Core Curriculum: Options
Introduction
In accordance with the competition announced by the Ministry of Education and Science Russian Federation“Development of components of the second generation general education standard”, the structure of the components of state standards of general education is determined. The package of documents that are most important for the presentation of quality standards has been highlighted. The entire package of regulatory and advisory documents - the standards themselves and the additional regulations adjacent to them that ensure the implementation of the standards - is developed comprehensively and represents a single whole.
One of the documents ensuring the implementation of state educational standards of general education in the educational process is the Federal Basic Curriculum.
The Federal Basic Curriculum is designed to fix the recommended composition of academic subjects and the distribution of educational time between them.
The structure of the Federal Basic Curriculum should explicitly highlight:
a) the invariant part, ensuring the familiarization of students with general cultural and nationally significant values, the formation personal qualities, corresponding to social ideals;
b) the variable part, which ensures the individual nature of the development of students, personal interests and inclinations, the interests of the constituent entity of the Russian Federation in the implementation of the content of general education.
The Federal Basic Curriculum should include three parts focused on the stages of general education: primary, basic general and secondary (complete) general education.
The proposed versions of the Basic Curriculum comply with the current legislation of the Russian Federation in the field of education, implement the basic principles of the Concept of educational standards for general education (2005-2010) - the transition to the development of the most important components that provide regulatory support and mechanisms for the implementation of second-generation general education standards.
Currently, educational institutions of the Russian Federation work according to two Basic curricula, which were the basis for the development of these versions of the BUP:
Basic curriculum for general education institutions of the Russian Federation (order of the Ministry of Education of Russia dated 02/09/98 No. 322).
Federal Basic Curriculum for educational institutions of the Russian Federation implementing general education programs (Order of the Ministry of Education of Russia dated 03/09/2004 No. 1312).
1998 Basic Curriculum consists of two parts: invariant and variable. The invariant part of the Basic Curriculum fully implements the federal component of the state educational standard, which ensures the unity of the educational space of the Russian Federation and guarantees that graduates of general education institutions master the necessary minimum of knowledge, skills and abilities that provide opportunities for continuing education.
The variable part of the Basic Curriculum ensures the implementation of regional and school components. The hours of the elective part are used to study subjects designated in the educational areas of the Basic Curriculum (including for in-depth study), to study elective courses, electives, and conduct individual and group classes.
Federal Basic Curriculum 2004 establishes the relationship between the federal component, the regional component and the educational institution component.
The federal component of the Federal Basic Curriculum determines the number of teaching hours for studying the state educational standard of general education.
The ratio of the distribution of the regional component and the component of the educational institution by level of general education and academic years is established by the constituent entity of the Russian Federation, taking into account the fact that less than 10 percent is allocated to the component of the educational institution. The hours of the regional component and the component of the educational institution can be used for in-depth study of academic subjects of the federal component of the basic curriculum, for the introduction of new academic subjects, electives, additional educational modules, special courses and workshops, for conducting individual and group classes, for organizing training in individual educational programs and independent work students in laboratories, libraries, museums.
In grade IX, it is recommended that the hours of the regional component and the educational institution component be devoted to organizing pre-professional training for students.
The principles of constructing the Federal Basic Curriculum for grades X-XI are based on the idea of a two-level (basic and specialized) federal component of the state standard of general education.
The 2004 Federal Basic Curriculum makes the transition to specialized training, which allows:
create conditions for differentiating the content of education for high school students and building individual educational programs;
provide in-depth study of individual academic subjects;
establish equal access to a full-fledged education for different categories of students, expand opportunities for their socialization;
ensure continuity between general and vocational education.
By choosing various combinations of basic and specialized educational subjects and taking into account the study time standards established by the current sanitary and epidemiological rules and regulations, each educational institution, and under certain conditions, each student, has the right to formulate its own curriculum.
This approach leaves the educational institution with ample opportunities to organize one or more profiles, and students with a choice of specialized and elective subjects, which together will make up their individual educational trajectory.
1. Basic curriculum of general education institutions of the Russian Federation
Explanatory note
The proposed Basic Curriculum of General Educational Institutions of the Russian Federation is the most important regulatory document for the introduction of general education standards into effect, determines the maximum volume of students’ academic load, the composition of educational subjects, distributes the educational time allocated for “mastering the content of education by grade, academic subject, based on experience, practices and traditions of domestic and world schools.
The basic curriculum provides the opportunity to achieve the Requirements of the standard while maintaining the variability of education.
The basic curriculum also acts as external limiter, setting the general framework of possible solutions when developing the content of education and requirements for its acquisition, when determining requirements for the organization educational process, when calculating budget financing, and as one of the main mechanisms for its implementation.
The basic curriculum is presented in several models, reflecting the sequence of transition from the current standards to the projected ones, developed with the expectation of a 12-year school, taking into account compulsory secondary education, with the start of education at 6.5 years and one-year preparation of children in school.
1.1. Pre-school education
Pre-school education is a preparation of children for school, but not a year of schooling.
The task of parents, educators and teachers preparing preschoolers for education is to implement all measures for the comprehensive physical, mental and mental development of children.
Tasks of working with children:
I. To protect and strengthen the health of children, to form in them the habit of healthy image life.
a) promote full physical development children;
b) form the habit of a healthy lifestyle;
c) introduce children to the world of physical education.
