives of the main educational program at the school level and which reflects ways of implementation the content of the subject in a particular educational institution.

The difference between the exemplary and working program

Sample Program defines basic knowledge, abilities, skills and reflects the system of leading worldview ideas, general recommendations methodical nature.

Working programm specifies appropriate educational standard, taking into account necessary requirements to its construction, and also describes the national-regional level, takes into account the possibilities of methodological, informational, technical support of the educational process, the level of training of students, reflects the specifics of education in a given educational institution

The compiler of the working curriculum can independently

expand the list of didactic units within the limits regulated by the maximum classroom load of students, and subject to continuity with the mandatory minimums of adjacent levels of education;
disclose the content of sections, topics, designated in the state educational standard, based on study guides(from the federal list), which he considers appropriate;
concretize and detail didactic units;
establish the sequence of studying educational material;
distribute the time allotted for studying the course between sections and topics according to their importance;
supplement the list of practical exercises;
specify the requirements for knowledge and skills of students;
include the material of the regional component in the amount of teaching hours allocated for this subject;
choose based on the tasks facing the subject, teaching technologies and monitoring the preparedness of students in the subject.

Aspects reflected and taken into account in the work program

requirements of federal components of state educational standards;
obligatory minimum content of training programs;
the maximum amount of educational material for students;
requirements for the level of training of graduates;
the volume of study hours determined by the curriculum of an educational institution for the implementation of academic subjects, modules, special courses, workshops, research and project activities in every class;
cognitive interests of students;
goals and objectives of the educational program of the school;
selection by the teacher of the necessary set of educational and methodological support.

The structure of the teacher's curriculum

title page;
explanatory note;
the content of the training course program;
educational and thematic plan thematic planning with the definition of the main types learning activities students);
requirements for the level of training of students (personal, meta-subject (competence) and subject results mastering a particular academic subject, course);
educational and methodological teaching aids (description of material and technical, educational, methodological and information support of the educational process

Title page of the program

full name of the founder and educational institution in accordance with the charter;

where, when and by whom the working curriculum was approved;
name of the subject (course);
indications of the belonging of the working curriculum to the stage, level of general education;
the duration of this program;
an indication of the exemplary program and its authors, on the basis of which this working curriculum has been developed;
Full name. the teacher who created this work curriculum

title, author and year of publication of a particular program(approximate, author's), on the basis of which the Work Program was developed;
goals and objectives of this program training in the field of forming a system of knowledge, skills (tasks are formulated in accordance with the standard and taking into account the given educational institution);
logical connections this subject with other subjects of the curriculum;
rationale for content selection and the general logic of the sequence of its study, distinctive features work program in comparison with the exemplary program (change in the number of hours for studying individual topics, structural rearrangement of the order of studying topics, expanding the content of educational material, revealing the links between basic and additional education, etc.) and justifying the feasibility of making these changes;
general characteristics of the educational process: forms, methods and means of teaching, technologies

The content of the topics of the training course

An abstract description of each section according to the numbering in the educational and thematic plan. The presentation of educational material in a given sequence provides for the specification of all didactic content units.
The content of the educational topic:
main research questions,
practical and laboratory work, creative
and practical tasks, excursions and other forms of classes used in training,
requirements for the knowledge and skills of students,
forms and issues of control,
possible types of independent work of students.
Topic title.
The required number of hours to study it.

Educational and thematic plan

reflects the sequence of studying sections and topics of the program shows distribution of training hours by sections and topics;
determines the conduct credits, control, practical and other types of work due to the time provided for by the maximum teaching load;
compiled for the entire period of study (usually for the academic year);
presented in the form of a table

Requirements for the level of preparation of students

Description of learning outcomes expressed in the actions of students (operational) and actually identifiable with the help of some tool (diagnostic).
This list of learning outcomes includes special subject and general learning skills and activities.
The basis for highlighting the requirements for the level of training of students is the state educational standard of general education and the curriculum (exemplary or author's), on the basis of which the Work Program is developed. Therefore, the requirements for the level of preparation of students, prescribed in the Work Program, must not be lower than the requirements formulated in the federal component of the state standard for general education and the curriculum adopted as the basis.

