What determines the content of extracurricular activities? "extracurricular activities as an important condition for the implementation of the new generation of federal state standards"
Introduction. Relevance of the topic.
2. Main part. Extracurricular activities like important condition implementation of the activities of the new generation Federal State Educational Standards
a).The purpose of extracurricular activities;
b).Tasks;
V). Directions of personality development;
G). Forms of extracurricular work;
e).Planned results of the education and development of primary school students;
f).Educational results and effects of extracurricular activities;
e). Primary school graduate model;
g).Planned result;
h). Expected Result;
3. Conclusion.
4.Literature.
Application.
Introduction
Priority task modern school: creating the necessary and complete conditions for personal development every child.
The concept of extracurricular activities includes all those types of activities of schoolchildren, except academic ones, in which it is possible and appropriate to solve their problems. education and them socialization.
Extracurricular activities are the activity of children outside of lessons, determined by their interests and needs, aimed at understanding and transforming themselves and the surrounding reality, playing an important role in the development of students and the formation of the student body. The specifics of extracurricular activities are determined by the focus on achieving personal, subject, meta-subject results of the educational program of primary general education. Extracurricular activities act as one of the main components of the socialization of a primary school student.
Extracurricular (extracurricular) activities schoolchildren is one of the innovations of the second generation Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes a mandatory element of school education and sets the teaching staff the task of organizing a developmental environment for students.
The fundamental difference educational standards of the second generation is to strengthen their focus on educational outcomes as a system-forming component of the design of standards. The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is considered as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: academic and extracurricular.
Extracurricular activities – This is a concept that unites all types of schoolchildren’s activities (except for academic activities), in which it is possible and appropriate to solve the problems of their upbringing and socialization.
Main goals extracurricular activities according to the Federal State Educational Standard are the creation of conditions for students to achieve the social experience necessary for life in society and the formation of a value system accepted by society, the creation of conditions for the multifaceted development and socialization of each student, the creation of an educational environment that ensures the activation of students’ social and intellectual interests in their free time, the development of healthy, a creatively growing personality with developed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities and the implementation of volunteer initiatives.
Extracurricular activities are an integral part of the educational process at school, allowing the requirements of the federal state educational standard to be fully realized. The features of this component of the educational process are: providing students with a wide range of activities aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities with specific content.
To implement the Federal State Educational Standard at school, the following types of extracurricular activities are available::
play activities;
cognitive activity;
problem-value communication;
leisure and entertainment activities (leisure communication);
artistic creativity;
social creativity;
labor (production) activity;
sports and recreational activities;
tourism and local history activities.
Extracurricular activities pose a number of tasks:
development of interests, inclinations, abilities, capabilities of students to various types activities;
expanding the scope of communication in society.
The basic principles that a teacher should follow when implementing VD should be:
Free choice by the child of types and areas of activity.
Focus on the child’s personal interests, needs, and abilities.
Possibility of free self-determination and self-realization of the child.
Unity of training, education, development.
Practical activity basis of the educational process.
The Federal State Educational Standard presents a basic model of extracurricular activities.
The curriculum of an educational institution, namely, through the part formed by participants in the educational process (additional educational modules, special courses, school scientific societies, educational Scientific research, workshops, etc., conducted in forms other than classroom training);
Additional educational programs of the general education institution itself (intra-school system of additional education);
Educational programs of institutions of additional education for children, as well as cultural and sports institutions;
Organization of activities of extended day groups;
Classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);
Activities of other teaching staff (teacher-organizer, social teacher, educational psychologist, senior counselor) in accordance with the job responsibilities and qualification characteristics of positions of educational workers;
Innovative (experimental) activities for the development, testing, and implementation of new educational programs, including those taking into account regional characteristics .
Recognizing socialization as one of the tasks Russian education, it is important to timely orient the child in the modern sociocultural environment, spiritual and cultural heritage. Solving the problems of education and socialization of schoolchildren, in the context of the national educational ideal, their comprehensive development, is most effective within the framework of the organization of extracurricular activities, especially in the context of the basic general education system. In accordance with the Federal State Educational Standard (FSES) of the new generation, the organization of extracurricular activities for children is an integral part of the educational process at school, and education is considered as the mission of education, as a value-oriented process. Extracurricular activities at the Municipal Educational Institution Tushinskaya Secondary School are carried out on the basis of an optimization model for organizing extracurricular activities and combine all types of schoolchildren’s activities (except educational activities in the classroom), in which it is possible and appropriate to solve the problems of raising and socializing children.
Extracurricular activities are understood today primarily as activities organized with the class outside of class hours to meet the needs of schoolchildren for meaningful leisure, their participation in self-government and socially useful activities, children's public associations and organizations.
This work, in my opinion, allows teachers to identify potential opportunities and interests in their students and help them realize them. Extracurricular work is focused on creating conditions for informal communication between students in a class or educational parallel, and has a pronounced educational and socio-pedagogical orientation. Extracurricular work is good opportunity for organizing interpersonal relationships in the classroom, between students and the class teacher, teacher in order to create a student body and student self-government bodies. In the process of multifaceted extracurricular activities, it seems to me that it is possible to ensure the development of general cultural interests of schoolchildren and contribute to solving the problems of moral education.
Thus, extracurricular activities schoolchildren is the totality of all types of student activities (except for educational activities and activities in the classroom), in which it is possible and appropriate to solve the problems of their upbringing and socialization.
The new conditions provide an opportunity for general and additional education of children to become equal, complementary components capable of creating a single educational space necessary for the full personal development of each child. In these conditions, educational institutions are faced with qualitatively new tasks: it is necessary to create the basis for the successful adaptation of schoolchildren in society, the disclosure of their creative potential, abilities and such personality traits as initiative, initiative, imagination, originality, that is, everything that relates to individuality person.
The implementation of the principle of completeness of education is laid down in the Federal State Educational Standard and becomes a key point for building a new system of relations between general and additional education, integrating both formal and informal, compulsory and voluntary, traditional and uniquely specific. Integration of general and additional education,
undoubtedly, it becomes an important condition for the transition to the Federal State Educational Standard, as it leads to a qualitatively new result.
Taking into account the requirements for the implementation of the Federal State Educational Standard, educational institutions, having certain resources and experience in interacting with parole, must create conditions for the implementation of extracurricular activities and develop a model of interaction with parole.
Since the goals of additional education are aimed at realizing extracurricular individual interests, the educational needs of each student and providing them with opportunities to build their own, individual educational trajectory, individual educational module, the realization of such opportunities increases with the combined educational resources of the school and the institution of additional education. In fact, we can talk about the need to create a new learning environment, focused on independent learning activities, development creativity trained, on the socialization of children.
Considering that the standards of general education predetermine the allocation of hours for extracurricular activities in the educational institution (10 hours per week), and the choice of activities within these hours falls on the “shoulders” of the school and completely depends on the available personnel and material capabilities, institutions of additional education can contribute significant contribution to the implementation of new standards.
Extracurricular activities organized according to areas of personal development:
sports and recreation,
spiritual and moral,
social,
general intellectual,
general cultural.
Forms of organization of extracurricular activities, as in general educational process, within the framework of the implementation of the main educational program of primary general education, is determined by the educational institution.
There are several main types of organizational models for extracurricular activities:
model of additional education (based on the institutional and (or) municipal system of additional education for children);
school model full day»;
optimization model (based on optimization of all internal resources of an educational institution);
innovative educational model.
Each op-amp chooses the most suitable model for itself; combining models is possible (as happened with us).
For the successful introduction of the Federal State Educational Standard of NEO, including extracurricular activities, a number of conditions must be met:
Organizational support
Regulatory support
Financial and economic conditions
Scientific and methodological support
Human Resources
Material and technical base
In our “MOU Tushnnskaya Secondary School” we implement extracurricular activities like this. Our school has been successfully operating a system of additional education for several years. Since 2008, the school has been working on the topic “System of additional education within the framework of secondary school as a condition for the activation of personal self-determination and self-realization of students” Today, 10 creative associations work at the school (25 teachers are involved).
The school's additional education block provides a wide range of diverse services, satisfies the individual, sociocultural, and educational needs of children, and provides students with freedom to choose types, forms of activities and children's interest groups.
As part of the early childhood education system at school, we interact with a number of institutions in the area.
Today our educational institution meets all modern requirements for conducting the educational process. And it has some success in developing students’ abilities. It should be noted that the school teachers understand and accept the fact that the primary school became the first step in testing the Federal State Educational Standard of the new generation not by chance. After all, the effectiveness of introducing changes at other levels of education largely depends on what the results of primary school will be, since it is the basis for the foundation of all subsequent education of children in school.
School transition to new standard requires serious preparatory work- one of which is the development of a program for extracurricular activities. Based on the provisions of this program, each teacher creates his own work program in the chosen direction.
Students reveal their spiritual, physical and intellectual potential during extracurricular activities carried out at school in five areas (focuses):
Extracurricular activities at our school cover a wide range of work.
*
Meetings with church ministers. Participation in Orthodox holidays and festivals, holidays and meetings;
Preparation of presentations and projects. Participation in “Lend a Helping Hand” projects and events.
Excursions and meetings with representatives different professions, class hours on the role of labor and useful activities, participation in events dedicated to the traditions and work experience of the family, industrial tourism.
Meetings with representatives of creative professions, excursions to monuments; conversations and classes about rules of behavior and actions.
When organizing extracurricular activities for schoolchildren, the teacher needs to understand the difference between the results and effects of this activity.
Result - this is what became the immediate result of the student’s participation in the activity. Effect – this is a consequence of the result; what the achievement of the result led to.
The educational results of extracurricular activities are distributed across three levels.
First level – the student’s acquisition of social knowledge (knowledge about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.) is achieved in interaction with the teacher.
Second level – the student gains experience and a positive attitude towards the basic values of society. Achieved in a child-friendly environment (team).
Third level – the student gains experience of independent social action. Achieved in interaction with social actors.
The results of successful extracurricular activities are the student’s achievement of knowledge and understanding of social life, the desire for a value-based attitude and independent actions in public life.
Achieving three levels of extracurricular activity results increases the likelihood of the effects of children’s upbringing and socialization. Students can develop communicative, ethical, social, civic competence and sociocultural identity in its country, ethnic, gender and other aspects.
Optimization model. The model of extracurricular activities based on the optimization of all internal resources of the school assumes that the school’s teaching staff (teachers, teacher-organizer, social educator, educational psychologist, librarian) take part in its implementation.
The coordinating role is performed at the class level by the class teacher, who, in accordance with his functions and tasks:
interacts with teaching staff, as well as educational and support staff of the school;
organizes an educational process in the classroom that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school-wide team;
organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;
organizes socially significant, creative activities of students.
The advantages of the optimization model include minimizing financial costs for extracurricular activities, creating a unified educational and methodological space in an educational institution, and the substantive and organizational unity of all its structural divisions.
The model of extracurricular activities at school ensures that the individual characteristics and needs of students are taken into account through the organization of extracurricular activities, which are carried out in the areas of personal development (sports and health, spiritual and moral, civil and patriotic, artistic and aesthetic), including through such forms as excursions , clubs, sections, round tables, conferences, debates, school scientific society, olympiads, competitions, search and scientific research, socially useful practices, on a voluntary basis in accordance with the choice of participants in the educational process.