II. Promote the timely and complete mental development of children.
1.. Activity:
a) create conditions for the formation of arbitrariness and indirectness of basic mental processes: memory, attention, thinking, perception;
b) begin to develop the ability to adequately evaluate the results of one’s own activities;
c) lay the foundation for psychological resistance to failure and develop a mindset to constructively overcome it;
d) to form learning motivation and prerequisites for readiness to learn at school: develop the ability to accept a learning task set by adults, teach children to pre-plan their own activities and carry out step-by-step and final control, improve voluntary control of speech and motor behavior, improve communication skills, carry out special preparation for school;
e) form the prerequisites for work activity.
2. Contribute to the formation of consciousness:
a) develop children’s speech, prepare for learning to read and write;
b) promote the cognitive development of children;
c) promote the timely intellectual development of the child.
3. Lay the foundations of a future personality:
a) develop confidence in yourself and your capabilities; develop activity, initiative, independence;
b) build the child’s trust in an adult as a partner in non-situational personal communication;
c) form the prerequisites for the child’s moral development;
d) continue to form group norms and positive relationships;
e) continue to work on the formation of a humanistic orientation of behavior in children;
f) strengthen the cognitive attitude towards the world: form a caring and creative attitude towards the world through the development of the foundations of ecological culture;
lay the foundations for a respectful, interested attitude towards other cultures; strengthen children in the position of creator and creator;
g) continue to develop emotional responsiveness to the aesthetic side of the surrounding reality.
III. To provide every child with the opportunity to joyfully and meaningfully live the period of preschool childhood.
1.2. Options for educational programs depending on the duration of training by level
Level of study BUPA option | (primary general education) | (basic general education) | (secondary (complete) general education) |
The basic curricula consist of two sections: federal and regional components, and they also allocate hours for extracurricular educational and cognitive activities carried out in the afternoon. These hours do not count towards the mandatory workload but are required for funding purposes.
1.2.1. Option No. 1 of the Basic Curriculum.
First stage of general education (1-4 grades)
The curriculum for the first level of school is part of the basic curriculum for a 12-year secondary school in the Russian Federation and is aimed at general education institutions in which instruction is taught in Russian. The PBU performs the functions of a regulatory document of federal significance and provides:
1) implementation of the right of every citizen of the Russian Federation who has reached six and a half years of age to begin education at school,
2) the ability to achieve the Requirements of the Primary Education Standard;
3) variability of education at its first stage.
The PUP reflects the following the necessary conditions modern primary education:
Duration of primary education (at least 4 years);
Composition of educational subjects required for study;
Distribution of study time by academic subjects;
Maximum permissible weekly workload for students. The basic curriculum is represented by two components: federal and regional.
Federal component The basic curriculum reflects the invariant content of education, which ensures the solution of the most important goals of modern primary education: introducing schoolchildren to general cultural and national values; readiness to continue education in basic school; personal development of the student in accordance with his individuality.
The variable part of the PUP is presented regional component and makes it possible to take into account the characteristics, educational needs and interests of a given subject of the Russian Federation. This component makes up at least 8% of the teaching time allocated by the PBU. An essential part of the regional component is the educational institution component (school component). The hours for the school component are determined by the regional education authorities. The regional component can be used to increase the hours for studying individual subjects of the Federal component of the PUP, to introduce into the curriculum courses in which the subject of the Russian Federation, as well as a specific educational institution, is interested in studying. The regional component is used within the framework of a six-day school week. In the first grade, in accordance with SanPiN standards that determine the maximum permissible workload for students, there is no regional component.
The PUP version can be used by an educational institution providing education in Russian.
First option The BUP has the following features. Education is carried out in the structure of a four-year period (1-4) of study with a lesson duration of 35 minutes (grade 1), 45 minutes (grades 2-4). Training can be organized within a five-day or six-day school week. In accordance with SanPiN standards, education in the first grade takes place only within a five-day week.
The range of academic subjects offered in first grade reflects the specific goals and content of the first year of study. Thus, in the first grade, children are taught reading and writing, and systematic courses in the Russian language and literary reading starts in second grade. The study of integrated subjects is provided: “Literacy” (first grade), which combines teaching reading and writing. Training is conducted using the textbook “ABC book”. Studying the “Literacy” course ensures a smooth adaptation of children to school, regardless of their level of readiness for learning.
Item " The world“integrates natural science and social science knowledge, and in grades 1-2 includes labor activity (work in nature and household work). The subject "Art" combines music, visual activities children and artistic work.
The subject “Physical Education” is not included in classroom lessons, but is taken into account as mandatory when determining the maximum permissible weekly load of a student.
Studying foreign language is carried out from the second grade (two hours a week), the subject “Informatics” is studied in the third and fourth grades for 1 hour a week.
The PUP contains a special column - time standards allocated for homework, which provides the prerequisites for reducing the academic workload of younger schoolchildren and is one of the conditions for health-saving education.
Basic curriculum for a four-year general education primary school
Academic subjects | Number of hours per week |
||||
Federal component |
|||||
Russian language | |||||
Literary reading | |||||
Foreign language | |||||
Mathematics | |||||
The world | |||||
Art (music, art, artistic work) | |||||
Computer science | |||||
Physical Culture | |||||
Maximum permissible weekly teaching load (five-day academic week) | |||||
Regional component |
|||||
All students study according to a plan that allows them to gradually acquire new knowledge and distribute it evenly in their heads.
To make it clearer, I’ll explain with a simple example: before solving complex examples, a student must learn the multiplication table; otherwise, more comprehensive information will simply be inaccessible to his understanding.
That is why in the curriculum the first thing on the agenda is the multiplication table, and only then solving complex examples.