Features of the formulation of requirements for the level of training of students

They must :

be described through the actions of students;
indicate a certain level of achievement;
be achievable and measurable;
be described in a language understandable to students.

Educational and methodical teaching aids

include

basic and additional educational literature (textbooks, manuals, collections of exercises and tasks, control tasks, tests, practical work and laboratory workshops, anthologies);
reference manuals (dictionaries, reference books);
visual material (albums, atlases, maps, tables);
equipment and appliances...

Three groups:

"Literature (basic and additional)";
"Didactic material";
"Equipment and Appliances".

Literature is drawn up in accordance with GOST bibliographic description

Possible options for the use and design of work programs by the teacher

Use of an exemplary program, an exemplary program as amended;
Using the existing author's program (as a rule, the program of the author of the textbook);
Use of the author's program with the changes made;
The author's program of the teacher.

Work Program Approval Path

1. Considered at the methodological association, is adopted at the scientific and methodological council. The decision of the SHMO and the NMS is documented in a protocol. A preliminary external examination is possible (June)

2. The school principal issues an order on the approval of each curriculum. Each program must be labeled acceptance of the program (MS), the results of the examination (if any), the school principal's mark on the approval of the program (date and number of the order). Approval of all programs until August 31.

3. One copy of the curriculum are part of the PLO and are with the administration in accordance with the nomenclature. The second copy from the teacher

Federal List of Extremist Materials (as of 04/02/2019) Open
Federal Law No. 114 "On counteracting extremist activity" Open
Federal Law No. 112-FZ dated July 05, 2002 “On Amendments and Additions to legislative acts Russian Federation in connection with the adoption federal law"On Counteracting Extremist Activities"Open
Decree of the President of the Russian Federation of March 23, 1995 No. 310 (as amended on November 3, 2004) "On measures to ensure coordinated actions of state authorities in the fight against manifestations of fascism and other forms of political extremism in the Russian Federation"

Interview with M. R. Leontyeva

Leontyeva Margarita Romanovna

A mathematician by education, she worked for more than 20 years at the Ministry of Education of the USSR, and for 10 years she worked as the editor-in-chief of Enlightenment.

The word "program" now sounds everywhere, it is given different definitions ... And what kind of programs can there be?

The program is capacious, multifaceted Russian word. In the education system, in the Law “On Education”, the word program is also used to characterize various documents.

There are two programs in the education system that determine the levels of education: general education and vocational.

General educational programs include: preschool, primary general, basic general and secondary (complete) general education.

At the same time, in accordance with the Law, each level has a Basic Educational Program: PEP of primary, PEP of basic and PEP of secondary (complete) general education.

What is OOP? It is the standard that determines the structure of the main educational program.

For example, GEF primary education defines the structure of the BEP as follows: an explanatory note, the planned results of mastering the BEP by students, the curriculum of primary education, the program for the formation of UUD, the programs of individual subjects, the program of spiritual and moral development, the education of students, the program for the formation of a culture of a healthy and safe lifestyle, the program of correctional work, system for assessing the achievement of planned results.

In other words, the main educational program of an educational institution is all the activities of the school.

We will talk about programs for academic subjects.

The law provides that an educational institution has work programs in academic subjects. Often in this case, a beautiful name is exploited - the author's program.

The law does not provide for and has no interpretation of copyright programs. The Law has a work program, which means that a teacher at school must have his own work program. Any? Not! With the approval of the Federal State Educational Standard for Primary Education, the standard rigidly defined the structure of programs in academic subjects.

What is a work program and why is it needed?

Why is she needed? The teacher has always worked and works according to the program.

Previously, curricula in academic subjects were approved by the Ministry, last years not approved or considered. And teachers today work on these very author's programs, which have a different structure and, as a rule, are more like concepts, not programs.