The model of extracurricular activities of a school determines the composition and structure of areas, forms of organization, and the volume of extracurricular activities for students at the level of basic general education, taking into account the interests of students and the capabilities of the school.
The school independently develops and approves a plan for extracurricular activities. The plan for extracurricular activities of the municipal educational institution Tushinskaya Secondary School is given below.
In addition to the plan for extracurricular activities, the model of extracurricular activities also provides for the use of the following documents:
– individual student employment card in extracurricular activities;
– general employment map of class students in extracurricular activities;
– journal of student achievements in extracurricular activities
These tools ensure the implementation of the school’s model of extracurricular activities, and also create the prerequisites for designing individual educational routes for students, including, among other things, their extracurricular activities.
The main factors that determine the model for organizing extracurricular activities are:
-
territorial location of the school;
- level of development of additional education at school;
-methodological and software support for educational activities of teachers and class teachers;
-staffing support for the educational process of extracurricular activities (presence of a psychologist, social teacher, teacher-organizer, teachers implementing extracurricular activities.),
-material and technical support for extracurricular activities.
Type of organizational model of extracurricular activities:
Transition model
The main idea of the program: creation of pedagogical conditions for a developing environment for the education and socialization of schoolchildren in extracurricular activities.
Purpose of extracurricular activities: creating conditions for the child to express and develop his interests on the basis of free choice, comprehension of spiritual and moral values and cultural traditions.
Main goals:
identifying the interests, inclinations, abilities, and capabilities of students for various types of activities;
creating conditions for the individual development of the child in the chosen area of extracurricular activities;
formation of a system of knowledge, skills and abilities in the chosen area of activity;
development of experience in creative activity, creative abilities;
creating conditions for the implementation of acquired knowledge, skills and abilities;
development of experience in informal communication, interaction, cooperation;
expanding the scope of communication with society.
Principles of organizing extracurricular activities:
compliance with the age characteristics of students, continuity with technologies of educational activities;
reliance on traditions and positive experience in organizing extracurricular activities of the school;
reliance on the values of the school educational system;
free choice based on the child’s personal interests and inclinations.
According to paragraph 16 of Article 50 of the Law of the Russian Federation of July 10, 1992 No. 3266-1 “On Education,” students and pupils of civil educational institutions have the right to freely attend events not provided for by the curriculum.
Consequently, that part of extracurricular activities, the hours of which are included in the curriculum of the educational institution (within the part formed by the participants in the educational process), is mandatory for attendance and is subject to the restrictions imposed by clause 10.5. sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”, on the maximum weekly educational load.
Extracurricular activities implemented within the framework functional responsibilities class teachers, teachers of extended day groups, additional education teachers and other teaching staff whose activities are not regulated by the curriculum of the educational institution are optional for attendance.
Model description
When organizing extracurricular activities for students, their own resources will be used (teachers, additional education teachers, physical education teacher, librarian, counselor).
The section of the variable part of the school curriculum “Extracurricular Activities” fully implements the requirements of the federal state educational standards of general education. Using hours for extracurricular activities, the school implements additional educational programs, a program for the socialization of students, and educational programs.
The school creates an infrastructure for useful employment of students in the afternoon that would help ensure that the needs of participants in the educational process are met, including the personal needs of students. Depending on their interests and needs, each student forms his own individual educational extracurricular vector.
A special educational space is created for the child, allowing him to develop his own interests and successfully undergo socialization in a new life stage, master cultural norms and values.
The organization of classes in the areas of the “Extracurricular Activities” section is an integral part of the educational process in our educational institution and provides students with the opportunity to choose a wide range of activities aimed at their development.
The content of classes provided as part of extracurricular activities is aimed at implementing the educational program of the school. A set of extracurricular modules is formed taking into account the wishes of students and their parents (legal representatives) and is implemented through various forms of organization; such as excursions, clubs, sections, olympiads, competitions, competitions, quizzes, educational games, search studies, etc.
During the holidays, to continue extracurricular activities, children will attend a children's health camp with a day stay “V quarter” at the school.
To implement extracurricular activities, Work Programs for extracurricular courses are drawn up in accordance with the goals and objectives set out in the School’s Educational Program.
Logistics support
To implement the model of extracurricular activities at school, there are the necessary conditions provided for by the Federal State Educational Standard of LLC.
To organize extracurricular activities, the school has an equipped gym, an equipped dance hall, an assembly hall, a library with places for students to access the Internet, a sports ground, and classrooms for subjects.
The school has classrooms equipped with computer technology and interactive equipment.
Organization of extracurricular activities
The format is group.
Extracurricular activities are presented the following directions works:
spiritual and moral;
general intellectual
social
sports and recreation
general cultural
Forms of extracurricular activities of the school in the following areas:
1. General intellectual:
Subject weeks;
Library lessons;
Competitions, excursions, Olympiads, business and role-playing games, etc.
Participation in Olympiads
Development of projects for lessons.
2. Sports and recreation:
Organization of hikes, excursions, “Health Days”, outdoor games, “Fun Starts”, intra-school sports competitions.
Conducting health talks.
Use of game moments and physical education minutes in lessons.
Participation in regional sports competitions.
3.. Social:
Conversations, excursions, targeted walks, role-playing games, observations, experiments.
Workshops, competitions, role-playing games, travel games.
Participation in creative competitions and promotions.
Conversations, excursions.
Participation and preparation for events.
Project development.
4.. General cultural:
Conversations, excursions.
Preparation and participation in competitions.
Role-playing games, travel games
5.. Spiritual and moral:
Organization of excursions, Theater and Museum Days, exhibitions of drawings, crafts and creative works students;
Conducting thematic classes, meetings, conversations;
Participation in competitions and exhibitions of children's creativity in the humanities at the school, city, and regional levels.
Ethics lessons, visiting art exhibitions, correspondence travel, excursions.
Literary and musical productions, compositions.
Studying the rules of behavior at school and on the street, about relationships in the family.
Preparation of presentations and projects.
Excursions and acquaintances with representatives of different professions, classes on the role of work and useful activities, participation in events dedicated to the traditions and work experience of the family.
Visiting natural monuments and natural sites in need of protection; environmental games, trainings, holidays, cleanup days, promotions, production of posters and wall newspapers; quizzes
Meetings with representatives of creative professions, excursions to architectural monuments; conversations and classes about rules of behavior, actions,
Implementation of activities
| Direction | Module name | Number of hours |
|
| Sports and recreation | “Gymnastics”, “Young traffic inspectors” | ||
| General intellectual | “We are Russians”, “Learning to create a project”, “Entertaining mathematics” | ||
| General cultural | “Reading with Simbirchit” | ||
| Social | "Development of cognitive abilities" |
Extracurricular activities are aimed, first of all, at achieving the planned results of mastering the corresponding basic educational program of the school. The model for organizing extracurricular activities describes the tools for achieving these results.
First level results (purchase by the student social knowledge, understanding of social reality and everyday life): students’ acquisition of knowledge about the ethics and aesthetics of everyday human life; about the norms of behavior and communication accepted in society; about the basics of a healthy lifestyle; about the history of your family and the Fatherland; about Russians folk games; about the rules of constructive group work: about the basics of developing social projects and organizing collective creative activities; about ways to independently search, find and process information; about the rules for conducting research.
Results of the second level (formation of a positive attitude of the student towards the basic values of our society and to social reality in general): development of the student’s value relations towards his native Fatherland, native nature and culture, labor, knowledge, their own health and inner world.
Results of the third level (the student’s acquisition of experience of independent social action): a student can gain research experience; public speaking experience; experience of self-service, self-organization and organization of joint activities with other children.
Achieving all three levels of extracurricular activity results will indicate the effectiveness of the work on implementing the extracurricular activity model.
Diagnostics of the effectiveness of organizing extracurricular activities
Purpose of diagnosis- find out whether and to what extent those types of extracurricular activities in which the student is engaged are educational.
Diagnostics of the effectiveness of extracurricular activities of schoolchildren
Personality of the student himself
Children's group
Professional position of a teacher
Methods and techniques for monitoring the study of children's groups
The main results of the implementation of the program of extracurricular activities for students are assessed within the framework of monitoring procedures that provide for the formation of the cognitive, communicative, moral, and aesthetic potential of the individual.
Monitoring student competencies
| Student competencies | Indicators | Methodological tools |
| Formation of the cognitive potential of the individual in learning and features of motivation. | 1. Cognitive activity is learned. 2. Arbitrariness of mental processes. 3.Emotional state (level of anxiety) | 1. Methods for studying development cognitive processes child's personality. 2.Pedagogical observation. 3.Assessing Phillips' anxiety level "Anxiety scale." |
| The maturity of an individual’s communicative potential and its dependence on the maturity of the school community. | 1.Sociability. 2.Knowledge of etiquette. 3. The child’s comfort at school. 4. Formation of joint activities. 5. Interaction with adults, parents, teachers. 6. Compliance with social and ethical standards. | 1.Methodology for identifying students’ communicative inclinations. 2. Pedagogical observation. 3 Methodology of A.A. Andreev “Studying student satisfaction with school life.” 4. Methods “Our relationships”, “Psychological atmosphere in the team”. 5. Questionnaire “You and your school.” 6. Observations of teachers. |
| Formation of the student’s moral and aesthetic potential. | 1. Moral orientation of the individual. 2. Formation of the child’s relationship to the Motherland, society, family, school, himself, nature, work. 3.Development of a sense of beauty. | 1. Test by N.E. Shchurkova “Reflecting on life experience.” 2.observations of teachers 3. study of documentation 4. Monitoring general behavior |
Expected results:
increasing the number of children participating in organized leisure activities;
fostering a respectful attitude towards one’s school, neighborhood, city, and a sense of pride;
education of tolerance in children;
healthy lifestyle skills;
formation of a sense of citizenship and patriotism, legal culture;
development of social culture of students through the system of children's self-government.
Indicators of teachers’ performance in implementing the model of extracurricular activities (see appendices No. 1-No. 8)
Results of intermediate and final certification of students (results of the academic year);
Project activities of students;
Participation of students in exhibitions, competitions, projects, competitions, etc. out school;
The number of students involved in school-wide and extracurricular activities;
Attendance at classes, courses;
The number of students who experienced an injury during the educational process;
Parental participation in events;
Availability of gratitude, certificates;
Availability work program course of extracurricular activities and its compliance with the requirements
Conducting analytical activities of your extracurricular work with students (monitoring results, correcting your activities);
Application modern technologies, ensuring individualization of training;
Satisfaction of students and their parents with the chosen courses of extracurricular activities;
Presentation of experience at various levels.
A primary school graduate is a person
possesses the basics of learning skills and is capable of organizing his own activities;
loving his native land and his country;
inquisitive, actively exploring the world;
knowledgeable of history and traditions native land, peoples of Russia;
respects and accepts the values of family and society;
ready to act independently and be responsible for his actions to his family and school;
friendly, able to listen and hear a partner, able to express his opinion;
follows the rules of a healthy and safe lifestyle for himself and others;
respects work and working people, knows how to work;
able to demonstrate their creative abilities in various types of activities.
The student will receive:
Knowledge of basic moral standards of behavior and orientation towards their implementation;
Setting up a healthy lifestyle;
Orientation towards the moral content of the meaning of both one’s own actions and the actions of those around them;
The basics of ethnicity, as a member of the family, a representative of the people, a citizen of Russia, belonging and pride in one’s Motherland, people, history;
Development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.