A similar situation exists in secondary specialized and higher educational institutions, only students are so busy studying that they simply do not attach any importance to it.
In general, this is correct, since the curriculum is, rather, a guide to action for teachers and teachers, and it does not concern schoolchildren and students.
However, this does not mean that you can ignore the question of what a curriculum is, because for the general development and expansion of your own horizons, this information will certainly not be superfluous.
What is a curriculum and its features
Curriculum is a certified document that provides a training plan for students in a particular specialty.
It is not only drawn up on paper in a strictly specified form, but also contains a sufficient number of signatures and even the wet seal of the educational institution, less often the Ministry of Education.
This once again proves the importance of this document, which must be agreed upon with the top management of the university and the dean’s office of a particular specialty.
The curriculum is a structured document and consists of three mandatory parts:
Training schedule;
List of items;
Number of hours.
Training schedule- this is the main component of the document, since it provides a schedule of tests, exams, educational and work practice, and intermediate certification. Accordingly, this also includes coursework and theses, course projects and laboratory workshop.
List of items- also an important part of the curriculum, since it includes a list of all disciplines that will be studied by students during a particular session. In addition, elective classes and sports and cultural events are mandatory. Also, do not forget about the Olympiads, which are necessarily held by every university.
Number of hours- This is, rather, a conditional component of the curriculum, which provides detailed information about the number of hours on a particular topic or subject. The duration of each period is described in total and separately, and there are also assigned hours for homework, theoretical lectures, independent and practical assignments, and laboratory classes.
All these components of the curriculum are mandatory, and without them detailed description You definitely won’t get a confirming signature, much less a wet seal.
Moreover, each specialty has its own unique plan, which will be different for part-time, full-time and evening students.
If you still didn't know there was a curriculum, now is the time to open your eyes.
If you are wondering what kind of document this is, and whether the teacher complies with its strictly approved framework, then you can make a specific request to contact the dean’s office or your department, where they will be able to carefully review this important student document without any problems.
Any questions that arise can be safely addressed to the teacher, but again, do not forget that you still have to take an exam in this subject.
Why do students need a curriculum?
Many students study and don't care much about what the curriculum is. However, there are periods when the load increases so much that the student can no longer cope with all the tasks, noticeably “sliding down” in academic performance.
This is where panic begins, and the desire to personally familiarize yourself with the curriculum becomes more and more acute.
Here it is important to clearly understand that the curriculum is a document equivalent to the Charter of the university, therefore, in the event of obvious violations on the part of the teacher, proceedings from above may follow.
It is possible that they will be in your favor, and then your reputation as an exemplary student can be immediately restored.
Such knowledge is also necessary when a teacher treats the lecture and practical components of his direct obligations superficially, but then demands it in full during the exam.
As a rule, lazy teachers love the phrase “self-paced learning.” Indeed, such a term is provided for in the curriculum, but it is designed only for individual topics, and not for a full course of lectures.
The rector's office will not praise the teacher for identifying such a discrepancy; in addition, penalties may follow, for example, in the form of deprivation of a bonus.
So you should not ignore such important information as the curriculum, since this document, first of all, represents the interests of the student, so that he will soon earn the proud and honorable title of “young specialist”.
Personally, my advice goes something like this: the next semester has begun, don’t be lazy, go to the dean’s office and read the curriculum, at least for general development, and then... you never know where this useful information will come in handy.
Educational reforms
Ten years ago, curricula were drawn up annually, and they included a lot of innovative ideas from teachers, but today teachers prefer to follow the well-trodden path.
What does it mean?
Previously, drawing up a curriculum was a real debate, as a result of which the truth was born. Teachers argued about which subject should be introduced into the curriculum and when, how many hours per semester to devote to it, and how to certify students.
The main goal was to provide students of universities and secondary specialized educational institutions with maximum knowledge, which in the future will definitely be useful in production and practice.
Today everything has changed, and teachers prefer to simply update the old curriculum and then bring it to the rector’s office for signature.
There are no fresh ideas, no drive, and the modern education system has become somewhat boring and mundane.
On the one hand, stability has never harmed anyone, but on the other, why not experiment, as it was before?
In defense of traditional curricula, it is worth saying that, thanks to them, more than one highly qualified specialist has appeared in production and other areas.
Types of curriculum
We have already figured out what a curriculum is; why it is needed in all educational institutions - also. Now let's try to find out what kind of curriculum there are and how they differ in practice.
So, there is the following classification.
Model curriculum is considered the main document that guarantees the state component of a certain educational and professional program. It establishes at the state level the minimum volumes of training hours and cycles (blocks), a list of compulsory subjects, the qualifications of the graduating specialist, and any additions. Simply put, the Ministry of Education has established that schooling lasts for 10 years, which means that no one will change this at the non-state level.
Working curriculum- This is a standard curriculum with adjustments from a specific university. That is, a higher educational institution takes as a basis the main document established and approved by the Ministry of Education, and then makes amendments to it, in accordance with the current education system within its walls. All changes are confirmed by documents, in particular, the University Charter.
For example, students are required to read a certain amount of information per year - this is a standard plan. In the first semester, make fewer pairs in the specialty, and in the second, by decision of the dean, on the contrary, increase the number of hours - this is already a working plan. As a result, the plan was implemented, but how is a matter for the university.
All existing requirements for the level of training of graduates are mostly determined by the mandatory minimum content of educational and professional programs, and it is important not to forget about this when drawing up the annual curriculum.
What should every student remember?
