A package of documents of a social teacher of a general education institution. An approximate list of documentation of a social teacher of an educational institution

Approximate Literature Program Grades 5-9 (Second Generation Standards)

An exemplary curriculum in literature for a basic school is based on the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the Federal State Educational Standard for General Education of the Second Generation. It also takes into account the main ideas and provisions of the Program for the development and formation of universal educational activities for general education, continuity with exemplary programs for primary general education.

An exemplary program is a guideline for compiling work programs: it defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of a variable component of the content of education. The authors of work programs and textbooks can offer their own approach to the part of structuring educational material, determining the sequence of its study, expanding the volume (detailing) of the content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Work programs compiled on the basis of an exemplary program can be used in educational institutions of different profiles and different specializations.

The exemplary program for the basic school provides for the development of all the main activities of students presented in the programs for primary general education. However, the content of exemplary programs for the basic school has features due, firstly, to the subject content of the system of general secondary education, and secondly, to the psychological and age characteristics of the students.

The exemplary program includes four sections: "Explanatory note" with the requirements for learning outcomes; "Main content" of the course with a list of sections; "Exemplary thematic planning" with the definition of the main types of educational activities of schoolchildren; "Recommendations for equipping the educational process."

The "Explanatory Note" reveals the features of each section of the program, the continuity of its content with the most important regulatory documents and the content of the program for primary education; a general description of the course of literature, its place in the basic curriculum is given. Particular attention is paid to the goals of studying the course of literature, its contribution to solving the main pedagogical tasks in the system of basic general education, as well as the disclosure of the results of mastering the literature program by students at the level of basic general education.

The goals and educational results are presented at several levels - personal, meta-subject and subject. In turn, the subject results are designated in accordance with the main areas of human activity: cognitive, value-oriented, labor, physical, aesthetic.
The section "Main content" includes a list of the studied content, combined into content blocks, a list of educational excursions.
The section "Approximate thematic planning" presents an approximate list of course topics and the number of teaching hours allocated to the study of each topic, a description of the main content of the topics and the main activities of the student (at the level of educational activities).
The exemplary program also includes "Recommendations for equipping the educational process."

The contribution of the subject "Literature" to the achievement of the goals of basic general education

Literature as the art of a verbal image is a special way of knowing life, an artistic model of the world, which has such important differences from the actual scientific picture of being as a high degree of emotional impact, metaphor, ambiguity, associativity, incompleteness, suggesting active co-creation of the perceiver.

Literature, as one of the leading humanitarian subjects in the Russian school, contributes to the formation of a diversified, harmonious personality, the upbringing of a citizen, a patriot. Familiarization with the humanistic values ​​of culture and the development of creative abilities is a necessary condition for the formation of a person who is emotionally rich and intellectually developed, capable of a constructive and at the same time critical attitude towards himself and the world around him.
Communication of a student with works of art of the word in literature lessons is necessary not only as a fact of acquaintance with genuine artistic values, but also as a necessary communication experience, a dialogue with writers (Russian and foreign, our contemporaries, representatives of a completely different era). This is an introduction to the universal values ​​of being, as well as to the spiritual experience of the Russian people, reflected in folklore and Russian classical literature as an artistic phenomenon inscribed in the history of world culture and having an undoubted national identity. Acquaintance with the works of verbal art of the people of our country expands students' ideas about the richness and diversity of artistic culture, the spiritual and moral potential of multinational Russia.

The artistic picture of life, drawn in a literary work with the help of words, linguistic signs, is mastered by us not only in sensory perception (emotionally), but also in intellectual understanding (rationally). Literature is not accidentally compared with philosophy, history, psychology, called "artistic research", "human science", "textbook of life".

The main objectives of studying the subject "Literature" are:
the formation of a spiritually developed personality with a humanistic worldview, national self-awareness and all-Russian civic consciousness, a sense of patriotism;

Development of intellectual and creative abilities of students necessary for successful socialization and self-realization of the individual;

Students' comprehension of the top works of domestic and world literature, their reading and analysis, based on an understanding of the figurative nature of the art of the word, based on the principles of the unity of artistic form and content, the connection of art with life, historicism;

Step-by-step, consistent formation of the ability to read, comment, analyze and interpret a literary text;

Mastering the possible algorithms for comprehending the meanings inherent in a literary text (or any other speech statement), and creating your own text, presenting your own assessments and judgments about what you have read;

Mastering the most important general educational skills and universal educational activities (formulate the goals of the activity, plan it, carry out a bibliographic search, find and process the necessary information from various sources, including the Internet, etc.);

Using the experience of communication with works of fiction in everyday life and educational activities, speech self-improvement.