Fundamentals of ecological culture: acceptance of the value of the natural world, the ability to follow the norms of environmental protection, non-wasteful behavior .
Adequately use verbal means of communication to solve communication problems;
Allow for the possibility of people having different points of view, including those that do not coincide with his own opinion;
Construct statements that are understandable for the partner, ask questions necessary for organizing one’s own activities and cooperation with the partner;
Exercise mutual control and provide the necessary mutual assistance in cooperation;
Productively promote conflict resolution based on taking into account the interests and positions of all participants
Conclusion.
In conclusion, I would like to say that school is not only a place where children study. Here children should live a bright, creative, full life. After all, every child has abilities and talents. The activity of students, its content, communication, the attitude of children and adults is the natural environment in which the moral and spiritual image of a growing person is formed. To do this, we must create conditions under which children’s lives should be filled with a variety of activities, organized so that each child finds something he likes and experiences the joy of creative success.
School after school is a world of creativity, a child discovering his interests, his “I”. It is important to interest the child in activities after school, this will make it possible to turn extracurricular activities into a full-fledged space for upbringing and education.
After all, the most important task of the school is not only to provide education, but also to raise a worthy person!!!
Although a teacher is a mass profession... essentially, teaching work is creative work. He does not give in to any rules or restrictions of his essence, but at the same time, teachers, like great artists, along with creativity, and good craftsmen. You need to master the basics of the craft in order to become a great artist.
V. V. Davydov
Annex 1
DYNAMICS OF THE LEVEL OF EDUCATION OF STUDENTS
FOR 4 YEARS (Methodology of N.P. Kapustina)
Assessment of six personality qualities: curiosity, hard work, respect for nature, school, beauty in a student’s life, attitude towards oneself. Personal qualities that must be developed in oneself in order to achieve success.
Appendix 2
DYNAMICS OF STUDENTS' ACHIEVEMENTS
(OVER THE LAST 4 YEARS; % PERFORMANCE AND % QUALITY OF KNOWLEDGE)
Appendix 3
DYNAMICS OF PARTICIPATION IN PROJECT ACTIVITIES
BY DIRECTIONS
The diagram shows a positive increase in the percentage of participation in project activities by area. Educational projects occupy a leading position. Special attention need to be turned to the spiritual, moral and social direction.
Appendix 4
DYNAMICS OF CLASS STAFF PARTICIPATION IN SCHOOL OLYMPIADS OVER THE LAST 4 YEARS
DYNAMICS OF CLASS STAFF PARTICIPATION IN ALL-RUSSIAN OLYMPIADS OVER THE LAST 4 YEARS
DYNAMICS OF CLASS STAFF PARTICIPATION IN SCHOOL COMPETITIONS OVER THE LAST 4 YEARS
DYNAMICS OF CLASS STAFF PARTICIPATION IN DISTRICT COMPETITIONS OVER THE LAST 4 YEARS
DYNAMICS OF CLASS TEAM PARTICIPATION IN REGIONAL AND NATIONAL COMPETITIONS OVER THE LAST 4 YEARS
Appendix 5
DYNAMICS OF PARTICIPATION IN SPIRITUAL-PATRIOTIC COMPETITIONS. (Parish of Arsky churches in Ulyanovsk)
DYNAMICS OF WINNERS IN SPIRITUAL AND PATRIOTIC COMPETITIONS. (Parish of Arsky churches in Ulyanovsk)
Appendix 6
DYNAMICS OF STUDENTS' PARTICIPATION IN SPORTS EVENTS OVER THE LAST 4 YEARS
POSITIVE RESULTS OF PARENTS' PARTICIPATION IN MASS SPORTS EVENTS
DYNAMICS OF CHILDREN'S EMPLOYMENT IN EXTRACURRICULAR ACTIVITIES
DYNAMICS OF INTELLECTUAL DEVELOPMENT
Diagnostics showed that the use various technologies, forms and methods in extracurricular activities have a beneficial effect on the intellectual level of children. The graph shows that the number of students with a low level of intellectual development decreased by 10%; with an average level – increased by 14%; and the number of high-level students increased by 6%.
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9. Vorobyova O.Ya. Pedagogical technologies for instilling tolerance in students. M., 2007
10. Gribova E., Chepurnykh E. New in the children's movement // Education. schoolchildren. – 1991. – No. 5. – P. 11-13.
11.Internet: Faros Plus publishing house, articles on proper nutrition for children
Kodzhaspirov Yu.G. Physical training! Hooray! Hooray! - M., 2002.
12. Kolesov D.V. Tolerance (introduction to the problem). M., 2003.
13. Korostelev N.V. From A to Z about health for children. M. Medicine, 1987.
14. Collection of the Festival of Pedagogical Ideas “Open Lesson”, Publishing House “First of September”, 2009.
15. Stepanov P.V. How to cultivate tolerance? // Public education. – 2001 – No. 9, 2002 No. 1.
16. Shulgina V.P. 25 modern topics for parent-teacher meetings at school. Teacher's handbook - Rostov-on-Don: “Phoenix”, 2002.
Extracurricular (extracurricular) activities of schoolchildren are one of the innovations of the Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes a mandatory element of school education and sets the teaching staff the task of organizing a developmental environment for students.
The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is considered as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: academic and extracurricular.
The main goals of extracurricular activities according to the Federal State Educational Standard are the creation of conditions for students to achieve the social experience necessary for life in society and the formation of a value system accepted by society, the creation of conditions for the multifaceted development and socialization of each student, the creation of an educational environment that ensures the activation of social and intellectual interests of students in their free time , the development of a healthy, creatively growing personality with developed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, the implementation of volunteer initiatives.
Extracurricular activities of schoolchildren are a set of all types of activities of schoolchildren, in which, in accordance with the main educational program of an educational institution, the tasks of education and socialization, the development of interests, and the formation of universal educational activities are solved.
Extracurricular activities are an integral part of the educational process at school, allowing the requirements of the federal state educational standard to be fully realized. The features of this component of the educational process are: providing students with a wide range of activities aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities with specific content.
According to the requirements of the Federal State Educational Standard for basic general education, extracurricular activities organized in areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural).
Goals of extracurricular activities
Creating conditions for the development and education of students’ personalities, ensuring the formation of the foundations of civic identity: a sense of belonging and pride in their homeland, respect for the history and culture of the people, nurturing the child’s morality, mastering basic social roles, norms and rules.
Creation of an educational environment that ensures the activation of social and intellectual interests of students in their free time, the development of a healthy personality with developed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities.
Objectives of extracurricular activities
- Organization of socially useful and leisure activities for students in close interaction with society.
- Involving students in a variety of extracurricular activities.
- Organizing student employment during free time from studying.
- Development of skills in organizing and implementing cooperation with teachers, peers, parents, and older children in solving common problems.
- Development of a positive attitude towards basic social values (person, family, Fatherland, nature, peace, knowledge, work, culture) for the formation of a healthy lifestyle.
My class has been following the Federal State Educational Standard since the first grade. This is the third year in basic school. Extracurricular activities, like the activities of students within lessons, are aimed at achieving results in mastering the main educational program. But first of all, it is the achievement of personal and meta-subject results. This also determines the specifics of extracurricular activities, during which the student must not only and not so much learn, but learn to act, feel, make decisions, etc. Every year, when developing a program of extracurricular activities, we maintain directions and use different forms.
So, for example, in the first year we tried to cover all five areas through club work at school - 10 hours a week. I won’t lie, it was hard for everyone: schoolchildren, parents, teachers. But everything new and unexplored always causes difficulties. We successfully completed fifth grade. The most successful programs for the children were “Tourism”, “Local History”, “I am a Researcher”. The research activities of schoolchildren required familiarization with the basics of creating projects and research papers, so only two works were the best. Since I teach Russian language and literature classes in this class, the works were on literary studies, they were published on the “Student’s Portfolio” website.
In the second year we continued the circle work, because... Most extracurricular activity programs were designed for two years of study. And again, research activities bore fruit. The guys, having mastered the basics, became researchers in biology, history, and, of course, literature. The works are published on the school website and on the “Student Portfolio” website.
This school year, the goal of the program was to create conditions for children to express and develop their interests on the basis of free choice, comprehension of spiritual and moral values and cultural traditions.
Objectives of organizing extracurricular activities
1. Development of spiritual and moral guidelines for life choices, instilling respect for elders and others.
2. Expanding the scope of communication with society, assistance in self-determination, acquisition of social knowledge, primary understanding of social reality and everyday life, assistance in finding “oneself.”
3. Personal development of students, development of intelligence.
4. Development of general cultural abilities, aesthetic knowledge, development of experience in creative activity, creative abilities.
5. Improving the process of physical education and promoting a healthy lifestyle and a safe lifestyle.
6. Formation of ecological culture.
All events are held in close connection with the library, museum, Children's Art Center, children's sports school, and music school. It must be said that all the activities carried out are at a high level, which can already be said about the results and effects of extracurricular activities
Results of extracurricular activities
1. The “social order” of today’s and tomorrow’s society for a basic school graduate consists of the following components:
Love for your land, its culture and spiritual traditions;
Awareness and understanding of the values of human life, family, civil society, the multinational Russian people, humanity;
Respect for other people, the ability to conduct constructive dialogue, achieve mutual understanding, and cooperate to achieve common results.
2. Personal results
Orientation in the system of moral norms and values;
Orientation in the features of social relations and interactions, establishing the relationship between social and political events;
Consciousness, recognition of the high value of life in all things? manifestations; knowledge of the basics of a healthy and safe lifestyle.
Civic patriotism, love for the Motherland, a sense of pride in one’s country;
Respect for history, cultural and historical monuments;
Respect for the individual and e? dignity, friendly attitude towards others, intolerance to any types of violence and readiness to resist them;
Respect for family values, love of nature, recognition of the value of health, one’s own and other people’s, etc.
3. Communication results:
Coordination of various positions in cooperation;
Formulation and argumentation of one’s own opinion and position;
Argumentation of one’s point of view, the ability to defend one’s position in a manner that is not hostile to opponents;
Adequate use of speech to plan and regulate one’s activities;
Ability to work in a group - establish working relationships.
4. Cognitive results:
Implementation of design and research activities;
Observation and experiment under the guidance of a teacher;
Implementation of advanced information search using library resources and the Internet.
Principles and features of organizing extracurricular activities
1. The principle of success and social significance. The efforts of the organizers of extracurricular activities are aimed at developing in children the need to achieve success. It is important that the results achieved by the child are not only personally significant, but also valuable for others, especially for his classmates, members of the school team, and representatives of the immediate social environment of the educational institution.
2. The principle of social order.
3. The principle of integrity.
4. The principle of the personal-activity approach.
5. The principle of child-centrism (the personality is in the center).
6. The principle of humanistic orientation. The interests and needs of children are taken into account to the maximum extent, the processes of formation and manifestation of individuality and subjectivity of schoolchildren are supported.
7. The principle of variability. A wide range of types (directions), forms and methods of organizing extracurricular activities are cultivated, providing children with real opportunities for free choice and voluntary participation in it, testing their strengths and abilities in various types of activities, searching for their own niche to satisfy needs, desires, interests.
8. The principle of creativity. In extracurricular activities, teachers support the development of children’s creative activity and desire to engage in individual and collective life creativity.