To avoid clashes with teachers and not create conflict situations, it is important to know the following information, which, in fact, is a statement of fact and will not be superfluous for every student:
1. A curriculum is required in any educational institution, be it a school, college, college or university.
2. The curriculum is approved by the management of the educational institution, and is based on the regulations and instructions of the Ministry of Education.
3. The curriculum for different specialties is different.
4. The curriculum for full-time, evening and correspondence students also differs in structure.
5. The curriculum provides the maximum information that every student should comprehend.
6. The curriculum is stored in the dean’s office of the faculty, and every student who wishes can personally familiarize himself with its contents.
7. The curriculum allows you to resolve a number of conflict situations.
8. The curriculum is re-approved every academic year (in August).
9. The curriculum cannot be challenged, but adjustments can be made to it.
10. The curriculum is an official document.
Conclusion: So now you should understand the seriousness and significance of this document, but all other issues in terms of drawing up a curriculum are best left to competent teachers and the dean’s office. They will certainly never wish bad things on their own students.
Now you know about what is a university curriculum?.
Along with the principles and criteria for selecting the content of general education, the state educational standard is currently a reliable guideline in its determination. The standardization of education as such is caused, on the one hand, by the need to create a unified educational space in the country, which will ensure a uniform level of general education for all children studying in various types general educational institutions: both state, municipal, and non-state, private, on the other hand, by Russia’s desire to enter the system of world culture, which requires, when forming general education, to take into account achievements in this area of international educational practice.
An educational standard is a mandatory level of requirements for general education training of graduates and the content, methods, forms, means of teaching and control that meet these requirements. This is the “norm”, “model”, “measurement”.
A well-known specialist teacher on the scientific basis for standardization of education V.S. Lednev argues that the standard of education should be understood as a system of basic parameters used as a state standard of education, reflecting a social ideal and taking into account the capabilities of a real individual and the education system to achieve this ideal.
The state standard of general education distinguishes three components: federal, national-regional and local, school. The federal component reflects standards that ensure the unity of the pedagogical space of Russia and the integration of the individual into the system of world culture. National-regional component draw up standards in the field of studying the native language, history, geography, art and other educational subjects, reflecting the specifics of the functioning and development of the region and its people, and the school component - the specifics of a particular educational institution.
The education standard reflects the obligations, on the one hand, of the state to its citizens, and on the other, of the citizen to the state in the field of education.
At the federal and national-regional levels, the education standard includes:
- generalized description of the content of education at each of its levels, which the state is obliged to provide to the student in the amount of necessary general educational training;
- minimum training requirements students within the specified scope of content;
- maximum permissible volume academic load by year of study.
In the content aspect, the standard of a comprehensive school is only a general guideline that denotes educational areas and determines the general direction in specifying the content of education, taking into account not to miss in its selection what is essential and necessary for students to master social experience, for the development and formation of them as individuals. He is in general outline should indicate the basic skills in the cognitive and practical spheres of human life that the student will have upon graduation from school; the main problems of society (Russia), which a school graduate must understand and determine his role in solving them: social, political, economic, environmental, moral, production, management, national, international, cultural, family and others; have their own judgments on these problems and be able to defend them, as well as master the technology of continuous self-education in branches of knowledge, sciences and types of activity.
The foregoing represents the general basis for the standardization of education by stages, levels of education and is specified according to educational fields, specific academic disciplines, and based on the requirements for the level of presentation of educational material and the mandatory preparation of the student, a system of tasks (tests) is being developed that serve as tools for monitoring and assessing the level of training of schoolchildren.
Of course, the outlined approaches to education standardization will undergo changes, clarifications, and adjustments over time during the restructuring of the school education system as experience is gained in using the standard as a normative document. But the very fact of introducing educational standards raises the question of guaranteed achievement by each student of a certain, predetermined level of basic training, allows each student to study at the highest possible level, and forms positive motives for learning.
State educational standards acquire real embodiment in the formation of the content of education in the following documents: curriculum, curriculum and educational literature (textbooks, teaching aids, problem books, etc.). Each of these regulatory documents corresponds to a certain level of designing the content of school education. The curriculum is based on the level of theoretical concepts; curriculum - to the level of the academic subject; educational literature- level of educational material. Let us consider these regulatory documents in the sequence that corresponds to the levels of design of educational content. Let us first stipulate that these regulatory documents should not be rigid and unambiguously tied to the standard, in particular, programs and recommended literature for them. They should be compiled in relation to the specific conditions of the region and school from the position of not a knowledge-oriented, but a cultural, personality-oriented approach, aimed at freeing the creative energy of each person.
8.4. Secondary school curriculum
Syllabus
Curricula are normative documents that guide the activities of the school.
The curriculum of a comprehensive school is a document containing a list of academic subjects studied in it, their distribution by years of study and the number of hours for each subject.
By determining the set of educational subjects, the time allocated for studying each of them as a whole and at individual stages, curricula, on the one hand, establish priorities in the content of education, which the school directly focuses on, and on the other hand, they themselves are a prerequisite for implementation.
In the practice of modern secondary schools, the following types of curricula are known: the basic curriculum of the Russian Federation, approximate standard federal and regional curricula, and the curriculum of a specific school.
Basic curriculum
The basic curriculum of general education institutions is the main state normative document, which is an integral part of the state standard in this area of education. It is approved by the State Duma of the Russian Federation as part of the standard for basic schools. The approximate federal curriculum is approved by the Ministry of Education of the Russian Federation. As part of the state standard, the Basic Curriculum is a state norm for general secondary education, which sets requirements for the structure, content and level of education of students. The Core Curriculum serves as the basis for the development of regional, model and work-based curricula and as the source document for school funding.
