We consider it necessary to begin the consideration of models of extracurricular activities by clarifying the concept of “model”. In the encyclopedia, the interpretation of a measure, sample, standard is considered in a narrow sense as a certain standard for the mass production of a product, and in a broad sense - as any sample (mental or conditional: image, description, drawing, graph, plan, map, analogue of any object , process or phenomenon, substitute for the “original”, substitute, representation of the most general characteristics, general scheme for describing the phenomenon.

Into education model is considered primarily as a specific organizational system, providing existence And development vital activity Total school communities, implementing certain norms pedagogical activities, relationships between students And teachers. This is a space where certain interests prevail, a type of thinking, where one’s own language of communication is developed, where there are certain cultural “codes” that make a given model different from another. We can talk about external features inherent in any educational model (the presence of a certain structure, specific content of educational activities; forms and means of organizing the educational process, etc.), and about its internal qualities ( the presence of a leading goal, dominant ideas and values, psychological, intellectual, moral climate, etc.).

In other words, model education is schematic display educational practices or her fragments.

When determining organizational models of extracurricular activities, it is assumed that they should be objectively included in the activities of the entire school community and be distinguished by the same diversity as life itself. As a voluntary, amateur and spontaneously creative process in all the life activities of schoolchildren and adults, extracurricular activities require psychological and pedagogical support provided by the teaching staff. it needs to be connected with both basic and additional education. However, models may differ degree coordination various spheres of life within the school (educational, sociocultural, leisure, gaming), diversity forms extracurricular activities, skill install communications with extracurricular institutions and cultural and sports institutions, with public organizations.

Therefore, it is so important to accurately define a model that corresponds to the actual educational practice of a given institution ( descriptive model), Based on the identified positive and negative trends, build a model of future extracurricular activities ( prognostic model).

However, it is no less important when developing models to understand the value, content and procedural aspects of extracurricular activities, since they entail updating the goals, problems, forms, technologies and results of creative, social, cognitive activities of schoolchildren, and put forward new requirements for the professionalism of teachers.

Studying the practice of implementing extracurricular activities of educational institutions in various regions of the country (Yaroslavl, Orenburg, Moscow Region, Republic of Karelia, etc.) allows us to identify a number of models of different types, which can be divided into framework (external), qualitative-level (internal) and integration.

TO frame, in our opinion, we can include such models that determine the general structure of extracurricular activities. These are, first of all, school - extracurricular and sociocultural models. The names characterize their essence. School model can be designated as closed, since it primarily uses the capabilities of its own educational institution. At the same time, the main importance is not the number of circles, sections and clubs, but the fact that they are built on the personnel, content, and methodological resources of their school. This model is typical in many ways and is quite common in educational practice.

School-out-of-school (open) model is built on the resources of its institution with the involvement of personnel and scientific-methodological potential of institutions of additional education for children. Various sections, circles, and clubs are led by school teachers and additional teachers. education.

Sociocultural model differs from the previous one in complex multilateral connections with society, when, in addition to institutions of additional education for children, the capabilities of cultural institutions, sports, medicine, manufacturing enterprises, public organizations located near the educational institution are also widely used.

Framework models help to structure various approaches to organizing extracurricular activities and show in general terms ways of interaction with additional education and other cultural institutions. However, they give only a general idea of ​​the current educational activities.

To consider organizational capabilities in more detail, a more detailed approach is required; reference to models is required qualitative-level, which characterize the features of the organization and content of extracurricular activities, its focus and ability for integration connections.

Model "Mosaic".

Extracurricular activities, represented by a traditional set of clubs and sections (decorative and applied arts circles, soft toys, football, volleyball sections, etc.) working mainly for students of the same age group in the most general areas (sports, general cultural, artistic), as well as a number of subject areas clubs that provide additional training in certain school disciplines outside of school hours. They are taught along with subject teachers, class teachers and additional education teachers. This model can also be called a starting model, since it is with it that the search for more complex options for organizing extracurricular activities begins.

Model "Round Dance"

This model is distinguished by greater organization, more complex connections between circles, sections, clubs, the leaders of which communicate with each other to one degree or another. However, in this case we are talking only about two or three-way connections between creative associations that are similar in the content of activities, forms of work and often in the age composition of students (drawing club - modeling studio), etc. Teachers, Leading classes related to extracurricular activities or additional activities. education, tend to help each other, but such interaction is, as a rule, one-time, unplanned in nature and aimed at solving a specific task (for example, preparing an exhibition of art works by schoolchildren).

"Model Club"

At the center of such a model is a club, studio, theater, uniting the active part of students and teachers. This model plays a centripetal role, since it attracts a wide variety of creative associations, since it itself is complex in content. This could be a club for travelers and tourists, song lovers, a military history club, or a discussion club. Section circles, to one degree or another, take into account the activities of the club and cooperate with it, thereby developing connections with each other. This significantly expands the space for social and creative activity of schoolchildren, develops their independence and initiative. Children of different ages take part in the club, and it is also attractive for adults - teachers and parents.

Model "Honeycomb"

The very name of the model explains its organizational feature - the unification into a single network of several main cells, each of which is a mini club-type model with a core in the center and various sections and circles “attached” to it.

This model, operating on the principle of mobile telephone communication, ensures coordination of the activities of teachers and schoolchildren, interaction of various creative associations, school and extracurricular cooperation at the level of both individual clubs and sections, and educational institutions.