Educational results and effects of extracurricular activities
The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child through his participation in one or another type of extracurricular activity. The educational results of schoolchildren’s extracurricular activities are divided into three levels:
The first level is the student’s acquisition of social knowledge, a primary understanding of social reality and everyday life. To achieve this level, student-teacher interaction is of particular importance;
The second level is for the student to gain experience and a positive attitude towards the basic values of society, a value-based attitude towards social reality as a whole. To achieve this level, interaction between schoolchildren at the class level is of particular importance. Achieved in a child-friendly environment.
The third level is for the student to gain experience of independent social action. To achieve this level, the student’s interaction with social actors outside of school is important. Achieved in interaction with social actors.
A laconic formulation of three levels of results of extracurricular activities of schoolchildren:
Level 1 – the student knows and understands social life;
Level 2 – the student values social life;
Level 3 – the student acts independently in social life.
Achieving all three levels of extracurricular activity results increases the likelihood of the educational effects of this activity (the effects of raising and socializing children), in particular:
Formation of communicative, ethical, social, civic competence of schoolchildren;
Formation of sociocultural identity in children: country (Russian), ethnic, cultural, gender, etc.
As part of extracurricular activities for the 110th anniversary of the birth of M.A. Sholokhov, an event was held in the first half of the year in the form of a literary and musical lounge “Cossack gatherings”. This is an integrated event: subjects - literature, music, extracurricular activities. The work experience of two teachers in the regional component is presented: a music teacher and a literature teacher.
The purpose of the event: to create conditions for the child to express and develop his interests on the basis of free choice, comprehension of spiritual and moral values and cultural traditions of the Don region. Without false modesty, I will say that we achieved our goal. Since this is the Federal State Educational Standard, the tasks, first of all, were aimed at forming a UUD. Especially of a personal nature - familiarization with national traditions, studying the culture of the Cossacks (folklore: songs, proverbs) - everything was presented in diversity. Particular attention was paid to the anthem of the Rostov region and the Don Army, as one of the symbols of the region, instilling pride in one’s small homeland. We are proud to be born and live here.
From the students’ performance of the anthem, the depth of penetration into the meaning of the words was visible; it was no coincidence that the performance was a cappella. Particular emphasis is placed on the joint performance of students and teachers, because nothing influences education more than the personal example of a teacher or any adult. Returning to the Federal State Educational Standard, I will say that we especially paid attention to the activity basis of the event, the variety of forms: immersion in the life of the Cossacks - “Cossack Upper Room”, introduction to customs - gathering a Cossack on a campaign, making tea, expanding the scope of communication - two teachers, close cooperation and students, and teachers.
All stages were optimally filled with content, and a variety of educational methods were used. Each student participated to varying degrees. No one was left on the sidelines, and it was the will of the learner.
The event went smoothly and at a pace; the schoolchildren were undoubtedly active, cheerful, cheerful, and showed genuine interest. Quite a high emotional state.
Reflection, which is now a mandatory element for both students and teachers, took place quickly, concisely, and sincerely. I am sure that no one remained indifferent; everyone had a trace of the event in their souls.
In conclusion, I would like to say that extracurricular activities should be interesting to students, only then can they bring tangible positive results. And therefore, the most important task of teachers is to make extracurricular activities useful and attractive for every student.
Literature
1. Federal state educational standard of basic general education. Art. 13.
2. Extracurricular activities of schoolchildren. Methodological designer: a manual for teachers./D.V.Grigoriev, P.V.Stepanov. - M.: Education, 2010.
3. Law of the Russian Federation “On Education” dated December 29. 2012 No. 273-FZ.
4. The concept of spiritual and moral development and education of the personality of a Russian citizen.
5. National educational initiative “Our New School”.
6. Federal State Educational Standard for basic general education - Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 (registered by the Ministry of Justice of Russia on February 1, 2011, reg. No. 19644).
7. Approximate basic educational program of basic general education.
Hello, does the school have the right to force my 8th grade child to attend extracurricular activities compulsorily by law? We are forced to write a statement of consent
Lawyers' answers (2)
The main educational program of general education is implemented by the educational institution through the curriculum and extracurricular activities (Order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241). This order established that extracurricular activities are outside the scope of the curriculum and are not included in it. Thus, according to the “Law on Education in the Russian Federation” No. 273-FZ dated December 29, 2012, Article 43, clause 1, clause 1, Attendance at extracurricular activities is optional.
According to paragraph 16 of Art. 50 of the Law of the Russian Federation “On Education” No. 3266-1 of July 10, 1992, students have the right to voluntarily attend classes for extracurricular activities. The requirements of SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” do not regulate extracurricular activities, because is not mandatory, and parents have the right to refuse it.
Based on the above regulations, you can write a refusal to attend classes for extracurricular activities.
Hello, does the school have the right to force my 8th grade child to attend extracurricular activities compulsorily by law? We are forced to write a statement of consent
A colleague referred to the Federal State Educational Standard for Primary General Education, which is why he made such an unequivocal conclusion, but your son is in the 8th grade!
(clause 13) The main educational program of basic general education determines the goals, objectives, planned results, content and organization of educational activities during the receipt of basic general education and is aimed at the formation of a general culture, spiritual, moral, civil, social, personal and intellectual development of students, their self-development and self-improvement, ensuring social success, development of creative and physical abilities, preservation and strengthening of students’ health. (Paragraph as amended, put into effect on February 21, 2015 by order of the Ministry of Education and Science of Russia dated December 29, 2014 N 1644.
The main educational program of basic general education is implemented by the educational institution through classroom and extracurricular activities in compliance with the requirements of state sanitary and epidemiological rules and regulations.
In accordance with the Federal Law “On Education in the Russian Federation” (Article 34)
clause 4. Students have the right to attend at their choice events that are carried out in an organization carrying out educational activities, and not included in the curriculum, in the manner established by local regulations.
Thus, if this extracurricular activity is not provided for by the curriculum, then you have the right to refuse, and if it is provided for, then
1) conscientiously master the educational program, carry out the individual curriculum, including attending those provided for by the curriculum or individual curriculum training sessions, carry out independent preparation for classes, carry out tasks given by teaching staff within the framework of the educational program (Article 43 of the law).
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Topic: Mandatory extracurricular activities - letter to the education committee
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Mandatory extracurricular activities - letter to the education committee
Extracurricular activities are presented as a MANDATORY activity that a child must do at school, and therefore stay at school until almost 4 p.m. (Quote: “In our class, the first conversation on the topic of extracurricular activities began with the following: “This is the director’s order, if anyone... If you’re not satisfied, look for another school.")
In some schools it has gotten to the point where children are simply NOT handed over to their parents immediately after school, but are left in school
In some schools, it has come to the point that children are intimidated with bad grades in some subjects if the children do not go to high school. And at the same time, children study in DDT clubs, with tutors... and are forced to give up their favorite activities with tears in their eyes.
Some schools DO NOT accept certificates from DDT or “wrong organizations”
Quote from the “emotional topic” “and today we were told that the only thing that can save us from this obligation is a certificate stating that the child studies for about 10 hours a week. The only problem is that these certificates should be issued by the relevant organizations, but my child all classes with private tutors" (the very requirement for certificates is NOT legal, but is based on a letter from the Education Committee to schools, but nevertheless, even in this, schools are already going overboard)
Answer from one of the schools (copy from the “emotional topic”) “The certificate will suit you, but it will cover only one area of extracurricular MANDATORY activities, and it is also necessary for the child to play sports, develop spiritually and morally, and something else. And all this is STRICTLY MANDATORY. The child must be at school before 15.15."
There are other factors, but I can’t remember them all, I’ll write them down only in the evening so that a FULL picture appears of what the overall good undertaking resulted in.
we are NOT AGAINST WOOD in general, we are against ALLOWING everyone to fit the same mold,
against the illegal collection of certificates from families with the requirement to report what and where and how much children do AFTER school hours (interference in the private life of the family)
This topic will contain exactly what is related to the official part (the legal framework regulating the activities of schools and educational institutions in particular, a version of letters to the Committee, the result of the answers, etc.)
**** called the committee of min. by calling the hotline, where everything was clearly explained to me, even to the point that a free-form application addressed to the director indicating the classes the child attends (even if it’s just a tutor) is enough.
Further, as for the 10 hours of obligation - there are none. All documents state that this is the recommended time with the wording “up to 10 hours”, and how much each child actually does is up to everyone, at least 2 hours, at least 20, the main thing is that all these activities do not cause physical and psychological harm to the health and development of the child.
As I was told, what can be attached (if the institution can provide such a certificate), but everyone understands that children can also study with private teachers, who, in turn, cannot provide any certificates; therefore, a written statement from a legal representative is sufficient.
And if children do something in the evenings, this is also taken into account, and not just during the daytime
Happiness is inside (c)
From these articles it can be concluded that VUD is part of the educational program, therefore schools are obliged to provide students with the opportunity to participate in VUD. At the same time, VUD is not included in the curriculum, but is issued separately.
Below are excerpts from laws relevant to this topic.
Federal state educational standard of primary general education (grades 1-4)
The curriculum of primary general education and the plan of extracurricular activities are the main organizational mechanisms for the implementation of the basic educational program of primary general education.
19.10. The plan for extracurricular activities is an organizational mechanism for the implementation of the main educational program of primary general education.
The extracurricular activities plan ensures that the individual characteristics and needs of students are taken into account through the organization of extracurricular activities. Extracurricular activities are organized in the areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural), including through such forms as excursions, clubs, sections, round tables, conferences, debates, school scientific societies, Olympiads, competitions, search and scientific research, socially useful practices, on a voluntary basis in accordance with the choice of participants in the educational process.
The plan for extracurricular activities of an educational institution determines the composition and structure of directions, forms of organization, and the volume of extracurricular activities for students at the level of primary general education (up to 1350 hours over four years of study), taking into account the interests of students and the capabilities of the educational institution.
The educational institution independently develops and approves a plan for extracurricular activities.
4. Students have the right to attend events of their choice that are held in an organization carrying out educational activities and are not provided for by the curriculum, in the manner established by local regulations.
1. Students are obliged to:
1) conscientiously master the educational program, carry out the individual curriculum, including attending training sessions provided for by the curriculum or individual curriculum, independently prepare for classes, complete tasks given by teaching staff within the framework of the educational program;
1) choose, before the child completes basic general education, taking into account the child’s opinion, as well as taking into account the recommendations of the psychological, medical and pedagogical commission (if any), forms of education and forms of training, organizations carrying out educational activities, language, languages of education, elective and elective subjects, courses, disciplines (modules) from the list offered by the organization carrying out educational activities;
The amount of weekly educational load (number of training sessions), implemented through classroom and extracurricular activities, is determined in accordance with Table 3.
The entire document is devoted to extracurricular activities "Instructional and methodological letter "On the organization of extracurricular activities in state educational organizations of St. Petersburg"
Point 2 once again specifically talks about the same thing and says “2. Organization of extracurricular activities.”
Clause 1.3. requires the PA to familiarize parents with the educational program of the PA, including extracurricular activities. And parents are obliged to bear responsibility for compliance with these requirements. (By the way, just now an idea came to mind - until they show everything that should be in extracurricular activities - namely, the plan, routine, schedule, and most importantly - work programs - and oh! how long it takes to compose, write and formalize them - I can’t do anything do not sign, because in fact I was not familiarized with anything)
Clause 2.5. puts forward requirements for the organizer of extracurricular activities. And this is easier than ever for a teacher to do. Print rebuses, charades, puzzles, distribute Board games. “Here you go, kids, and not a traditional lesson.”
hotline of the St. Petersburg Education Committee tel. 576-20-19.