Regional Basic Curriculum
Regional basic the curriculum is developed by regional education authorities based on the state basic curriculum. It is advisory in nature and approved by the Ministry of Education of the Russian Federation.
Secondary school curriculum
School curriculum(general education institution) is developed on the basis of the state Basic and regional curricula for a long period. It reflects the characteristics of a particular school. There are two types of school curricula:
- the school curriculum itself, which is developed on the basis of the Basic Curriculum for a long period. It reflects the characteristics of a particular school. Such a curriculum can be served by standard curricula from the exemplary ones proposed as an appendix to the basic curriculum for primary school, basic school with Russian as the native language of instruction, secondary general education in profiles with Russian as the native language of instruction, rural small schools, general educational institutions with native (non-Russian) language of instruction and with instruction in Russian (non-native), etc. (see "Bulletin of Education", 1998, No. 4);
- a working curriculum developed taking into account current conditions. The school's work plan is approved annually by the school's pedagogical council.
The development of general education school curricula and their improvement are carried out in two directions:
- New, previously unstudied subjects are introduced. They reflect the progress of science, technology, and changes in social life.
- Under revision specific gravity traditional disciplines. A search is underway for a balance between different components of education - compulsory and elective - between cycles of academic subjects.
State bodies are developing unified standard curricula. The Russian Federation Law “On Education” gives schools the right to draw up individual curricula, provided that they meet state educational standards. This means the presence of compulsory academic subjects for all schools and the right to in-depth study of a number of subjects, expressing some specialization in the areas of science, mathematics, humanities, etc. There is also a set of elective subjects (electives). Differentiated education, its timing and degree constitute a theoretical and practical problem, since it directly affects the development of personality and the completeness of education.
Taking into account the fact that the basic regulatory document is fundamentally different from all previous versions of the curriculum according to which our schools have worked for many decades, we are placing a new version of the Basic Curriculum, approved by the Ministry of Education on February 9, 1998.
Basic curriculum of general education institutions of the Russian Federation
Syllabus- this is a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this.
What data should be in the curriculum
If we mean a general secondary school, then its curriculum defines the following data: 1) a complete list (list) of academic subjects by year of study; 2) the number of hours (lessons) allocated to each subject per week, academic year and for all years of study, for example, in the native language, mathematics, physical education, etc.; 3) periods of industrial practice, camp training; 4) the duration of academic quarters and holidays.
The curriculum of secondary specialized and higher educational institutions determines the number of hours not for a week, but for a semester and for the entire duration of study (4-6 years). It specifies the types of classes in academic subjects: the number of lectures, seminars, practical and laboratory classes, and workshops. The academic subjects taken for tests and exams in each semester are indicated, different types practices (industrial, archaeological, pedagogical, folklore, in medical institutions, etc.).
The curriculum thus organizes the structure of the academic year and determines the general order of classes.
A little about legal issues
Traditionally, in textbooks on pedagogy, the curriculum was called a state document. Recently, authors have avoided calling it that, although the state nature of the curriculum remains for state educational institutions. Let us draw the reader's attention: it is preserved, but not exhausted! We will talk about this in more detail later. Along with state educational institutions, there are now non-state educational institutions (public, private, etc.). Consequently, the curricula there are not state, although they take into account state education standards.
The state, which provides free compulsory education for children and youth in basic school (in Russia - basic) and general secondary education, also determines educational standards in different types of educational institutions and at all levels (primary, secondary, higher). Therefore, the curriculum as a state document serves as the basis for the formation of teaching staff by specialty; how many will be needed for the school in the current academic year, say, language specialists and mathematicians, historians and geographers, etc. In turn, the second question that follows from this situation is the calculation of the need for teachers in their specialty, not only in a particular school, but also on the scale of the district, region and even the republic. The task arises of training teachers of specific specialties in higher and secondary specialized educational institutions, universities and pedagogical schools. The curriculum of secondary schools in the Republic is approved by the Ministry of Education.
In connection with the reform of secondary schools, curricula in last years are not stable in the sense that academic subjects and the number of hours allocated to them are updated almost every year. Since the 1998/99 academic year, the curriculum of schools in Belarus has, in addition, taken into account that the former 1st grade has become preparatory. A 5-day school week is being introduced.
Curriculum in Belarus
We will tell you in more detail about what is typical for the curriculum of secondary schools in Belarus in the 1998/99 academic year, which features of the curriculum are not transitory and will be taken into account in subsequent years.
The curriculum is called the basic curriculum. This emphasizes that the academic subjects included in it form the basis of general education. They are divided by levels of education: a) for preparatory and first grades; b) for II-IV; c) for V-IX and d) for X-XI classes. In the future, obviously, the curriculum for the preparatory class will become an integral part of primary education.
In addition to regular general education institutions, there are educational institutions that have the status of schools with in-depth study of certain subjects: foreign languages, mathematics and others, or at a specialized level. Theater schools have been created, as well as those specializing in music and choreography. They have a different curriculum.
The curriculum also takes into account the language of instruction: Belarusian, Russian or another as a native language. In Belarus this is, for example, Polish, Lithuanian, Ukrainian, Tatar, Jewish. The set of academic subjects in them is basically the same, but differs in the number of hours allocated to the study of a particular language and literature. But at the same time, Belarusian and Russian languages are necessarily studied as state languages. By law, the language of instruction will always be taken into account in the curricula of all types of secondary schools.