It is obvious that, despite the complexity of creating such a model, its effectiveness is much higher, since it allows the development of integration processes in extracurricular activities and additional education.

Particular attention should be paid to integration model, which we consider as prognostic, including the highest quality characteristics of already known models and those properties that have yet to be developed. In this sense, this model is innovative, allowing to use the potential of extracurricular activities and the system of additional education for children. At the same time, two areas of “non-formal” education are closely related to basic education, compensating to a large extent for those areas of knowledge that are missing in the curriculum. Thus, a unified educational space with full-fledged educational activities is created. and conditions for the development of the child, purposefully orienting him towards basic types of activities ( value-orientation, cognitive, communicative, social-adaptive).

Let us note that extracurricular activities and additional education, being the meaningful core spaces of childhood, create favorable conditions for “dialogue of cultures” and “dialogue of ages,” since children of different ages, teachers and parents can work together in circles, clubs, and workshops. It is important that the integration model allows limited use of the capabilities of not only additional institutions. education of children, but also a large number of cultural institutions, sports, medicine, public organizations, manufacturing enterprises, colleges and universities, youth clubs at the place of residence, etc.

Using the integration model, you can create single educational space"friendly" in relation to both children and adults. Such a space will take on the shape of a Home (and not a separate circle or section), where you can come for creativity, communication, and play. The proposed structure will allow a student who has expressed a desire to cross the border from the classroom system to freely chosen creative activities, not just “sign up for a club,” but try himself in different types of activities, find something close to his interests, and having achieved the desired result, he will re-engage in search both at school and in other institutions where he will be given the opportunity for self-realization. Building an individual route for personal development is the main task of teachers who ensure the activities of such a model.

The value of the integration model lies in its structural and organizational flexibility, easy adaptation to the sociocultural conditions and traditions of the institution. It can be seen as a path evolutionary solutions many contradictions, carried out in general education. This model, while incorporating new things, does not abandon the achievements and experience of out-of-school education, serves as a bridge between the traditional school and the new educational model, and creates conditions for compensating for the shortcomings of general education. This is a kind of laboratory of innovation, modern pedagogical technologies.

Ministry of Education and Science of the Russian Federation
DEPARTMENT OF GENERAL EDUCATION

LETTER

The Department of General Education of the Ministry of Education and Science of Russia sends for use in work materials on the organization of extracurricular activities in educational institutions implementing the basic educational program of primary general education, with the introduction of the Federal State Educational Standard of General Education, which were presented at a meeting of the Coordination Council under the Department of General Education of the Ministry of Education and Science science of the Russian Federation on the organization of the introduction of federal state educational standards of general education on April 19, 2011.

Director of the Department
E. Nizienko

Application. Methodological materials on the organization of extracurricular activities in educational institutions implementing general education programs of primary general education

Application

Main tasks of extracurricular activities

In accordance with the federal state educational standard for primary general education (FSES IEO), the main educational program of primary general education is implemented by the educational institution, including through extracurricular activities.

Extracurricular activities within the framework of the implementation of the Federal State Educational Standard of NEO should be understood as educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the basic educational program of primary general education.

In addition, extracurricular activities in elementary school allow us to solve a number of very important problems:

ensure favorable adaptation of the child at school; optimize students' workload; improve conditions for child development;

take into account the age and individual characteristics of students.

Extracurricular activities are organized in areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural), in such forms as excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices and others.

The forms of organization of extracurricular activities, as well as the educational process as a whole, within the framework of the implementation of the main educational program of primary general education are determined by the educational institution.

The advantages of using extracurricular activities to consolidate and practically use certain aspects of the content of academic subjects and courses are also obvious.

Organizational models of extracurricular activities

Based on the tasks, forms and content of extracurricular activities, the following organizational model can be considered as a base for its implementation. Extracurricular activities can be carried out through (Fig. 1):

Fig.1. Basic organizational model for the implementation 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 research, workshops, etc., conducted in forms other than classroom);

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.);

the activities of other pedagogical workers (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.

Based on this basic model, several main types of organizational models of extracurricular activities can be proposed:

additional education model(based on the institutional and (or) municipal system of additional education for children);

"full day school" model;

optimization model(based on optimization of all internal resources of the educational institution);

innovative educational model.

The first model is based on the primary use of the potential of in-school additional education and on cooperation with institutions of additional education for children.

Model of additional education. Extracurricular activities are closely related to children’s additional education in terms of creating conditions for the development of children’s creative interests and their inclusion in artistic, technical, environmental, biological, sports and other activities.

The link between extracurricular activities and additional education of children are such forms of its implementation as electives, school scientific societies, professional associations, and elective courses. At the same time, extracurricular activities within the framework of the Federal State Educational Standard of NEO are aimed, first of all, at achieving the planned results of mastering the basic educational program of primary general education. And additional education for children involves, first of all, the implementation of additional educational programs. Therefore, the main criteria for classifying a particular educational activity as extracurricular are the goals and objectives of this activity, as well as its content and methods of work.

The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard of NEO, which states that an educational institution, within the framework of the relevant state (municipal) tasks formed by the founder, can use the capabilities of educational institutions for additional education of children, cultural and sports organizations.

This model involves the creation of a common programmatic and methodological space for extracurricular activities and additional education of children, the transition from the management of educational institutions to the management of educational programs.