Often in schools they say that according to the Federal State Educational Standard, extracurricular activities are included in the curriculum. So, extracurricular activities are included in the educational program, and not in the curriculum. So don’t be fooled, fellow parents. Only classes provided for in the curriculum are required to attend.
Article 43 of the Federal Law "On Education in the Russian Federation" No. 273 dated December 29, 2012 (as amended):
To the Education Committee of St. Petersburg
E-mail address
(mailing address, telephone - optional)
Please clarify for me. Please send your response to the following email address.
And then what do you want to know? For example, is VUD mandatory? How is she connected to Sanpin? If required, then exactly how many hours. Should parents carry certificates? If yes, from which institutions? How hours are counted. Well, etc. You can ask, for example, whether it is legal for VUD to be inserted before the main lessons (while making sure to refer to the specific clause of the Sanpin, where it is written that it is not allowed).
IN in electronic format the appeal can be sent via feedback from the official website of the Administration of St. Petersburg, the St. Petersburg Education portal or via the official e-mail of the Education Committee [email protected]
If VUD is mandatory for attendance, then to what extent, from minimum to maximum and on the basis of what laws or other legal documents?
Is it legal for school administrations to provide them with certificates about what classes and to what extent the child attends outside the school? On the basis of what legal document can a school require such reporting about a child’s parents?
Also, please explain how HUD classes correlate with the norms of maximum educational load for schoolchildren prescribed in SANPIN (for first-grade students - no more than 21 academic hours). Indeed, in most schools these hours (for first-graders 21 hours, for second-graders 23-26) are occupied by lessons included in the curriculum.
Please clarify how the day should be organized for schoolchildren who remain in the extended day group, but do not want to go to the school-proposed educational activities? The problem is that during the educational activities the teacher of the extended day group is absent from the schools. Thus, a child who remains at school until 16:00 is deprived of the right to choose - he is forced to go to secondary education, since there is no teacher at school to look after him.
Also, as a mother, I am concerned that with the introduction of VUD, children are actually left without a walk. Thus, their right to health care suffers. The fact is that the time from the end of lessons to the start of the educational program ranges from 45 minutes to 1.5 hours. During this time, children should have time to have lunch and take a walk. If the pause is 45 minutes, then the children actually only have time to have lunch. If the interval is 1.5 hours, then the walk is still very short. After all, during this time the children must have lunch, and if all parallel classes or even half of the primary school have lunch at the same time, then lunch is greatly extended over time. Then the children must go down to the wardrobe, change clothes, take a walk, return to school, change clothes again, go up to class. And schoolchildren, the youngest of whom are not yet 7 years old, cannot perform all these actions as quickly as possible.
REFUSAL OF EXTRACOURSE COURSES
Also, my child has already made his free choice of the type of extracurricular activity in accordance with the Federal State Educational Standard, and attends
To the director of Shola No. ______
I, the parent of _______________, student(s) of ____________ class, refuse to conduct extracurricular activities with my child. I draw your attention to the following provisions of the law:
REFUSAL OF EXTRACOURSE COURSES
To the director ________ school no.
“We have the following scheme: lessons, then a 45-minute break, then extracurricular activities. It turns out that the child will be free only after 15.00. And this is in the first grade. Well, why? It is clear that for those who remain in after-school care, this may be convenient, but I’m not happy with it at all. My child will definitely get tired."
And this is during the adaptation period.
Extracurricular activities are carried out for the entire class without taking into account the wishes of parents. (that is, in the evening, a schedule and out-of-class activities are written in VK) the form of out-of-class activities does not differ from the scheduled ones."
in our school they said that if a child attends additional classes not during the time allocated for extracurricular activities - from 14 to 16, but in the evening, for example, then this no longer applies)) i.e. from 14 to 16 you need to be at school, and then go wherever you want.
And even after the letter from the Committee dated September 15, 2014, some schools continue to follow their “policy”, for which they end up in the top chart
“yesterday I was at a meeting at school.. I was the head teacher of primary classes.. So, she was harping on about the compulsory nature of VUD based on the order.. In response to the fact that her parents showed her a letter from the cobra (note - letter dated September 15, 2014, there is a link to it above), she said that this “little note” has no force, the order does not cancel and we can wipe ourselves with it. What if there is a prosecutor’s report. checking to see if there are children in school during VUD; it will be bad for us if there are no children.
When asked about the Sanpin norms, she said that the curriculum has 23 hours, and 5 hours of VUD (they also accommodated us and allowed only five hours, not all ten) would begin after an hour and a half walk.. When the head teacher left, they read it to us schedule... so the children have it every day! 7-8 lessons WITHOUT any break.. In fact, we get 23 hours in the curriculum + 4 hours of additional paid classes (English, geometry, rhetoric) + 5 hours of VUD. some 32 hours.
Our certificates are not suitable, because the certificate must contain the number of the order for enrollment in an additional education institution... and if the child is studying somewhere in a non-state institution, then all these classes “do not count.”
Plus, the head teacher said that soon all sports schools, art schools, and music schools will be switched to classes after 16:00. Like there will be such an order soon.."
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05arsi
05ArSi
Because these are excesses and are probably caused by a misunderstanding by regional and municipal officials of the work under the new Federal State Educational Standards.
Moscow region, Samara region, Krasnodar region, etc.
There are a lot of dissatisfied parents. But this is expressed in different ways, I see in our class. Some, having complained to each other that it is hard for the child and cannot withstand such loads, still leave him for extracurricular activities, because the school said “it is necessary”, but they don’t want to argue and defend their rights and don’t know how.
Or people like me. Having stated that I am categorically against extracurricular activities, we come after school and take them home for dinner, sleep, and activities outside of school that are interesting to the child. But I don’t write letters or complaints, because... Even if they shake my nerves with the obligation, they still let me go for now.
This is why I am fighting for voluntary extracurricular activities from above, and not specifically at school, because the child will still be taken even if I write 10 applications to the director. It is important for me to resolve the issue fundamentally, at least on the scale of the Moscow region, especially since the regional minister seems to be verbally affirming voluntariness.
PySy: 05ArSi I always read you. After all, this experiment called “extracurricular activities” began with our first-graders, and it is not yet known how this “benefit” will affect the psychological and physical health of children in the future.
1. I posted a refusal form here, which clearly indicates the reasons for the refusal, that is, the laws, and not their internal instructions. Print and distribute to parents.
2. DON'T BE AFRAID TO WRITE COMPLAINTS! this is very important, and you should write not to the education department of your district, but to the regional one, since they are the ones responsible for violations. I will post a sample complaint soon. I wrote and there is a result, and on a district scale!
I’ll just wait for the school’s reaction to this, what they’ll say at the meeting now;)
Is this waiver of extracurricular activities still valid now, or has something changed?
attending extracurricular activities
I apologize if the question turned out to be unrelated. I myself have a mess in my head from all this.
Re: attending extracurricular activities
Otherwise, there are no differences in terms of extracurricular activities. You can choose 1 or 2 clubs (as many as you want) from those provided by the school or any of your own, it does not have to be 10 hours a week. Nowhere, not a single document says that a child should attend exactly 10 hours. The school must organize them, and the student has the right to choose as many as he needs.
clause 1. Students are obliged to:
p. 1) conscientiously master the educational program, carry out the individual curriculum, including attending training sessions provided for by the curriculum or individual curriculum, independently prepare for classes, and complete tasks given by teaching staff within the framework of the educational program.
Edited at 2013-09-19 09:34 am (UTC)
right to choose
school program
1. Teachers do not allow children to leave school because they claim that it is part of the school curriculum and therefore attendance is mandatory. Parents either believe (and then obediently do not interfere), or they do not believe (and do not take it away because they are afraid to quarrel with the teacher and administration).
2. They work and do not have the opportunity to come pick them up after school. Anticipating the question, I’ll say right away - there is an after-school program where children can easily do their homework and relax instead of unnecessary extracurricular activities, or they can go to normal clubs at the same school, which they are not allowed to attend because it’s extracurricular.
Compulsory attendance at extracurricular activities
Is this even legal?
Re: Mandatory attendance at extracurricular activities - not
1. Mastering the educational program (with the exception of the educational program preschool education), including a separate part or the entire volume of an academic subject, course, discipline (module) of an educational program, is accompanied by an intermediate certification of students, carried out in the forms determined by the curriculum and in the manner established by the educational organization."
You do not have the right to refuse to familiarize yourself with these documents.
Official clarifications
Re: Official clarifications
Because in Moscow, let’s say, this is quite simple and everything is voluntary, but in the Moscow region it’s mandatory almost everywhere.
Are extracurricular activities required or not?
Studying at school is not only lessons. You will have to get used to this due to new educational standards.
In the first two weeks of September, we have all already managed to thoroughly immerse ourselves in the new school year. New names and patronymics of teachers have been mastered, the first chapters in textbooks have been read, and dozens of lines have been written in notebooks. The educational process is in full swing. And it has already started to bother some people. Namely, parents of elementary school children, and even fifth-graders, also express their so far restrained bewilderment: why do children stay in school for so long?
They come home only at three or four o'clock in the afternoon and only then sit down to do their homework. But what about taking a walk and relaxing, going to classes at an art school, or just reading a book? There is no free time at all, childhood passes by, along with the last warm autumn days. Let's figure out why and what our primary and secondary schoolchildren are doing at school after school ends.
The main reason is the introduction of new federal educational standards (FSES). Primary schools have been mastering these standards for several years now, and secondary schools have entered their new era quite recently. But in any case, parents should already be familiar with this phrase - extracurricular activities.
“Extracurricular activities,” Lidia Burovikhina, chief specialist of the department of general and additional education of the Department of Education, tells us, “is understood as educational activity that differs in form from classroom activities and is aimed at achieving the planned results of mastering the main educational program.
Here we need to make a small digression. The fact is that in all Russian schools training is underway in accordance with the basic curriculum. It, in turn, is divided into a mandatory part, which all schoolchildren without exception must master, and a variable part, which is formed by the schools themselves. This second part of the plan is designed to ensure the fulfillment of the child's individual needs and, in accordance with the requirements of the standard, is carried out through extracurricular activities. I would like to emphasize that extracurricular activities are not an extended day group. This is an equal part of the entire educational process.
Each school approaches the organization of extracurricular activities according to the imagination of the leaders and the capabilities of the staff. The forms of classes can be very different: excursions, clubs, sections, school scientific societies, olympiads, contests, competitions, search and scientific research, socially useful practices, and so on.
In the original programs that are posted on the websites of Tolyatti schools, the following messages are most often found: education, development, creativity. For example, in the author’s program T.V. Chetkova “Both in peace and in harmony” (school No. 94) writes that this program implies the formation of the personality of a Russian citizen through the education of such qualities as patriotism, citizenship, respect for the history of one’s people, commitment to national traditions, knowledge cultural heritage their own and other peoples. The author sets himself a very the right tasks and here are the thoughts it brings to mind.
We all often remember Soviet education, some kindly, some not so much. One way or another, but earlier the school was engaged in educating a comprehensively developed personality of a citizen and patriot at the behest of the party and government. Then, in the ensuing chaos of the nineties, this function of the school disappeared into oblivion. And society sounded the alarm.
Almost twenty years later, the state realized that it was impossible to do without instilling basic values in schools. And ministerial officials have prescribed this function in the new state standards.