Let's return to the secondary school curriculum. The content of training and its general focus will be clearer if we refer to the set (list) of educational subjects for each level of education and the number of hours provided for their study. We emphasize that in all curricula, the basic component is first determined. So, in preparatory or I and in grades H-IV there are 8 of them. In grades V-IX there are 22; in grades X-XI - 19. Noteworthy is the multi-subject nature of the basic component, as well as the continuity of academic subjects from junior to senior grades.
The curriculum also contains a school component. This means that some academic subjects, in addition to the basic ones, are determined and distributed by decision of the school’s pedagogical or methodological council. For academic subjects of the basic component, 5-6 hours per week are provided (depending on the class). The school component makes it possible to provide additional educational subjects taking into account the wishes of students, the availability of teaching staff with the appropriate specialization and the material and technical base of the school.
The curriculum also determines the maximum study load per week per student. Moreover, the older the class, the greater the load. For example, in grade V - 33 hours, in grade IX - 38.
The number of hours per week for individual groups of subjects from grades V to IX is determined. The total weekly hours in these classes is 170.5 hours. Of these, Belarusian, Russian languages and literature - 51 hours, foreign language - 12 hours, mathematics - 24.5 hours, physical culture- 15 hours.
As we can see, studying languages and literature takes up most of the student’s time, with mathematics in second place.
The curriculum included computer science and the “universe” (the world - “Susvet”), world artistic culture, the basics of life safety (“the basics of life safety”); These are new training courses. Labor training is provided for 2 hours per week and work practice for 5 to 8 days, 3-4 hours of work per day.
Comparison of plans between Russia and Belarus
It is interesting to see what the curricula of secondary schools in Belarus and Russia look like. For comparison, we took only grades V-IX, firstly, due to the cumbersomeness of the entire curriculum for full secondary school; secondly, in both Russia and Belarus, compulsory education currently ends with the ninth grade. This level of education in Belarus is called basic, in Russia - basic. Above it are built X-XI grades of a complete secondary school, providing the graduate with a level of education sufficient to enter a university, and giving this right. Comparing the data from these curricula, one can notice both similarities and differences in them.
1. The total amount of weekly workload for schoolchildren in Belarus is greater than in Russia by an average of 5 hours per week in each class. In other words, a Belarusian fifth- to ninth-grader studies one more lesson almost every day (except for one). This is due to the mandatory study of two state languages and literature, as well as an additional hour of physical education.
2. In both Belarusian and Russian curricula, in addition to compulsory academic subjects (basic component), there are subjects for students to choose. In Russia, these are so-called elective subjects, when out of many offered, the student must choose a minimum, for example, 2 out of 6. There are also elective subjects. They are not required, but only for those who wish. Elective content courses cover either additional chapters of the main subject, or an expanded version of some compulsory topic, for example, on the history of the Great Patriotic War. Patriotic War; or a special course, which is not included in the basic component of the plan.
Items elective course are determined, first of all, by the wishes of the students themselves and the availability of specialists. They are taught by both school teachers and specialists invited from outside: employees of universities, technical schools, scientific and design institutions, manufacturing enterprises.
In passing, we note that in pedagogical literature, including educational literature, electives are often classified as a form of class. But this is illegal. “Elective” does not mean a mandatory class, but the opportunity for the student to choose a course for additional specialization. Optional classes take place in different forms: lesson, seminar, club, etc. The number of hours for electives is determined by the maximum permissible workload of students per week.
In Belarus, as already mentioned, the curriculum has a school component. Its specific academic subjects are determined by the school's pedagogical or methodological council. There are no mandatory selection conditions. This may be an increased number of lessons in the subjects of the basic component, or there may be independent academic subjects that take into account national and local (regional) conditions. However, the Russian curriculum also provides for a national-regional component in many subjects. They are not available only in mathematics, physics, astronomy, chemistry, and computer science. And especially a lot on languages and literature, art, and labor training.
3. The curricula of both countries began to devote more time to humanities subjects. This is more noticeable in Belarus. Thus, in addition to languages and literature, Belarusian schoolchildren study the history of Belarus, general history, the subjects “Man and Society”, “The Universe”, “General Artistic Culture”. A total of 21 hours out of 170.5 are allocated for this per week from grades V to IX. The Russian curriculum allocates 15 hours for this.
4. The teaching of art subjects stops early: music, fine arts - in grades 7-8, when schoolchildren just begin to get seriously interested in music and drawing (discos, numerous amateur musical ensembles, clothing style, etc.). In the future, when revising the curriculum, this gap will hopefully be filled.
5. In schools in Belarus, physical education is taught in each class for 3 hours a week, in Russia - 2. This is an undoubted advantage of the Belarusian curriculum compared to the Russian one. How it is implemented is another matter.
6. The Belarusian curriculum provides for work practice at the end of the school year for 5 days for 3-4 hours. It is not available in the Russian version.
7. In our opinion, the curriculum of secondary schools in Belarus and Russia clearly lacks such academic subjects as psychology and logic. The humanization and humanization of education, the moral and spiritual development of the individual, the formation of his communication culture, and value orientations cannot be imagined without knowledge of psychology. Mass computerization in the field of education, science, production management, commerce, as well as informatization in the same areas of social life will be successful if high school graduates master formal and mathematical, and then dialectical logic. Therefore, it should be expected that in senior secondary school the subjects “psychology” and “logic” will be included in the curriculum as compulsory ones.