This model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are the provision of a wide choice for the child based on the range of areas of children's associations of interests, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in extracurricular activities, as well as the practice-oriented and activity-based basis for organizing the educational process inherent in additional education for children.

Full-day school model. The basis for the “full-day school” model is the implementation of extracurricular activities primarily by teachers of extended-day groups.

This model is characterized by:

creating conditions for a child’s full stay in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;

meaningful unity of educational, educational, developmental processes within the framework of the educational system and the main educational program of the educational institution;

creation of a health-preserving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to develop the value of health and a healthy lifestyle;

creating conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student government bodies;

building an individual educational trajectory and an individual schedule for a child’s stay in an educational institution;

reliance on the integration of basic and additional educational programs.

The advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.

Optimization model. The model of extracurricular activities based on the optimization of all internal resources of an educational institution assumes that all teaching staff of this institution (teachers, teacher-organizer, social educator, educational psychologist, speech pathologist, speech therapist, educator, senior counselor) take part in its implementation , tutor and others).

In this case, the coordinating role is usually performed by the class teacher, who, in accordance with his functions and tasks:

interacts with teaching staff, as well as educational and support staff of educational institutions;

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.

Innovation and educational model. The innovative educational model is based on the activities of an innovative (experimental, pilot, implementation) platform at the federal, regional, municipal or institutional level that exists in an educational institution.

Within the framework of this model, new educational programs are being developed, tested, and introduced, including those taking into account regional characteristics.

The innovative educational model assumes close interaction between a general education institution and institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, and municipal methodological services.

The advantages of this model are: high relevance of the content and (or) methodological tools of extracurricular activity programs, scientific and methodological support for their implementation, and the uniqueness of the experience being formed.

Creating conditions for the implementation of extracurricular activities

For the successful introduction of the Federal State Educational Standard of NEO, including extracurricular activities, it is necessary to carry out a number of activities in the following areas: organizational; normative; financial and economic; informational; scientific and methodological; personnel; logistical.

Organizational support, in addition to the already considered basic and basic types of organizational models of extracurricular activities, may also include the creation of resource centers, for example, for scientific and technical creativity, integration into an open educational space based on modern information and communication technologies, network interaction of educational institutions of various types and types to ensure maximum consideration of the individual characteristics and needs of students.

As part of the design of interaction between institutions of general and additional education for children in the context of the introduction and implementation of the federal state educational standard for primary general education, it is possible to propose a variable model of this interaction, including a whole range of possible models, each of which would be selected (and, if necessary, adjusted) based on reality. the emerging conditions of existence of educational institutions.

The first component can be a “nodal” model, when an institution of additional education for children (ECEC) uses its existing material and technical base to carry out the educational process for students of several general education institutions, which are “accumulated” in ECEC. This interaction option can be implemented in the case when the number of students who have chosen a particular specialization in one general education institution does not exceed several people and, therefore, the creation of small study groups of 2-4 students in each of these institutions is ineffective.

The second component of the variable model is also a traditional approach to organizing interaction, when students of general education institutions attend clubs, sections, interest clubs, etc. institutions of additional education for children operating on the basis of this general education institution. Further development of this model in the case of a large number of students leads to the opening of a corresponding branch of UDOD on the basis of a general education institution.

The third component of the variable interaction model is a model using an internship site on the basis of an institution of additional education for children. In this case, UDOD is a kind of organizational and methodological center and a basic institution for advanced training for teachers of the general education system.

In this model, a mandatory element (except for the case of the presence of an appropriate license from the UDOD) is the institution of additional professional education, for example, the Institute for Advanced Training and Retraining of Education Workers (IPK and PRO), with which the plan of measures for advanced training is coordinated and which carries out scientific and methodological support for the creation and operation of the internship site itself. This model may be the most promising in conditions of limited resources of institutions of additional education for children.

In all cases of interaction between institutions of general and additional education for children, a common programmatic and methodological space must be created, and the targets of extracurricular activity programs implemented within the framework of such interaction must be focused on the planned results of mastering the main educational program of primary general education of a specific general education institution.

Regulatory support the implementation of extracurricular activities should create an appropriate legal framework for organizing the interaction of the school with other institutions and organizations, the activities of its structural divisions, as well as participants in the educational process, should regulate financial and economic processes and the equipment of the infrastructure of the educational institution.

Developed or adjusted local acts of an educational institution must comply with the current legislation of the Russian Federation in the field of education.

An approximate list of local acts of an educational institution that ensure the implementation of extracurricular activities within the framework of the Federal State Educational Standard is given in the appendix.

Financial and economic conditions. Ensuring state guarantees of the rights of citizens to receive public and free primary general education in general education institutions through the allocation of subventions to local budgets in the amount necessary for the implementation of basic general education programs is included in the powers of state authorities of the constituent entity of the Russian Federation in the field of education (clause 6.1 clause 1 Article 29 of the Law of the Russian Federation "On Education"). According to paragraph 16 of the Federal State Educational Standard, the main educational program of primary general education is implemented by the educational institution through the curriculum and extracurricular activities. Thus, financing extracurricular activities is included in the powers of state authorities of a constituent entity of the Russian Federation in the field of education.

As a financial and economic basis for the implementation of extracurricular activities, an educational institution must use all possibilities of budgetary and extra-budgetary financing.