Now the Standard, as already mentioned, has determined the structure of work programs for academic subjects and courses.

The program must contain an explanatory note with the objectives of teaching the subject; general characteristics academic subject; personal, meta-subject and subject results, the achievement of which is provided by the program, the content of the academic subject, course, as well as thematic planning with the definition of the main types of educational activities and a description of the logistics.

In fact, the state has put in order a very important document for education - the program for the subject.

The fact that many work programs, invented and compiled arbitrarily, have appeared on the market of educational literature is already known. However, they are of little use to the teacher.

The school has the right to choose its own textbooks. But in accordance with the Federal State Educational Standard, it is necessary to draw up a work program, it must be included in the main educational program of the school, and the program for the subject must have a rigidly established structure.

And what then is the difference between the working, author's and exemplary programs?

The work program has an established structure and is tightly connected with the sections of the Standard, especially with the requirements for the results of mastering the OOP.

Exemplary curricula for academic subjects are prepared by order of the Ministry of Education and are integral part exemplary basic educational program and are published on the website of the Ministry. They can form the basis of work programs.

That is, the principal of the school or the teacher cannot add their sections?

The program for the subject, the course should contain certain sections, but this does not mean that you can not add something of your own. I may have a work program for the subject, in which, along with the rest, I will also include tests or planned results that need to be achieved. It is necessary to show (and the teacher himself to know!) what personal, meta-subject and subject results need to be achieved, what content is invested here and what types of educational activities will be applied. That is why now the publishing house, to the best of its understanding, is beginning to make work programs to help the teacher, the structure of which exactly corresponds to the Federal State Educational Standard.

If he submits this program, is an external review needed?

The law does not provide for this. A teacher should be careful when buying a work program prepared by a publisher. He must remember that the order of the minister determines what should be in this work program. And if he bought some work program that has only three columns of thematic planning, then this cannot be passed off as a work program. That is, it is necessary to look at whether the structure and content of the program corresponds to the Federal State Educational Standard, or not. And if not, he will have to create his own program and add everything that the standard requires to it. Therefore, the publishing house "Enlightenment" with great difficulty, but makes working programs that clearly meet federal standard. I must say that the authors resist, because they are already used to the fact that “in my program I will tell you about what a new, interesting course I have, how I acted, how I thought when I created this program ...” But this is not for the teacher necessary! In fact, from an explanatory note to thematic planning is government document, and then the features of the course begin, which are revealed in thematic planning.

If a teacher writes a work program, is it part of the main educational program of the institution, and the corresponding review is received by the program of the institution, and not a separate work program?

As a rule, the main educational program of the school is agreed with the founder, and the subject programs are watched by subject methodologists.

What can be reviewed in a subject matter program? The structure is determined by the Federal State Educational Standard, personal, meta-subject and subject results - in this program there should be those that the standard dictates. And if the content is reviewed, then this is strange, since the content is a reflection of the fundamental core and, in fact, should be taken from exemplary programs in academic subjects. The structure of the course that I have chosen, in general, no one can dictate to me. In my working program I must describe this structure, that is, it is not the program that should be reviewed, but the textbook. And it has already been reviewed by the Ministry, because the textbook is selected from the federal list, which is approved by the Ministry. No one should review thematic planning at all, because this is my business, how I create it. In general, methods, teaching methods, distribution of material, speed of study - this is all my methodology, and no one reviews it.

You should always look at the original source. First, teachers should read the Federal State Educational Standard, find out what it has specifically for the teacher.

Quite right.

If I, as a teacher, am responsible for the textbook, then the choice can only be from the federal list.

It is so determined by the Law.

Previously, there were results at the end of classes, but now there are learning stages!

The standard says that there are planned results in all subjects. In the exemplary basic educational program, which will be legalized by the Ministry, there are planned results in all subjects, and the teacher should be guided by them.

Is it legal for the school authorities to require reference to printed programs?

None of your business, dear administration! You can only check program and standard items. And where I take it - I create it myself or buy it - this is not limited by anything.