8. In our opinion, the curriculum of both Belarus and Russia in the set of subjects does not reflect radical changes in the economic system of the countries; neither of them has subjects in economics. The global deterioration of social ecology and the education of environmental culture among students are poorly taken into account. The same can be said about legal literacy and the education of legal culture among students. It may be objected that this is all assumed to be the principle of teaching in all academic subjects. Of course, there is no need to abandon this principle, but this is not enough: special educational subjects are needed at the level of the basic component, and not just as an admission to electives and electives training courses. Otherwise, it may turn out like this, it already happened with polytechnic training: the principle was there, but there was no polytechnic.
These are some judgments about the curriculum. We repeat: we touched only on the curriculum of mass secondary schools and did not talk at all about the plans of schools with in-depth study of individual subjects.
Studying programs
The curriculum determines the set (list) of subjects of a specific type of educational institution and takes into account the level of education by grade. But this is a general direction or, more precisely, a general construct of content. It needs to be filled with specific material. For this purpose, a curriculum is drawn up for each subject. So, if in the plan for Belarus in grades V-IX only the basic component has 22 subjects and another 5-6 are the school component, then each grade should have that many curriculums! A bit much... A curriculum (from the Greek programma - announcement, order, prescription) is a document that briefly outlines the systematized content, the amount of knowledge, skills and abilities to be acquired by students. The material is systematized: divided into sections, topics; a hierarchy (subordination) and sequence of their study have been established.
The program is approved by the Ministry of Education. This means that this is also a state document. Its implementation by the educational institution becomes a mandatory requirement of the relevant authorities and school administration. Based on the degree of its mastery, students are certified, transferred to the next grade and released from school. At entrance exams to universities and technical schools, applicants’ knowledge is also tested in relation to the program: to what extent they master it.
The traditional structure of the program is as follows. An explanatory note is given at the beginning. It formulates the purpose and objectives of teaching students this subject, its features, and the principles of constructing a course and subject. Then, by section and topic, the most important concepts, principles, laws of science included in the academic subject, basic facts and conclusions that the student must learn are introduced. Since the curriculum contains many subjects, each of which is studied for more than one year, the program, of course, establishes intra-subject and inter-subject connections in their logical sequence and interdependence. In addition to theoretical material, the program establishes a minimum of practical and laboratory work, excursions, tests. A number of programs also indicate the approximate distribution of hours for studying individual sections and topics. Marking criteria are also proposed: what knowledge, skills and abilities deserve the corresponding points. This standard guides the teacher towards a uniform assessment of the level of knowledge of students in different classes and schools.
The program is the basis for the teacher in the long-term planning of educational activities for the academic year, quarter, as well as in preparing a system (block) of lessons and regular classes. It is the program that sets the system of educational content and the minimum amount of knowledge, skills and abilities.
Traditionally, there are two principles for constructing programs: linear and concentric. When constructing the content of educational material in a linear manner, without returning to what was previously studied (it is assumed that students already know what they have covered), topic after topic is arranged. This especially applies to subjects such as physics and chemistry; often - mathematics. With a linear arrangement of material, its study proceeds faster than with a concentric one. But the difficulty here is this: if a student has not mastered a topic, then further advancement will be impossible, because everything that follows is built on the previous one and follows from it.
With a concentric arrangement of the program, the same content is repeated over time, returning to previously studied material. At the new stage, the content expands and deepens. Let's take for example the literary topic about A.S. Pushkin. His poems are read (read, memorized) by younger schoolchildren. On the topic of A.S. Pushkin return in middle and high school. And at the same time, the volume of knowledge and depth of aesthetic, literary and historical analysis of the poet’s work is increasing every time.
The concentric principle of constructing a program has the positive side that the material is better absorbed and retained in memory longer, since repetition prevents forgetting. The disadvantage of this principle: students think that they already know this material and therefore many do not have an interest in novelty. When the program is structured concentrically, the pace of studying the full course slows down.
Program compilers cannot abandon the concentric principle of its construction, especially for primary grades. It is impossible to teach much to younger schoolchildren linearly; they inevitably have to repeat themselves, expanding and deepening the new content of a previously studied topic.
The training programs are studied in more detail in the course on methods of teaching private academic disciplines. We presented the most general provisions.
The curriculum is then developed into textbooks. A textbook is a book for students (and students), which presents systematic material that makes up the detailed specific content of an academic subject. It provides the basics of scientific knowledge at the modern level to the extent provided for by the curriculum. The textbook presents the material in chapters, paragraphs, and topics. To facilitate the assimilation of the material, illustrations are given: drawings, drawings, maps, diagrams, plans, graphs, tables. In addition to informative material, the textbook contains questions and assignments designed to help the student comprehend and systematize knowledge; Sometimes literature for self-education is indicated.
Readers, collections of problems, exercises, atlases on geography, history, human anatomy, dictionaries, and reference books serve educational purposes. In recent years, in addition to textbooks, educational films, films, and videos have been produced to help students, which can be used both in class and at home. They significantly complement the material in textbooks, making its content visual, dynamic, and concentrated.
Education according to an individual plan is one of the possible options for studying at school. Training in an individual curriculum (hereinafter referred to as IEP) is enshrined in legislation in the field of education. For whom IEP training is suitable, how such training should be organized, we will consider based on the existing regulatory framework. Parents should know what such training means and what its features are if it is offered for a child.