The three-component model of budget financing of extracurricular activities involves the following components of financing: regulatory, program, and incentive.

1. Financing expenses according to standards per student should also take into account the regulators of economic mechanisms for the implementation of individual educational trajectories, including within the framework of the system of searching for and promoting the development of gifted children.

In this case, funding is expected:

part formed by participants in the educational process related to the curriculum of the educational institution (if such a choice is made by them in favor of additional educational modules, special courses, school scientific societies, educational research, workshops, etc., conducted in forms other than the lesson );

in-school additional education (programs of extracurricular activities focused on the planned results of mastering the main educational program of primary general education);

extended day groups (full-day school model);

activities of class teachers (excursions, debates, round tables, competitions, socially useful practices, etc.);

activities of other pedagogical workers (teacher-organizer, social teacher, educational psychologist, senior counselor) in accordance with job responsibilities based on the qualification characteristics of positions of educational workers.

2. Budgetary program financing involves the allocation of funds for sectoral target programs and is aimed, as a rule, at the development of the material base, informatization of the educational process, innovation activities, etc.

This type of financing has special opportunities for teaching courses and disciplines of a regional, national, and ethnocultural nature. At the regional level, courses that are relevant in the context of the educational system of a constituent entity of the Russian Federation can be developed and offered for implementation (through the financing of targeted regional programs). Teaching such courses is not mandatory, but provides an opportunity for educational institutions to receive an additional source of funding for extracurricular activities, and will also strengthen the unified educational space. In this case, extracurricular activities can be considered as potential for the implementation of the regional, national, ethnocultural component.

3. Budgetary incentive financing. The Priority National Project “Education” gave a significant impetus to the use of this type of financing: about nine thousand schools received one million rubles on a competitive basis. To date, this initiative has been supported at the regional level within the framework of competitions for innovative projects and programs held by constituent entities of the Russian Federation.

In relation to extra-budgetary funding and, in particular, paid additional educational services.

According to paragraphs 1 and 3 of Article 45 of the Law of the Russian Federation "On Education", state and municipal educational institutions have the right to provide paid additional educational services (training in additional educational programs, teaching special courses and cycles of disciplines, tutoring, classes with students in in-depth study of subjects and other services ), not provided for by the relevant educational programs and federal state educational standards. However, these paid educational services cannot be provided instead of educational activities financed from the budget.

Therefore, if additional educational services are in demand subject to the above conditions, and this expands the existing areas of extracurricular activities, and is also associated with the need to pay for the appropriate equipment, premises, etc. (for example, for the swimming section, figure skating section, horse riding, etc.), then they can be used as an additional resource for organizing extracurricular activities.

The key priorities for the modernization of general education for the near future in terms of financial and economic support for the Federal State Educational Standard of NEO in general and extracurricular activities in particular should be:

development of a new remuneration system focused on the Federal State Educational Standard of the NOO;

improving the legal status of state (municipal) institutions;

development and testing of new regulators of economic mechanisms in the education system.

In information support implementation of extracurricular activities may include:

monitoring professional and public opinion among teachers of an educational institution, students and the parent community;

information and communication technologies for organizing the interaction of an educational institution with the parent community, social partners, other educational institutions, and bodies exercising management in the field of education;

creation and maintenance of various databases (normative-legal, methodological and others);

information and communication technologies that support the processes of planning, motivation, and control over the implementation of extracurricular activities.

A significant role in information support for the implementation of extracurricular activities can be played by the website of an educational institution, which not only ensures interaction with social partners and openness of state and public administration, but also expands the variety of forms of incentives, enhances public recognition of the achievements of all participants in the educational process, diversifies the motivational environment of the educational process. institutions. It is information and communication technologies that today provide the opportunity, despite the territorial remoteness, for all subjects of the educational process not only in regional or all-Russian, but also in international competitions, thereby expanding the space for their creative self-realization, including in extracurricular activities.

In a relationship scientific and methodological support. The implementation of extracurricular activities, based on its objectives, requires a different (in contrast to the educational process in the classroom form) approach to organizing the educational process, assessing the results of the activities of its participants, and selecting the content of education.

In a relatively new space for the main educational program of primary general education, extracurricular activities are called upon to respond flexibly and quickly to changes in social order, providing the opportunity to freely choose courses and disciplines.

The solution to this kind of problem is associated with the need for scientific and methodological support at all levels of the educational system, including the institutional level, since it involves the creation of a common program and methodological space for extracurricular activities.

For an educational institution, this means integration into an open scientific and methodological space, updating approaches to improving the professional competence of teachers, including through:

diversification of forms of methodological work in an educational institution;

dissemination of advanced pedagogical experience based on new information and communication technologies;

introduction of new models of advanced training, including those based on distance learning technologies.