Extracurricular activities, of course, are not limited only to spiritual and moral education. Schools must necessarily organize classes in social, general intellectual, general cultural, sports and recreation areas. In terms of hours, not much time is allocated for all this: from one to three lessons a day for elementary school. Moreover, these classes are not lessons, they are (or should be) fun and interesting, without homework.
But is it still possible to refuse extracurricular activities if parents consider such a load to be excessive for their child?
Child development is a purposeful process and cannot be fully ensured only in the process of educational activities, explains Lidia Burovikhina, therefore, if a student attends specialized institutions of additional education (music school, children's choreographic school, swimming pools, sports sections, and so on), then it is enough for parents to notify the class teacher and the administration of the educational institution about this in writing. Thus, a student may not attend extracurricular classes at school in those areas (of which there are five) that duplicate classes in an additional education institution.
That is, if a child goes to a music school, then he may not attend, for example, the school choir.
By the way, there were so many complaints about all the authorities quite recently: children run around the streets, there are no free clubs and sections. Now the school is obliged to keep children occupied - with creativity, sports, it is obliged to develop intelligence and educate. And this, in the end, is paid for by the state. But we will all evaluate what comes out of this a little later.
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Good job! Well done!
my opinion about the TLT website
The editors who wrote this headline are cynical people. Disappointed..
Very funny. Ha ha ha. The allocated money will be divided again, but there will be no result, as always.
Regulatory and legal issues of organizing extracurricular activities
Federal state educational standards of general education (primary general, basic general, secondary general education) introduce the concept of extracurricular activities, which are an integral part of educational activities.
The Ministry of Education and Science of the Russian Federation published a letter dated December 14, 2015 No. 09-3564 “On extracurricular activities and the implementation of additional general education programs,” which reflects methodological recommendations for the organization of extracurricular activities and the implementation of additional general education programs in educational organizations. Let's consider these recommendations.
Organization of extracurricular activities
The content of general education, as well as its goals, objectives and planned results, are determined by the main educational program of the general education organization, developed by it independently in accordance with the federal state educational standards of general education (hereinafter referred to as the Federal State Educational Standard of General Education) and taking into account the approximate main educational program (Articles 12 and 28 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (hereinafter referred to as Federal Law N 273-FZ).
The main educational program of a general education organization is implemented through class and extracurricular activities in accordance with the sanitary and epidemiological requirements for the conditions and organization of training in general education organizations (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189, as amended by Amendments N 1, approved Resolution of the Chief State Sanitary Doctor of the Russian Federation dated June 29, 2011 N 85, amendments No. 2 approved by Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 25, 2013 N 72, hereinafter referred to as SanPiN 2.4.2.2821-10).
The Federal State Educational Standard of General Education determines the amount of hours extracurricular activities at every level of general education, which amounts to:
up to 1350 hours at the level of primary general education;
up to 1750 hours at the level of basic general education;
up to 700 hours at the level of secondary general education.
An educational organization independently determines the volume of hours allocated to extracurricular activities in accordance with the content and organizational specifics of its main educational program, implementing the specified volume of hours both during school hours and during vacations.
In accordance with the provisions of the Federal Law of May 8, 2010 N 83-FZ “On amendments to certain legislative acts of the Russian Federation in connection with the improvement of the legal status of state (municipal) institutions”, the directions for financing educational activities (including extracurricular activities) and the amount of funds are determined state assignment of the founder of the educational organization.
Extracurricular activities are compulsory.
Extracurricular activities are an integral part of educational activities and are organized in the areas of personal development: sports and recreational, spiritual and moral, social, general intellectual, general cultural.
The school determines its forms of organization independently, taking into account the interests and requests of students and their parents (legal representatives). The parents (legal representatives) of the student have the right to choose the directions and forms of extracurricular activities, taking into account his opinion until the child completes basic general education.
The plan for extracurricular activities, like the curriculum, is the main organizational mechanism for the implementation of basic educational programs of general education; it determines the composition and structure of directions, forms of organization, and the volume of extracurricular activities.
Extracurricular activities during the holidays can be implemented within the framework of thematic programs (day camps on the basis of a general education organization or on the basis of country children's centers, on hikes, trips, etc.).
In the absence of the opportunity to implement extracurricular activities, the educational organization, within the framework of the relevant state (municipal) tasks formed by the founder, uses the capabilities of educational organizations of additional education, cultural and sports organizations.
Extracurricular activities and SanPiN requirements
During the preparation and publication of these guidelines, changes were made to sanitary standards and rules (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On amendments No. 3 to SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training, maintenance in educational organizations” (Registered with the Ministry of Justice Russia December 18, 2015 N 40154).
The SanPiN states that “the main educational program is implemented through the organization of classroom and extracurricular activities. The total volume of workload and the maximum volume of classroom workload for students should not exceed the requirements”, which are indicated in the table below.
Hygienic requirements for the maximum total volume of students’ weekly educational load
Maximum permissible weekly classroom load (in academic hours)<*>
Maximum permissible weekly load of extracurricular activities (in academic hours)<**>
with a 6-day week, no more
with a 5-day week, no more
Regardless of the length of the school week, no more
<*>The maximum permissible weekly classroom load includes the mandatory part of the curriculum and the part of the curriculum formed by the participants in educational relations.
<**>Hours of extracurricular activities can be implemented both during the school week and during the holidays, on weekends and non-working holidays. Extracurricular activities are organized on a voluntary basis in accordance with the choice of participants in educational relations.
The hours allocated for extracurricular activities are used for socially useful practices, research activities, educational projects, excursions, hikes, competitions, visits to theaters, museums and other events.
It is allowed to redistribute hours of extracurricular activities by year of study within one level of general education, as well as their summation during the academic year.”
It is necessary to note that neither the recommendations nor the SanPiN establish a minimum number of hours of extracurricular activities; only the maximum number of hours per week is indicated (at a certain level of education). It is also stated that extracurricular activities are mandatory!
With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which emphasized its importance in the new educational concept. One of the main tasks that extracurricular work at school was designed to solve was the opportunity to open access to additional forms of education to primary school children who, for various reasons, could not attend sports, music, and art schools. In addition, it is the extracurricular process that makes it possible to implement the notorious individual approach to the child, giving him the right to choose classes according to the content and form of delivery, taking into account his desires and interests.
Organization of extracurricular activities in accordance with Federal State Educational Standards
A student who studies without desire is a bird without wings.
Saadi
Regulatory Issues
- The Federal State Education Standard in paragraph 16 considers extracurricular activities as a full part of the educational process along with the mandatory curriculum.
The introduction of the new generation Federal State Standard provides for the widespread use of extracurricular activities
Extracurricular activities are all types of educational work that are not carried out in the form of a lesson.
- A methodological guide indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09–3564 “On extracurricular activities and the implementation of additional general education programs.”
- Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373 “On the approval and implementation of the federal state educational standard for primary general education” establishes the total number of hours of extracurricular activities at the primary education level at up to 1,350 hours.
- Resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On introducing amendments No. 3 to SanPiN 2.4.2.2821–10 “Sanitary and epidemiological requirements for the conditions and organization of training and maintenance in general education organizations” regulates the maximum permissible weekly load.
The meaning of extracurricular activities is to develop intellectual and creative abilities through project activities of schoolchildren
Please note that 10 hours is the maximum permissible weekly workload; unfortunately, the lower limit is not indicated, so local parents may be faced with a situation where an educational institution plans extracurricular activities, focusing on the maximum level of workload, referring to the requirements of the new standard At the same time, the letter clearly states that the school itself determines and regulates the volume of hours allocated for extracurricular activities in accordance with the characteristics and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.
To create optimal conditions for the harmonious development of students, all areas of extracurricular work should be reflected in the basic general education program of the school, and it is important to note that the participants in educational activities, who are students, teaching staff, as well as parents as legal representatives of children, the right to choose directions and forms of work remains.
Extracurricular activities are mandatory for an educational organization and are implemented in the interests of the harmonious and comprehensive development of the student’s personality.
Fascinating and educational quizzes and Olympiads introduce a spirit of competition between classes and allow children to experience the joy of victory.
Please note that an exception may be made for some categories of students and they may benefit from selective or complete exemption from compulsory attendance at extracurricular activities.
- In accordance with paragraph 7 of part 1 of Article 34 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”
- Children attending additional educational institutions, for example, sports, music, art schools, in this case, in these areas the child may not be present at extracurricular activities. The class teacher develops an individual route for the student’s extracurricular activities, after which a local act or, more simply put, an agreement is drawn up between the parents (legal representatives) of the child and the school administration represented by the director.
- The student’s health condition, which requires a special diet or control of general educational workload. In such a situation, exemption is issued upon the application of the parents addressed to the school director and medical certificates confirming the child’s need for a special approach to organizing the educational process.
Sample application addressed to the school principal.
- To the director ________ No.
fromStatement.
I, ____________________________________________________________, parent _______________________________________________, student(s)
The class, taking into account the child’s opinion, chose the following activities as extracurricular activities for the 2016–2017 school year:
___________________________________________________________________________________________________,
Also, my child has already made his free choice of the type of extracurricular activity in accordance with the Federal State Educational Standard, and attends
___________________________________________________________________________________________________.
- In accordance with parts 1 and 3 of Article 44 of Federal Law N 273-FZ, parents of a minor have a preferential right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.
Thus, the student or his parents (legal representatives) retain the right to consider the programs offered by the school and choose directions and forms of extracurricular activities based on their requests.
If the school administration ignores the student’s legal right to make a choice and insists on compulsory visit all extracurricular activities, i.e. violates legal rights and the interests of the child, parents can contact the authorities executive power subject of the Russian Federation for clarification.
Directions and forms of extracurricular activities
Extracurricular activities are implemented by the educational organization along key vectors of student personality development:
- general intellectual;
- general cultural;
- spiritual and moral;
- social;
- sports and recreation.
Tourist flight for junior schoolchildren was organized as part of the “Safety School” program, which is aimed at developing skills of correct behavior in everyday life, in dangerous and emergency situations
The forms of extracurricular work should differ from the classroom-lesson form of organizing the educational process. The most popular forms of extracurricular activities:
- excursions;
- cool watch;
- electives and club work;
- round tables and scientific sections;
- role-playing and business games;
- Olympiads, quizzes and competitions;
- exhibitions and concerts;
- sports competitions and “Health Days”;
- holidays and theatrical performances;
- visiting the theater and art exhibitions;
- socially useful activity;
- social projects, for example, within the framework of environmental education.
Typically, the game consists of 8–12 stages of different forms: there are tasks and puzzles for attentiveness, logic, intelligence, motor activity, dexterity, as well as exercises for cohesion
By scale, forms of extracurricular work are divided into:
- Individual - the main goal is for the child to master the skills of self-organization and self-control; this can be the development individual project, preparation of a story, report, amateur performance, design, etc. The possibility of using extracurricular activities for a more detailed consideration and consolidation of individual program points in the study of general education subjects is noted.
- Club - visiting clubs and sections of interest, revealing and improving the intellectual and creative potential of students.
- Mass traditional school events aimed at the moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).