Should there be forms of control in the program on the subject?

The standard does not provide for this. However, the school itself, in accordance with the Federal State Educational Standard, as we have already said, must make a school program according to the assessment system. Methodological associations should discuss what system of assessment and control should be in the school.

Parents and reviewers should be aware that the school has self-assessment, bi-weekly testing, or something else.

There are questions from teachers: is it necessary to stamp the programs?

I would reassure people that, unfortunately, they are not alone! Apparently, neither the head teacher nor the director know that for more than five years the Ministry of Education has not stamped programs, the Ministry of Education only examines textbooks. And the Law "On Education" provides only for the examination of textbooks. Therefore, a program with a neck can only be found before the 1995 release.

The regulation on the structure of the work program is formed in accordance with industry legislation, the charter of the educational institution and other regulatory, local documents. Next, consider what is the structure and content of the work program.

First of all, the concept of a work program should be clarified. It acts as a legal document that must be fully complied with. The structure of the work program in the subject ensures the implementation of the requirements of the second generation state standard. It is formed in accordance with the conditions and results of education at the 1st and 2nd levels. Drawing up a work program is necessary to create conditions for organizing, planning and managing the process of education in a particular discipline (area). It should ensure the achievement of the set results for the development of the basic material.

The structure of the work program for the GEF is built in such a way that:

To form an idea of the practical implementation of the components of the standard in the study of a particular discipline.
Clearly define the essence, order, volume of studying the course in accordance with the goals, features and process of the institution and the contingent of students.

The structure of the work program for the Federal State Educational Standard implements:

The structure of the working curriculum is formed and approved by the educational institution. The preparation of the document can be carried out by one teacher or their group. The program should be the same for all specialists in a particular discipline. It acts for the teacher as a basis for the formation of a calendar-thematic plan for the year. If there is no indication in the project of the distribution of hours by topic and section, if only their total number is given, the teacher independently sets them. In doing so, the relevant teaching materials and focus on personality traits children.

Work programs in mathematics, literature or another discipline are executed according to the model on a computer. The text should not contain corrections. The set is carried out in the Word editor. Letter font should be used Times New Roman size 12-14. Line spacing is single. The text is justified in width, there should be margins of 1-2 cm on all sides. Paragraphs and headings are centered using the editor's tools. Tables are inserted directly into the text. The first page is the title page. It is not numbered. The calendar-thematic plan is carried out in the form of a table. The structure of the work program should include a list of references. It is arranged alphabetically with all output data. the design of the document should be neat, all information is given in a logical connection with each other. A4 program format. Additional design for the work program in academic subjects in an educational institution is not provided for in the standards.

The structure of the work program of the teacher is as follows:

All this information is indicated on the structure of the work program of the educator will differ from the presented scheme. They are due to the specifics of the work of the DOW itself.

All work programs (in mathematics, foreign language, biology and other disciplines) are accompanied by appendices and explanations. These include:

Enumeration of normative- legal acts.
General tasks of primary and basic education. They should be specified in accordance with the specifics of the course (subject).
General characteristics of the discipline.
Description of the position of the course in the plan.
The exact name of the program in the discipline with a bibliographic description.
Presentation of value orientations.
Meta-subject, personal, subject results of mastering a particular discipline.
Course content.
Description of the regional component. It is formatted in a table.
Calendar-thematic plan. At the same time, the main types of educational activities should be determined with a description of the expected results of development.
Requirements for the level of preparation of children.
Description of control and measuring materials.

The structure of the teacher's work program must comply with the requirements of the standards. Material educational course is aimed at providing conditions for the formation of individual and metasubject (universal) actions. In this regard, in the relevant section, one should list the UUDs that are performed during the development of a particular course. In addition, the types of tasks and techniques in which the formation of universal actions is designed are given.

The structure of the work program includes the rationale for choosing hours by section and year. It should disclose the sequence of mastering the material, show the distribution of time, taking into account the maximum load. In the description of the content of sections (topics), the following sequence is established:

Name.
Content.
Required number of hours.