To create a material and technical base for extracurricular activities, you should be guided by the following regulatory legal acts:

Law of the Russian Federation "On Education" (as amended);

Federal State Educational Standard for Primary General Education (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373, registered with the Ministry of Justice of Russia on December 22, 2009, registration number 17785) with amendments (approved by order of the Ministry of Education and Science of Russia dated November 26, 2010 N 1241, registered with Ministry of Justice of Russia February 4, 2011, registration N 19707);

Federal requirements for educational institutions regarding the minimum equipment of the educational process and equipment of classrooms (approved by order of the Ministry of Education and Science of Russia dated October 4, 2010 N 986, registered with the Ministry of Justice of Russia on February 3, 2011, registration N 19682);

SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions" (approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189, registered with the Ministry of Justice of Russia on March 3, 2011, registration N 19993) ;

Sanitary and epidemiological rules and regulations "Sanitary and epidemiological requirements for institutions of additional education SanPiN 2.4.4.1251-03" (approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated April 3, 2003 N 27, registered with the Ministry of Justice of Russia on May 27, 2003, registration N 4594);

Federal requirements for educational institutions in terms of protecting the health of students and pupils (approved by order of the Ministry of Education and Science of Russia dated December 28, 2010 N 2106, registered with the Ministry of Justice of Russia on February 2, 2011, registration N 19676).

Additionally, it is possible to develop corresponding regional regulatory legal acts regulating the creation of a material and technical base for extracurricular activities.

Personnel conditions for the implementation of extracurricular activities:

staffing of the educational institution with the necessary teaching, management and other employees;

availability of appropriate qualifications for teaching and other employees of the educational institution;

continuity of professional development of teaching staff of an educational institution.

In the absence of the opportunity to implement extracurricular activities, including due to understaffing, the educational institution, within the framework of the relevant state (municipal) tasks formed by the founder, can use the capabilities of educational institutions for additional education of children, cultural and sports organizations (clause 17 of the Federal State Educational Standard of the NOO). In addition, it is possible to involve the parent community and other social partners to implement extracurricular activities.

Application. An approximate list of local acts of an educational institution that ensure the implementation of extracurricular activities within the framework of the Federal State Educational Standard for Primary General Education

Application

1. Charter of the educational institution.

2. Internal regulations of the educational institution.

3. Agreement between the educational institution and the founder.

4. Agreement between the educational institution and the parents (legal representatives) of students.

5. Regulations on the activities of public (including children's and youth) organizations (associations) in educational institutions.

6. Provisions on the forms of self-government of an educational institution.

7. Agreement on cooperation between general education institutions and institutions of additional education for children.

8. Regulations on the extended day group ("full day school").

9. Job descriptions of employees of educational institutions.

10. Orders on approval of work programs of training courses, disciplines (modules).

11. Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution.

12. Regulations on the provision of paid additional educational services.

13. Regulations on the organization and conduct of a public report of an educational institution.

Provisions on various infrastructure facilities of the institution, taking into account federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of classrooms, for example:

14. Regulations on the study room.

15. Regulations on the information and library center.

16. Regulations on the cultural and leisure center.

17. Regulations on the sports and health center.



Electronic document text
prepared by Kodeks JSC and verified against:
mailing (letter),

Education Bulletin,
N 11, 2011 (appendix)

MODEL

organizing extracurricular activities for students

MOU - "Linovskaya secondary school"

in conditions of transition to

Federal State Educational Standards NOO

Explanatory note

In accordance with the requirements of the introduction of the Federal State Educational Standard, the educational plan allocates 10 hours for organizing classes in areas of extracurricular activities, which are an integral part of the educational process at school. An activity-based organization based on the variable component of the curriculum, organized by participants in the educational process, is different from the lesson system of education: excursions, clubs, sections, round tables, conferences, debates, KVN, school scientific communities, olympiads, competitions, search and scientific research, etc. . Classes in areas of extracurricular activities for first-stage students must fully implement the requirements of the federal state educational standards for primary general education (FSES NEO).

PURPOSE AND GENERAL TASKS OF EXTRA-CURRICULAR ACTIVITIES OF PRIMARY SCHOOL STUDENTS

Purpose of the program: development of individual interests, inclinations, abilities of students, acquisition of their own socio-cultural experience in their free time from study.

The main objectives of organizing extracurricular activities for children are:

strengthen the pedagogical influence on the lives of students in their free time;

organize socially useful and leisure activities for students together with teams from out-of-school education institutions, cultural, physical education and sports institutions, public associations, and families of students;

identify the interests, inclinations, abilities, and capabilities of students for various types of activities;

provide assistance in finding “yourself”;

create conditions for the individual development of the child in the chosen area of ​​extracurricular activities;

develop experience in creative activity and creative abilities;

create conditions for the implementation of acquired knowledge, skills and abilities;

develop experience in informal communication, interaction, cooperation;

expand the scope of communication with society;

to cultivate a culture of leisure activities for students.

MAIN DIRECTIONS AND VALUE FOUNDATIONS OF STUDENTS' EXTRACURRICULAR ACTIVITIES
PRIMARY SCHOOL

The organization of extracurricular activities of primary school students in the perspective of achieving the national educational ideal is carried out in the following areas:

Education of citizenship, patriotism, respect for human rights, freedoms and responsibilities.

Values: love for Russia, for your people, for your small homeland; service to the Fatherland; constitutional state; civil society; duty to the Fatherland, older generations, family; law and order; interethnic peace; freedom and responsibility; trust in people.

Education of moral feelings and ethical consciousness.

Values: moral choice; meaning of life; justice; mercy; honor; dignity; Love; honoring parents; caring for elders and younger; freedom of conscience and religion.

Representation about faith, spirituality, the religious life of man and society, the religious picture of the world.

Fostering diligence, a creative attitude to learning, work, and life.

Values: hard work; creation; cognition; true; creation; determination; persistence in achieving goals; thrift.

Formation of a value attitude towards health and a healthy lifestyle.