The guys showed a Christmas performance. On holidays, young actors were able to present the most valuable gift: they tried very hard, invested a piece of their soul, which means they shared their love with the audience
Tasks and ways of implementing extracurricular activities in primary school
The main tasks that extracurricular activities are designed to solve:
- improve the conditions for the development of the child’s personality by expanding and enriching the standard range of programs and forms of work;
- effectively distribute the teaching load, taking into account the individual intellectual and creative needs of students;
- contribute to the child’s favorable passage through the stage of adaptation to school life;
- provide remedial assistance to children experiencing learning difficulties.
Ways to carry out extracurricular activities:
- a variable part of the basic curriculum (20%) in the format of modules, special courses, and extracurricular activities;
- the school’s extracurricular education system, based on additional programs that are developed by school teachers on the basis of original or sample programs recommended by the Ministry of Education and Science of the Russian Federation, and approved by order of the director;
- work of additional education institutions, such as sports, music, art schools;
- activities of extended day groups;
- activities of a teacher-organizer, a teacher-psychologist, a social teacher;
- classroom management (socially useful activities, excursions, competitions, projects).
Project activities help to achieve increased motivation for learning, the formation of scientific thinking, independent work and self-education skills, as well as the ability to present the results of one’s work
The extracurricular educational process is subject to a separate work plan, approved by the school management and agreed upon with parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed during the work week or on Saturdays. The classes have a pronounced individual focus, since when choosing forms of delivery it is recommended to rely on modern innovative technologies, such as project activities students, research, experiment, etc.
An example of the selection of extracurricular activity programs for grades 1–2.
| Directions of personality development | Name of work program | Number of hours per week | Class | Total | |
| Sports and recreation | ABC of health Outdoor games Rhythmic mosaic |
3 hours | 1st and 2nd grades | 6 hours | |
| Spiritual and moral | The road of goodness We are patriots School etiquette Why Me and the world |
2 hours | 1st and 2nd grades | 4 hours | |
| Social | Psychology and us | 1 hour. | 1st and 2nd grades | 2 hours | |
| General intellectual | Development of cognitive abilities | 1 hour | 1 class | ||
| Entertaining computer science 2nd grade Computer Science in Games |
1 hour | 2nd grade | |||
| Entertaining English | 1 hour | 1 class | |||
| General cultural | Museum in your classroom From game to performance Nature and the artist The magic of creativity |
2 hours 1 hour |
1,2 class 2nd grade |
||
| Total | 20:00 | ||||
Program "B" healthy body- healthy mind" is designed to provide an opportunity to maintain the health of children during school, to teach children to be healthy in mind and body
An algorithm for implementing an individual approach in choosing priority areas and forms of extracurricular activities for a child.
- Stage 1. Parent meeting, the purpose of which is to present programs in all areas of extracurricular activities.
- Stage 2. The school psychologist diagnoses (tests) the level of intellectual and psychological readiness of students for systematic learning, as well as the child’s individual abilities and inclinations.
- Stage 3. Consultations with parents based on the results of the test study, provision of recommendations from a psychologist, individual discussion of the optimal development program for the child.
- Stage 4. Based on the recommendations of a psychologist and study of programs, parents make a voluntary, conscious choice of the volume and content of extracurricular work for their child.
To eliminate possible overloads, individual plan extracurricular activities is compiled taking into account the sections and clubs that the child attends outside of secondary school. The teacher has an electronic version of the extracurricular work schedule for each student and can make the necessary adjustments. Parents of students also have an individual route sheet for their child, so they have complete information about the whereabouts of the child during the day.
An example of an individual route for a primary school student.
|
Days of the week/directions extracurricular activities |
Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
| General intellectual | My first discoveries 13.45 - 14.25 |
|||||
| Social | ||||||
| General cultural | Studio theater "Shorties" 13.45 - 14.20 |
Studio theater "Shorties" 13.00 - 13.35 |
||||
| Spiritual and moral | Young journalist 13.00 - 13.35 |
Our native land 13.45 - 14.20 |
||||
| Sports and recreation | FOC "Karate" 12.30 |
FOC "Karate" 12.30 |
FOC "Karate" 12.30 |
Parents are also given unique “homework assignments,” i.e., recommendations for raising a child as a family in different directions taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, watching children's educational programs, documentaries. Control is carried out through conversations and observation of the child.
On planned parent meetings The teacher conducts a survey to monitor the level of parents’ satisfaction with the quality of teaching and the results of extracurricular activities. A similar survey is carried out among children, the forms and areas of work that arouse the greatest interest among students are clarified. Based on the final findings, the teacher makes changes to the planning of extracurricular activities.
Extracurricular activities are recorded in a special journal, which contains information about the teacher, composition of students, time, form and content of classes. If an educational organization cannot implement extracurricular activities due to lack of staffing, then it is possible to attract the help of parents and use the opportunities of sports, music or art schools. Extracurricular work can also be carried out within school summer playgrounds or thematic shifts for children during the holidays, and can also be combined with the work of an extended day group, but in this case their schedules should not coincide.
In the summer, a children's language playground is traditionally organized for primary school students, which operates according to programs developed by school teachers
Supervises extracurricular activities carried out class teachers and school teachers, the head teacher for educational work or the head teacher for additional education, and he, in turn, is accountable to the school director.
Report forms:
- A report that includes a teacher’s work plan indicating hours, topics, forms, content and results of classes or events; individual route sheet for the child’s extracurricular activities; journal of extracurricular activities.
- Report of the teacher-organizer, teacher-psychologist, social teacher indicating the activities and results of the work carried out.
- Open classes, reporting concerts, exhibitions of works, presentations of all teachers participating in the extracurricular process.
Benefits for extracurricular work
As part of the modern concept of education, sets of textbooks and additional aids were developed for extracurricular activities on L.V.’s developmental education systems. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks “School of the XXI century” edited by academician N.F. Vinogradova, set of textbooks “Harmony”. The manuals are independent textbooks for elective subjects (“Theater”, “Economics in Fairy Tales”, etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (a book for reading on the subject “The World around us”). The set of manuals is not mandatory; the teacher himself decides on the advisability of using them.
The team of authors proceeded from the humanistic belief that every child can achieve academic success if the necessary conditions are created. The main thing is to implement an individual approach to the child’s personality based on his life experience. The concept of a child’s life experience includes not only the characteristics of developmental psychology, but also a worldview that is formed under the influence of the surrounding natural and social environment. Such an environment can be a modern city with a fast pace of life and a developed information infrastructure, or it can be a village in the outback, with a calm, often patriarchal way of life in natural conditions. According to the authors' idea, every child should feel that the textbook was written personally for him, so that he could find answers to his questions in a language that he understands.
Description of several manuals on extracurricular activities for 2nd grade (textbooks, workbooks).
| Polyakova A.M. Transformations of words, Russian language in crosswords and puzzles. 1–4 grade |
The book contains task cards on the main topics of the Russian language course in elementary school. Game form, diverse language material, non-standard formulation of questions allows children to test themselves: their knowledge, intelligence, attention, determination, and the teacher - to diversify the teaching of the subject. |
| Benenson E.P., Volnova E.V. World of lines. Workbook |
Prepares younger schoolchildren to study geometry at the main level of school. This workbook introduces primary schoolchildren to lines viewed on a plane and in space. Interesting creative tasks aimed at developing logical thinking, formation basic knowledge and skills in geometry. The notebook can be used for independent work at home, as well as in classes at school. |
| Benenson E.P., Volnova E.V. Plane and space. Workbook. |
Children gain an understanding of such concepts as planar and three-dimensional figures, learn to work with developments, and develop spatial thinking. Interesting creative tasks are aimed at developing logic, developing basic knowledge and skills in geometry. |
| Smirnova T.V. Amazing adventures of Anya in the country of Chills. A book to read. The world |
In a fascinating fairy-tale form, the book tells about the amazing journey of a little girl, teaches how to overcome unforeseen life situations, not to lose heart, not to be deterred by difficulties, to be able to be friends... Secrets of medicinal herbs, healing properties of plants, folk wisdom, signs - all this is simply woven into the plot outline of the fairy tale. The book can be used for extracurricular reading lessons in primary school. |
| Tsirulik N.A., Prosnyakova T.N. Technology | Students work with various materials, textbook assignments vary in difficulty level. The book consists of four thematic blocks - “The World of Nature”, “A Gift with Your Own Hands”, “The World of Fairy-Tale Characters”, “ Cozy home”, within which there are the following sections: “Modeling”, “Applique”, “Mosaic”, “Origami”, “Weaving”, “Modeling and designing from geometric shapes”, “Sewing and embroidery”, “Volume modeling and designing”. |
| Smirnova T.V. Belka and company. Economics for children in fairy tales and games | The basic concepts of economics are revealed in the form of fairy tales that are accessible to children's education. Game tasks, riddles and tasks are used to consolidate and assimilate the material. |
| Generalova I.A. Theater |
A textbook for additional education in the elective course “Theatre”, developed within the framework of the Educational System “School 2100”, is aimed at developing the child’s creative abilities through introducing him to the world of theater. |
| Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies | The book offers interesting natural science information, fairy tales, and riddles about butterflies in a fun way. But the main thing is that it tells and shows how children can realize their images in various techniques (appliqué, mosaic, modeling, weaving, origami, etc.) from a variety of materials. |
| Savenkov A.I. I am a researcher. Workbook | The manual is designed specifically for dialogue with a child and allows not only to teach observation and experimentation, but also contains a full range of research activities - from defining a problem to presenting and defending the results obtained. |
| Prosnyakova T.N. Magic secrets. Workbook | During classes, children learn new techniques for working with paper: tearing, corrugating various geometric shapes, rolling paper into a ball and twisting into a rope, learn new weaving techniques, and perform compositions using the origami technique from squares and circles. |
Photo gallery of extracurricular activities for 2nd grade
Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook by Generalov I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson E.P., Volnova E.V. World of lines Polyakov A.M. Transformations of words Smirnova T.V. The amazing adventures of Anya in the country of Chills Smirnova T.V. Belka and company. Economics for children in fairy tales and games Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies
Determining the results of extracurricular activities
Evaluation of the results of extracurricular activities is not recorded in the journal, since the results of extracurricular activities are not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving the three stages that the Federal State Educational Standards of NEO guides.
- The first stage involves children acquiring knowledge about acceptable norms of social behavior, the structure of society, and developing students’ understanding of everyday reality and the surrounding world of social relations between people. The relationship with teachers, who in the eyes of children are an authoritative source of social knowledge, is of great importance; it is important that the teacher’s personality is respected by students. Only in such conditions is it possible for the student to adopt the life experience of the teacher.
- The second stage determines the level of understanding of the significance of basic moral and spiritual values, which are the semantic core of the life of society, such as family, value human life, peace and stability, love for the Fatherland, respect for work, respect for nature, etc. In order for a student to reach the second stage level, it is important to create a friendly social environment, built on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that a child receives his first serious experience of social adaptation; at this age, his self-esteem and picture of the world are formed, therefore it is extremely important that he receives a full-fledged experience that allows him to form the qualities of a worthy personality.
- The third stage raises one to the level of independent and responsible social action. The child goes beyond school life into the big social world, faces new challenges, learns to overcome new problems, solve problems of self-realization and self-determination, and finding his place in society.