To begin with, it should be determined that an individual curriculum is a curriculum that ensures the development of an educational program based on the individualization of its content, taking into account the characteristics and educational needs of a particular student (Clause 23, Article 2 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation" (hereinafter referred to as the Law). An individual curriculum is developed and implemented in accordance with the Federal State Educational Standard within the framework of the educational program being mastered. The procedure for implementing training according to the IEP is determined by the school independently in accordance with the educational organization.
In addition to the provisions of the Law, provisions on IUP can be found in the following regulations:
- Order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 “On approval of the Federal State Educational Standard for Primary General Education.”
- Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 “On approval of the Federal State Educational Standard of Basic General Education.”
- Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 “On approval of the Federal State Educational Standard of Secondary General Education.”
- Resolution of the Chief Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “On approval of SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions.”
- Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26 “On approval of SanPiN 2.4.2.3286-15 “Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations carrying out educational activities according to adapted basic educational programs for students with disabilities disabilities health."
Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Article 34) grants students the right to study according to an individual curriculum, including accelerated learning, within the limits of the educational program being mastered in the manner established by local regulations .
Most often, the following categories of students switch to an individual curriculum:
- Gifted and highly motivated students, children with high success in mastering the educational program.
- Students with disabilities (Article 42 of the Law).
Students with disabilities should have PMPK recommendations in order to determine the necessary forms and methods of training. The standard individual curriculum for a child with disabilities must be completed in accordance with the requirements of the educational institution. The standard period for mastering the educational program of primary general education for children with disabilities can be increased taking into account the characteristics of the psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission).
- Students who have not eliminated academic debt (Article 58 of the Law).
Usually these are children with persistent maladaptation and inability to master educational programs in conditions mass school. Training according to an individual curriculum must ensure the achievement of indicators that allow the student to be admitted to passing the State Examination. In relation to students with academic debt, this is a curriculum that contains compensatory measures in those subjects for which this debt has not been eliminated. Transfer to study according to an individual curriculum for students who have not eliminated their academic debt within the established time frame from the moment of its formation is carried out upon the application of the parents (legal representatives) of the student. The application indicates the period for which the student is provided with an individual curriculum, and may also contain the wishes of the student or his parents to individualize the content of the educational program.
“Students in an educational organization in educational programs of primary general, basic general and secondary general education, who have not eliminated academic debt from the moment of its formation within the established time frame, at the discretion of their parents (legal representatives) are left for repeated training, transferred to training in adapted educational programs in accordance with the recommendations of the psychological, medical and pedagogical commission or for training according to an individual curriculum.”
- Students who study in a pre-professional or advanced program.
The purpose of training according to the IEP is to ensure the development of the basic educational program, taking into account the characteristics and needs of students. IEP training can be organized at any level of the previously mastered curriculum for students. An individual curriculum includes: a list of subjects, the sequence of their mastery, compulsory and elective parts of training, the number of hours for studying the subject, course, forms of intermediate and final certification. The school should develop a local an act that will determine the features and procedure for teaching IEP at school.
The school administration develops a regulation on the organization of training according to the IEP, provides data to the educational authority about the student who is mastering the program. the reason for switching to an individual training plan, information about the training period. Education within the framework of the IEP is a type of child’s mastering general education programs of primary general, basic general, and secondary general education independently, under the supervision of a teacher, followed by certification.
When forming an individual curriculum, a modular principle can be used, providing for various options for combining academic subjects, courses, disciplines (modules), and other components included in the curriculum of an educational organization. IUP, with the exception of an individual curriculum providing for accelerated learning, can be provided from 1st grade.
An individual curriculum is drawn up, as a rule, for one academic year, or for another period specified in the application of the student or his parents (legal representatives) for studying according to an individual curriculum.
Features of transfer to IEP
Transfer to training according to an individual curriculum is carried out at the request of parents (legal representatives) of minor students or at the request of adult students. The application indicates the period for which the student is provided with an individual curriculum, and may also contain the wishes of the student or his parents (legal representatives) to individualize the content of the educational program (inclusion of additional academic subjects, courses, in-depth study of certain disciplines, reduction of time for mastering basic educational programs and etc.).
The transfer is carried out on the basis of an order from the school director and is approved by a decision of the pedagogical council of the educational organization.
When organizing training according to an individual curriculum, the educational organization has the following documents:
- application from parents (legal representatives) of students;
- decision of the pedagogical council of the educational organization;
- order of the head of the educational organization;
- schedule of classes, consultations, agreed in writing with parents (legal representatives) educational organizations and approved by the head of the educational organization;
- training log according to the individual curriculum.
It is worth especially noting the role of the tutor, who can assist the teacher in organizing individual training. In accordance with the unified classification directory of tutor positions:
- organizes the process of individual work with students to identify, form and develop their cognitive interests;
- organizes their personal support in the educational space of pre-profile preparation and specialized training;
- determines the list and methodology of taught subject and orientation courses, information and advisory work, career guidance systems, selects the optimal organizational structure for this relationship;
- assists the student in consciously choosing an educational strategy, overcoming the problems and difficulties of the self-education process, creating conditions for real individualization of the learning process (drawing up individual curricula and planning individual educational and professional trajectories);
- ensures the level of training of students that meets the requirements of the federal state educational standard;
- Conducts a joint reflexive analysis with the student of his activities and results aimed at analyzing the choice of his learning strategy and adjusting individual curricula.
The tutor can organize the interaction of the student with teachers and other teaching staff to correct the individual curriculum. Monitors and evaluates the effectiveness of the construction and implementation of an individual educational program.