The expected results of mastering are presented taking into account the specifics of the subject (“the graduate will learn / be able to learn ...”).

This section provides a description of the corresponding complex. The list of educational and methodological support should contain such materials as:

Theoretical (textbook, program).
Didactic and methodological (manuals for teachers, collections of control / test papers, notebooks for independent work).

When describing the part on practical exercises, one should indicate the number of them that is necessary for the program, and which are distributed by topic. The section for monitoring the level of assimilation includes a set of measuring materials (tests, practical / control work). Each discipline has its own forms:

In Russian - dictations, tests, essays, tests, control cheating, presentations.
In physical education - standards of physical training.
In mathematics - independent / tests, testing and so on.

The structure of the work program should include measuring materials that comply with the standard. Forms created by the author of the project should be included in the application.

It should indicate:

Addressee (type and type of educational institution, class.
Features of the program in relation to the Federal State Educational Standard.
The main idea of the project.
The validity of the program.
The area that the particular course belongs to.
A brief statement of the general goals for
Project implementation period.
Key criteria for selecting materials, explanations of the logic of the program. This section, among other things, reveals the links between the main and additional courses in the discipline (if any).
Planned results.
Brief summary of the grading system.
Description of the main analysis tools.
Presentation of the system of symbols.

This section contains information about:

Approximate or author's program on the basis of which this project was created (year of publication, publisher).
Basic technologies, forms, methods, mode of training.
The logical connections of the subject with other disciplines / sections of the plan.

This section describes the requirements:

The work program contains lists and names of sections, topics of the discipline, the required number of hours. The content of the topic is:

Basic questions for study.
Laboratory and practical work, creative tasks, excursions and other forms used in teaching.
Requirements for the skills and knowledge of students to complete the study.
Questions and forms for control.
Assumed types of independent work of schoolchildren.
Formed UUD.

It is compiled with an indication of the key activities of children:

List of sections, topics, sequence of studying the material.
The number of hours for each element.
Topics for individual lessons and materials for them.
Type of classes (practical, theoretical), number of hours.
Types of activities of schoolchildren.
Control methods and forms.

They can be represented as:

Topics of projects.
Key concepts used in the course.
Control and measuring materials.
Themes of creative tasks.
Work examples.
Texts of dictations, checks, tests, etc.

It is established in the Federal Law "On Education". According to its provisions, the educational institution will be responsible for the implementation of curricula that do not fully comply with the schedule of the educational process. In the course of drawing up his project, the teacher must take into account the requirements that are imposed by state standards. The following are the main principles for the implementation of the Federal State Educational Standard in the discipline:

The work program on the subject is discussed at a meeting of methodical school associations. The project is coordinated with the head of the MO. In particular, the date is affixed, the number of the protocol that was taken at the meeting, the signatures of authorized persons are put. The work program is agreed upon by the deputy director. After that, the project is approved by the director of the educational institution itself. The title page is stamped accordingly.

Name of sections and topics

Total hours

Including on:

Approximate number of hours

students' independent work

Name of sections and topics

Total hours

theoretical

laboratory and practical

test papers

Approximate number of hours

students' independent work

At the bottom of the table, the hours are summed up

The structure of the program reflects all aspects of the educational process specifically in the subject. The preparation of this document ensures the clarity and consistency of the teacher's actions, allows you to foresee various situations. When forming the program, the individual characteristics of children, the specifics of the discipline are taken into account. The development of the program is of great practical importance. It not only describes the features of the discipline, methods of studying and presenting the material, but also establishes the results that graduates should achieve. The introduction of programs into the practice of teachers has a stimulating effect on them. By analyzing the final results, teachers see the effectiveness or inefficiency of certain tools and means, find errors, problems, and ways to eliminate them. It is also important that the implementation of the work program is carried out with the active participation of schoolchildren. The document provides for a variety of forms and types of children's actions that contribute to the assimilation of the material.