Values: physical health, social health (health of family members and school staff), active, healthy lifestyle.

Fostering a value attitude towards nature and the environment (environmental education).

Values: life; motherland; reserved nature; planet Earth.

Cultivating a value-based attitude towards beauty, forming ideas about aesthetic ideals and values ​​(aesthetic education).

Values: beauty; harmony; spiritual world of man; aesthetic development; artistic creativity .

Expected results:

Increasing the number of children participating in organized leisure activities;

Cultivating a respectful attitude towards one’s village, school, region, a sense of pride that I am a citizen of Russia;

Developing tolerance and healthy lifestyle skills in children;

Formation of a sense of citizenship and patriotism, legal culture, conscious attitude towards professional self-determination;

The development of the social culture of students through the system of student self-government and the implementation, ultimately, of the main goal of the program - the achievement by students of the social experience necessary for life in society and the formation in them of a value system accepted by society.

Extracurricular activities of schoolchildren- a concept that unites all types of activities of schoolchildren (except for academic ones), in which it is possible and appropriate to solve the problems of their upbringing and socialization. The main advantage of extracurricular activities is providing students with a wide range of activities aimed at their development. The hours allocated for extracurricular activities are used at the request of students and their parents, in forms other than the lesson system of education. In the school curriculum, the areas of extracurricular activities are: sports and recreational, artistic and aesthetic, scientific and educational, general intellectual, spiritual and moral, civil and patriotic.

Classes sports and recreation areas: outdoor games, choreography, rhythm for 2 hours per week; The course “A Healthy Mind in a Healthy Body”, 1 hour per week, is intended for health-improving work with children who show interest in physical education and sports, preserving and strengthening the physical and mental health of students. Course “Tourism in the native land” in the amount of 2 hours per week introduced for the purpose nurturing love and respect for nature, one’s village, one’s homeland .

artistic and aesthetic direction“Beauty around us”, 1 hour per week, is intended to give children the opportunity to express themselves and express themselves creatively in the field of various types of art.

Extracurricular activities scientific and educational direction“In the Kingdom of Words”, 1 hour per week, was introduced to develop schoolchildren’s interest in the Russian language and to develop skills in oral and written speech.

To the extracurricular activities sectiongeneral intellectual direction The course “Why” is being introduced in the amount of 1 hour per week, with the aim of developing sustainable cognitive interest.

Extracurricular activities sectioncivil-patriotic direction 1 hour per week includes the “Young Firefighter” course. The goal of the program is to study fire safety rules and instill skills in conscious fire-safe behavior and correct actions in the event of a fire.

Classes spiritual and moral direction 1 hour per week is aimed at students acquiring social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society).

Stage 1 (grades 1-4)

At this stage, first of all, it is pursued the goal is to teach students to learn. Standards of behavior and development of social abilities and skills are formed. This stage can be considered the necessary introduction of an elementary school student into a specially organized space of cooperation. At this stage, students master forms of group work, using it to solve intellectual, creative and organizational problems. Thus, classes in school subjects have their natural continuation in various types of extracurricular and extracurricular activities of students. Extracurricular and extracurricular activities of students are organized and conducted with the aim of motivating students, expanding their horizons and comprehensive orientation in the world around them. Such activities greatly contribute to the harmonious education of schoolchildren, and also provide an opportunity to practically use knowledge in real life.

Description of the model for organizing extracurricular activities

The program for organizing extracurricular activities consists of educational courses, within which 6 areas of activity are implemented:

Sports and recreation area

Course program “A healthy mind in a healthy body” (compiled by Vasilyeva S.V.)

“Rhythmics” course program (compiled by S. E. Lebedeva)

Course program “Tourism in the native land” (compiled by N. A. Lebedev)

Artistic and aesthetic direction

Course program “Beauty around us” (compiled by Vasilyeva S.V.)

Scientific and educational direction

Course program “In the Kingdom of Words” (compiled by Vasilyeva S.V.)

4. General intellectual direction

Course program “Why” (compiled by S. V. Vasilyeva)

5. Civil-patriotic direction

Course program “Young Firefighter” (compiled by Vasilyeva S.V.)

6. Spiritual and moral direction

Course program “Fundamentals of Orthodox Culture” (compiled by S. V. Vasilyeva)

Description of the presentation by individual slides:

1 slide

Slide description:

Organizational models of extracurricular activities Mashchenko O.N., teacher of pedagogy at the State Budgetary Educational Institution of Education "ChPK" LOGO

2 slide

Slide description:

Extracurricular activities: these are educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the main educational program; these are all types of activities of schoolchildren (except for educational activities in the classroom), in which it is possible and advisable to solve the problems of their education and socialization (D.V. Grigoriev, Ph.D., P.V. Stepanov, Ph.D. , Methodical designer of extracurricular activities, M.: Education, 2010.); this is education in the form of voluntary associations in which the mutual development of educational, professional, cultural values ​​is carried out by children and teachers as equal partners (Chistyakova L.A., Basic educational program: implementation mechanisms, Irkutsk: IIPKRO, 2011. - 104 p.) Mashchenko O.N., teacher of pedagogy

3 slide

Slide description:

achieving personal and meta-subject results (clauses 10, 11 of the Federal State Educational Standard of the NEO) The main goal of extracurricular activities: O.N. Mashchenko, teacher of pedagogy achieving educational results of levels 1, 2, 3 achieving the results of mastering the main educational program (clause 9 of the Federal State Educational Standard of the NEO) education and personality socialization