An effective method for assessing a student’s achievements can be the “Portfolio” technique, which involves creating an individual folder with characteristics of personal character traits, indicating the interests and inclinations, and creative success of each child. Such a portfolio may include sections “My Hobbies”, “My Projects”, “Family”, “Friends”, “What I Am”, “Travel”, “My Achievements”. An interesting and revealing collection of works will be that will clearly demonstrate the progress of the child’s skills and mastery in one or another type of cognitive or artistic activity, search work, and can become a source of pride and inspiration. Let us note that the student himself takes part in the selection of materials that will compile his report, teachers and parents only help him, thus laying the skills of self-analysis, objective perception of the results of his efforts and adequate self-esteem that are so necessary in adult life.
Children are invited to fill out their personal folder, which will include a report on successes and creative achievements, as well as a self-analysis page, where the child will write the character qualities that he would like to develop in himself
Diagnostics are carried out at the beginning and end of the academic year for each area and include the following list of criteria:
- The degree of personal participation and activity in school affairs.
- General level of behavioral culture and good manners.
- Assessment of the degree of adequacy of self-esteem.
- Level of openness and sociability.
- Assessment of the level of physical and psychomotor development.
- Development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, ability to highlight the main thing.
- Development creative imagination, aesthetic perception of the world.
During the research process, the author’s testing methods are used:
- method V.V. Sinyavsky to identify organizational skills;
- A. Kriulina’s test for the development of interaction skills;
- game methods (game “Leader”);
- sociometric methods for assessing the psychological climate of the class.
A favorable atmosphere in the classroom is made up of the students’ relationships with each other, which can be assessed using sociometry
Extracurricular activity programs developed in accordance with the requirements of the Federal State Educational Standard
School teachers develop extracurricular activity programs based on original programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school director.
A set of programs developed by the educational and methodological center “School 2100”:
- “I will be a real reader” (authors E.V. Buneeva, O.V. Chindilova).
- “I discover knowledge” (authors E.L. Melnikova, I.V. Kuznetsova).
- “Learning to evaluate myself” (authors D.D. Danilov, I.V. Kuznetsova, E.V. Sizova).
- “I’ll find out everything, I can do everything” (authors A.V. Goryachev, N.I. Iglina).
- “Theater” (author I.A. Generalova).
- “Rhetoric” (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya and others)
Programs of the educational and methodological complex (curricula, methodological recommendations, textbooks, workbooks for independent and extra work) "Promising Primary School":
- “The Museum in Your Class” is a course in museum pedagogy that will prepare the child for the skills of independent perception and analysis of a work of art (image in the form of a reproduction).
- Scientific experimentation clubs “We and the world around us” - awakening interest in research activities.
- “Calculation and Design Bureau” - implements the tasks of getting acquainted with the laws of the surrounding world using mathematical tools (schemes, drawings, design from different materials). “What’s inside volcanoes?”, “Is there a lot of salt in sea water?”, “How far is it to Mars?”
- “Journey to the Computer Valley” - development of modern projects based on information technologies. "Who am I?", " Family tree", "Funny letters".
- “Nature of the native land” - acquaintance with the natural world of the small homeland.
- “World of Ecology” - the formation of environmental consciousness, the use of interdisciplinary connections.
- “City of Masters” is a complex of creative laboratories, mastering the skills of modeling, origami, design, learning the basics of design.
Key points:
- the relationship between the classroom and non-classroom parts of the program as a variable;
- expansion of the basic level;
- it is possible to develop other programs by school teachers, but with a focus on the content of the teaching and learning complex of the “Prospective Elementary School”.
The master class “Decorating confectionery products” was conducted for junior schoolchildren by college students and teachers
“City of Masters” program.
| 1 class | 2nd grade | 3rd grade | 4th grade | |
| Toy library workshop | 2 | 3 | 3 | 2 |
| Modeling workshop | 5 | 4 | 2 | 3 |
| Floristry workshop | 4 | 5 | ||
| Father Frost's Workshop | 6 | 4 | 4 | 4 |
| Ideas collection workshop | 8 | 10 | 3 | 7 |
| Origami workshop | 4 | 4 | ||
| Design workshop and modeling |
4 | 4 | 3 | |
| Puppet theater workshop | 5 | |||
| Design workshop | 11 | 5 | ||
| Isothread workshop | 3 | |||
| Soft toy workshop | 4 | |||
| Magic Web Workshop | 5 | |||
| Paper-making workshop | 4 | |||
| Total: | 33 | 34 | 34 | 34 |
An example of sets of manuals developed by a team of authors of the educational complex “Perspective School” (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc. d.)
This set of manuals can be used in literary or mathematical circle classes, for independent work of students of the whole class, as well as in individual work in order to consolidate and deepen the educational material of the general education program, and prepare for olympiads and competitions.
| Literary reading 3rd grade Reader, ed. ON THE. Churakova |
The goal is to awaken interest in understanding the world around us through reading, to introduce exotic plants and animals. Illustrations, tasks and questions for texts contribute to the formation of a culture of meaningful reading. |
| Literary reading. 3rd grade. Notebook No. 1 | Acquaintance with the history and genre differences of fables, the aesthetic nature of the comic, and the peculiarities of the poetic worldview. Studying the genre of the story, practical skills in describing the character of the main character of the fairy tale. By selecting and demonstrating works of art, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is established. |
| Literary reading. 3rd grade. Notebook No. 2 | Included in the educational complex “Literary Reading”, it includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill the skills of perceiving text as a useful and interesting source of information, and teach how to work with text. |
| Mathematics. 2nd grade. Notebook No. 1 | Trains the ability to perform addition and subtraction operations within a hundred, teaches a short method of writing a problem, and introduces the arithmetic operation of multiplication. "Multiplication tables." |
| Mathematics. 2nd grade. Notebook No. 2 | Designed for individual work in order to consolidate skills, develops the ability to add, subtract, and multiply. |
| Mathematics. 2nd grade. Notebook No. 3 | Aimed at developing practical skills in arithmetic operations of subtraction and addition, multiplication and division single digit numbers, gives initial geometric representations. |
| Mathematics. 2nd grade. School Olympiad. | Notebook for extracurricular activities. Included are tasks for mathematical Olympiads, clubs, and individual forms of work with gifted students. |
| Mathematics. 2nd grade. Practical problems | Notebook Teaches how to work with diagrams, tables, measurements, and constructions. Recommended for work in extracurricular activities and in preparation for Olympiads of various levels. |
Photo gallery of teaching aids for extracurricular activities of the educational complex “Prospective School”
T.A. Baykova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in questions and tasks O.V. Zakharova Mathematics in practical tasks R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics
Examples of classes in areas of extracurricular activities
The game “On the Path of Good” (based on the fairy tale by H.H. Andersen “ The Snow Queen") - spiritual and moral direction
Goal: formation of ethical ideas, awareness of the significance of the moral qualities of the individual, understanding of the importance of confirming good words and wishes for good deeds.
- formation of communication skills, development of correct perception of reality life situation, adequate assessment and response;
- promote a sense of friendly participation, support and mutual assistance, teach to value friendship and cherish warm relationships;
- cultivate tolerant relationships with each other, built on respect and mercy and the desire to help others, do good deeds;
- involvement in the world of universal human values.
Event plan:
- Guess the hero. The teacher describes the character in the fairy tale and asks the children to say his name.
- Each team is given a set of cards with the names of the heroes who need to be characterized.
- The children are asked to look at illustrations depicting scenes from life, and are asked to sort them according to the principle of good or bad and explain their decision.
- The next stage of the game will require the children to connect fragments of proverbs or aphorisms about good and evil according to their meaning.
- Children will have to write a wish on a postcard to their family, friends, teacher or fairy-tale character.
Video: Class hour for 4th grade “We are different - this is our wealth” - social direction
“Opening a children's cafe” - research direction, 2nd grade
Goal: development of children's initiative, creative imagination and modeling skills.
- developing the ability to set a task, plan activities, dividing them into stages;
- training in organizing teamwork in a group;
- development of attention, thinking, ability to reason, compare, see the reason for what is happening;
- improving intellectual and communication skills, awakening creative potential and research activity.
- The guys received an important and interesting task to design a cafe where children from all over the city could have fun celebrating holidays. The teacher precedes the assignment with a story in which the context is a problem that the children must independently identify and formulate.
- The planning stage is designed in the form of a game of cards that must be placed in correct sequence(the issue of renting land, concluding contracts for the right to build, building materials, equipment, team of builders, design, advertising, etc.).
- Children are given large sheets Whatman paper and pictures of furniture, flowers, dishes, interiors, etc. The guys model their cafe cheerfully and cheerfully, accompanied by energetic music, and then present their stage of work.
Video: Class hour on the topic “Conflict” - social direction
“Healthy eating” project-presentation of the course “The ABC of Health”, 2nd grade - health direction
Purpose: to provide an understanding of the principles and rules of healthy eating.
- develop the skills of attentive perception of the interlocutor’s speech, the ability to listen to the teacher or classmates;
- promote the acquisition of experience of self-esteem and self-analysis, free initiative and responsible behavior;
- develop the ability to conduct a conversation correctly, listen, engage in dialogue in a timely manner, keep the thread of the conversation, follow logic;
- learn to plan your actions, adjust preliminary plans depending on the situation, control your behavior and emotional reaction, and look for effective ways to overcome difficulties that arise.
Scenario:
- The teacher reads a letter from Carlson, in which he says that he is extremely ill and asks the guys to help him become cheerful and cheerful again.
- Determining the causes of the literary hero’s illness, discussing the problem of unhealthy diet and lifestyle.
- Recommendations for Carlson for a speedy recovery: daily routine, healthy eating, physical activity, hygiene, etc.
- Guessing riddles, holding a discussion about unhealthy and healthy cuisine.
- Summing up, systematizing and generalizing the experience gained.
Video: Club “Technical Modeling” - a general intellectual direction
“Open space and architecture” - general cultural direction
Goal: to give an idea of this type of art such as architecture, to master the skills of artistic drawing techniques using cardboard.
- explore the concept of open space and architecture;
- learn to depict the nature of their native places;
- master search skills for working with information;
- learn to express your opinion about works of art, show an emotional reaction;
- analyze the reasons for success or failure in achieving a goal;
- soberly evaluate your actions and make timely adjustments to plans, taking into account previously made mistakes.
Assignment: draw a picture on the theme “My favorite corner of nature.”
Game scenario:
- An exhibition of children's works in various genres of art is being prepared.
- "Who is bigger?". The children must carefully analyze the exhibited works and correctly determine their genre (natural, rural, urban, architectural landscape, open space). The name of each term is accompanied by a demonstration of the corresponding slide.
- Work with explanatory dictionaries, the teacher asks to find the word architecture.
- Discussion future work, conversation around the theme of landscape, thinking over a suitable name for your drawing.
- Children begin to create. Using the thickest brushes, we paint the surface of the sheet, conveying the horizon line separating sky and earth. The teacher suggests experimenting with using cardboard as a drawing tool, for example, a wide strip of cardboard will help to depict a house with a slight movement of the hand, while narrower strips will be useful for drawing a window, doors or fence. Finally, with thin brushes we finish drawing the details of the landscape.
Homework: draw a sea or mountain landscape.
Video: Lesson of the “Little Genius” circle, solving inventive problems - general intellectual direction
Unfortunately, many parents perceive electives, class hours, game techniques and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student’s activity outside the traditional form of the lesson that liberates and opens up new horizons of knowledge and experimentation for the child, interests and captivates, inspires confidence and helps him successfully realize himself, find his self, allows school to escape the routine of the daily monotony of monotonously changing each other. friend lessons. Let's hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in Russian school, to the delight of children and their parents.
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