4 slide

Slide description:

Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1576, registration number 40936 dated February 2, 2016 Clause 19.5 “Work programs of academic subjects, courses, including extracurricular activities must ensure the achievement of the planned results of mastering the basic educational program of primary general education. Work programs of individual academic subjects, courses, including extracurricular activities are developed on the basis of the requirements for the results of mastering the main educational program of primary general education, taking into account the programs built into its structure" Mashchenko O.N., teacher of pedagogy

5 slide

Slide description:

The structure of the main educational program of primary general education OEP NOO Mashchenko O.N., teacher of pedagogy general purpose, goals, objectives and planned results of the implementation of OEP, methods for determining the achievement of these goals and results, the general content of general education includes programs focused on achieving personal, subject and meta-subject results, general framework for organizing educational activities, mechanisms for implementing PEP Content section of the program of extracurricular activities courses Organizational section plan of extracurricular activities

6 slide

Slide description:

Mashchenko O.N., teacher of pedagogy Objectives of extracurricular activities: taking into account the age and individual characteristics of students improving conditions for the development of the child reducing the study load of students ensuring favorable adaptation of the child at school

7 slide

Slide description:

IDEA: “Value-based, meaningful unity of classroom and extracurricular activities, the need to realize the educational potential of modern curricula both within the classroom-lesson system and during extracurricular hours” 1. Letter of the Ministry of Education of Russia dated April 2, 2002 No. 13-51-28 /13 “On increasing the educational potential of the educational process in a general education institution”; 2. Program for the development of the educational component in educational institutions of the Irkutsk region for 2013-2018 Mashchenko O.N., teacher of pedagogy

8 slide

Slide description:

Consolidation of IDEAS in the Federal State Educational Standards of NEO, Federal State Educational Standards of LLC “Organization of educational activities of students in the classroom and the creation of an appropriate space for the implementation of acquired knowledge, skills and abilities in practical socially and personally significant activities during extracurricular hours should ensure the achievement of a complex of personal, meta-subject and subject-specific results” Mashchenko O. N., teacher of pedagogy

Slide 9

Slide description:

Models of extracurricular activities: Basic TEXT TEXT TEXT Basic model of extracurricular activities Model of additional education Model of “full-day school” Optimization model Innovative educational model Mashchenko O.N., teacher of pedagogy 1 2 3 4

10 slide

Slide description:

additional educational programs of the general education institution itself - the part formed by participants in the educational process (additional educational modules, special courses, school scientific societies, educational research, workshops, etc., conducted in forms other than lesson-based ones) educational programs of institutions of additional education for children, and also cultural and sports institutions Curriculum in-school system of additional education system of additional education Basic model Mashchenko O.N., teacher of pedagogy

11 slide

Slide description:

excursions, debates, round tables, competitions, socially useful practices, etc.); (teacher-organizer, social pedagogue, educational psychologist, senior counselor, etc.) in accordance with the job responsibilities of the qualification characteristics of positions of educational workers Extended day groups Classroom management Activities of other teaching staff Basic model Mashchenko O.N., teacher of pedagogy Innovative activity

12 slide

Slide description:

potential of in-school additional education Extracurricular activities of public organizations cooperation with institutions of additional education for children. Model of additional education: Mashchenko O.N., teacher of pedagogy

Slide 13

Slide description:

OO achievement of the planned results of mastering the main educational program of primary general education Extracurricular Activities of the Federal State Educational Standard of the Non-Government Educational Institution Implementation of additional educational programs Model of additional education: Mashchenko O.N., teacher of pedagogy Goal criterion; tasks; content; working methods

Slide 14

Slide description:

1. Creation of a common program and methodological space for extracurricular activities and additional education for children; 2. Transition from the management of educational institutions to the management of educational programs. 3. Readiness for territorial, social and academic mobility of children and reaching a new level, in a new context, understanding the term “single educational space.” Advantages: providing a wide range of areas for children's interest groups; attracting qualified specialists to carry out extracurricular activities, the practice-activity basis inherent in additional education, the possibility of free self-determination and self-realization. Mashchenko O.N., teacher of pedagogy Model of additional education:

15 slide

Slide description:

Key ideas of this model: - creating conditions for a child’s full stay in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces; - meaningful unity of educational, educational, developmental processes within the framework of the educational system and the main educational program of the educational institution; - creation of a health-preserving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to develop the value of health and a healthy lifestyle; - creating conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student government bodies; - construction of an individual educational trajectory and an individual schedule for a child’s stay in an educational institution; - reliance on the integration of basic and additional educational programs. . Mashchenko O.N., teacher of pedagogy Model of “full-day school”.

Organizational models of extracurricular activities.

PRUDEY A.A.

Guidelines for organizing extracurricular activities

• Requests from parents (legal representatives)
• Priority areas of the school's activities
• Interests and inclinations of teachers
• Recommendations from a psychologist as a representative of the child’s interests and needs

Diagnostic tools

• Questioning students to identify character traits, interests and inclinations of junior schoolchildren
• Questioning aimed at identifying the educational needs of students and their parents (legal representatives)

Social partners

• Educational institutions (EI)
• Educational institutions for additional education for children (ECEC)
• Children's public organizations
• Cultural and sports organizations

During the holidays:

• summer camps (thematic camp sessions)
• summer schools created on the basis of general education institutions and educational institutions of additional education for children

Organization of extracurricular activities

• Extracurricular activities can be organized geographically both in a general education institution and outside it.
• During the holidays, the possibilities of organizing children's recreation and their health, thematic camp shifts, summer schools created on the basis of general education institutions, educational institutions for additional education of children and other institutions are used.
• The forms of organization of the educational process, the alternation of educational and extracurricular activities within the framework of the implementation of the main educational program of primary general education are determined by the educational institution.

UPDO - began to function in Russia since 1992.

• Centers (extracurricular activities, children's technical creativity, aesthetic education, etc.)
• At home (artistic creativity, children's culture, etc.)
• Stations (for young naturalists, children's and youth tourism and excursions, etc.)
• Children's and youth sports schools

Directions of UDOD

• Cultural and spiritual: Sunday schools, creative meetings with representatives of the clergy, science, art
• Recreational and health: sports sections, hiking and traveling clubs, etc.
• Leisure and commercial: Internet clubs, concerts, gyms, etc.
• Artistic and creative: art studios, amateur art groups
• Personal development: courses in foreign languages, programming, etc.
• Charitable and volunteer: associations whose activities are aimed at restoring cultural monuments, providing assistance to the disabled, orphans, etc.

Integration of general and additional education opportunities in the organization of extracurricular activities

INTEGRATION MECHANISMS:

• development and implementation of joint programs and projects, individual cases and actions aimed at solving educational problems;
• cooperation of resources and exchange of resources (intellectual, personnel, information, financial, material and technical, etc.);
• provision of services (advisory, information, technical, etc.);
• mutual training of specialists, exchange of best practices;
• joint examination of the quality of extracurricular activities.

Educational program

Educational institution

Educational institution

Institution of culture, sports

Institution of culture, sports

Institution of additional education

Joint program of activities

Types of Organizational Models

• (based on the institutional and (or) municipal system of additional education for children);
• full-day school model;
• optimization model (based on optimization of all internal resources of an educational institution);

Model of additional education

• Extracurricular activities are closely related to children’s additional education, in terms of creating conditions for the development of children’s creative interests and their inclusion in artistic, technical, environmental, biological, sports and other activities. Forms of implementation: electives, school scientific societies, professional associations, elective courses. Add. Children's education involves the implementation of additional educational programs. According to the Federal State Educational Standard of NOO, the educational institution can use the opportunities of educational institutions for additional education of children, cultural and sports organizations. This model involves the creation of a common program and methodological space for extracurricular activities and additional activities. children's education.

Model of additional education

• This model is focused on ensuring readiness for territorial, social and academic mobility of children.
• Advantages of the model are to provide a wide choice for the child based on the range of areas of children's associations of interests, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in extracurricular activities, as well as the practice-oriented and activity-based basis for organizing the educational process inherent in additional education for children.

Full-day school model

The basis for the model is the implementation of extracurricular activities mainly by teachers of extended day groups.

• This model is characterized by:

• creating conditions for a child’s full stay in the educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;
• meaningful unity of educational, educational, developmental processes within the framework of the educational system and the main educational program of the educational institution;
• Creation of a health-preserving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to develop the value of health and a healthy lifestyle;

Full-day school model

• This model is characterized by:

• creating conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student government bodies;
• building an individual educational trajectory and an individual schedule for a child’s stay in an educational institution;
• reliance on the integration of basic and additional educational programs.

Advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, with the established practice of financing extended day groups.

After-school groups

• Extracurricular activities organize more efficiently in the extended day group activity mode, which includes walks, lunch, and then extracurricular activities.
• For students attending extended day groups, before self-preparation it is better to organize walks, outdoor and sports games, socially useful work on the site of a general education institution, and after self-preparation - participation in events of an emotional nature (extracurricular activities, games, attending entertainment events, preparing and holding concerts amateur performances, quizzes and other events) (clause 10.28. and clause 10.29. SanPiN 2.4.2.2821-10).

Optimization model

• Model of extracurricular activities based on optimization of all internal resources of the educational institution assumes that all teaching staff of a given institution (teachers, teacher-organizer, social educator, educational psychologist, speech pathologist, speech therapist, teacher, senior counselor, tutor and others) take part in its implementation.
• In this case, the coordinating role is usually played by classroom teacher, which, in accordance with its functions and tasks:

interacts with teaching staff, as well as educational and support staff of educational institutions;

Optimization model

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.

Advantages optimization models consist of minimizing financial costs for extracurricular activities, creating a unified educational and methodological space in an educational institution, substantive and organizational unity of all its structural divisions.

Innovation and educational model

• The innovative educational model is based on the activities of an innovative (experimental, pilot, implementation) platform at the federal, regional, municipal or institutional level that exists in an educational institution.
• Within the framework of this model, new educational programs are being developed, tested, and introduced, including those taking into account regional characteristics.

Innovation and educational model

• The innovative educational model assumes close interaction general education institutions with institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, municipal methodological services.

Benefits of this model are: high relevance of the content and (or) methodological tools of extracurricular activity programs, scientific and methodological support for their implementation, and the uniqueness of the experience being formed.

Creating conditions

• Organizational support
• Regulatory support
• Financial and economic conditions
• Information Support
• Scientific and methodological
• Personnel
• Logistics