General characteristics of the subject

As part of the educational field "Philology", the subject "Literature" is closely related to the subject "Russian Language". Russian literature is one of the main sources of enriching the speech of students, the formation of their speech culture and communication skills. The study of the language of works of art contributes to the students' understanding of the aesthetic function of the word, their mastery of stylistically colored Russian speech.

The specificity of the subject "Literature" is determined by the fact that it represents the unity of verbal art and the foundations of science (literary criticism) that studies this art.

The literature course in grades 5-8 is based on a combination of concentric, historical-chronological and problem-thematic principles, and in grade 9 it is proposed to study a linear course on a historical-literary basis (Old Russian literature - literature of the 18th century - literature of the first half of the 19th century. ), which continues in grades 10-11 (literature of the second half of the 19th century - literature of the 20th century - modern literature).

The example program contains the following sections:
1. Oral folk art.
2. Old Russian literature.
3. Russian literature of the XVIII century.
4. Russian literature of the first half of the 19th century.
5. Russian literature of the second half of the 19th century.
6. Russian literature of the first half of the 20th century.
7. Russian literature of the second half of the 20th century.
8. Literature of the peoples of Russia.
9. Foreign literature.
10. Reviews.
11. Information on the theory and history of literature.
12. Diagnostic, current and final control of the level of literary education.

Sections 1-10 provide a list of works of fiction and brief annotations that reveal their main issues and artistic originality. The study of the works is preceded by a brief review of the life and work of the writer.

Materials on the theory and history of literature are presented in each section of the program, however, a special section 11 also provides for special hours for the practical development and systematization of students' knowledge of literary theory and for consideration of issues related to the literary process, the characteristics of individual literary eras, trends and trends.

Section 12 proposes an approximate content of classes aimed at the implementation of diagnostic, current and final control of the level of literary education.

The results of the study of the subject "Literature"

The personal results of graduates of the basic school, formed in the study of the subject "Literature", are:

Improving the spiritual and moral qualities of the individual, fostering a sense of love for the multinational Fatherland, a respectful attitude to Russian literature, to the cultures of other peoples;

The use of various sources of information (dictionaries, encyclopedias, Internet resources, etc.) for solving cognitive and communicative problems.

Meta-subject results of studying the subject "Literature" in the basic school are manifested in:
the ability to understand the problem, put forward a hypothesis, structure the material, select arguments to confirm one's own position, highlight cause-and-effect relationships in oral and written statements, formulate conclusions;
the ability to independently organize their own activities, evaluate it, determine the scope of their interests;
the ability to work with different sources of information, find it, analyze it, use it in independent activities.

The subject results of the graduates of the basic school are as follows:
1) in the cognitive sphere:
understanding of the key problems of the studied works of Russian folklore and folklore of other peoples, ancient Russian literature, literature of the 18th century, Russian writers of the 19th-20th centuries, literature of the peoples of Russia and foreign literature;
understanding the connection of literary works with the era of their writing, identifying the timeless, enduring moral values ​​embedded in them and their modern sound;
the ability to analyze a literary work: to determine its belonging to one of the literary genres and genres; understand and formulate the theme, idea, moral pathos of a literary work, characterize its heroes, compare the heroes of one or more works;
definition in the work of elements of the plot, composition, figurative and expressive means of the language, understanding of their role in revealing the ideological and artistic content of the work (elements of philological analysis);
possession of elementary literary terminology in the analysis of a literary work;

2) in the value-oriented sphere:
familiarization with the spiritual and moral values ​​of Russian literature and culture, comparing them with the spiritual and moral values ​​of other peoples;
formulating one's own attitude to the works of Russian literature, their evaluation;
own interpretation (in some cases) of the studied literary works;
understanding of the author's position and his attitude to it;

3) in the communicative sphere:
listening to literary works of different genres, meaningful reading and adequate perception;
the ability to retell prose works or their passages using the figurative means of the Russian language and quotations from the text; answer questions about the text you have listened to or read; create oral monologues of various types; be able to conduct a dialogue;
writing summaries and essays on topics related to the subject, problems of the studied works, class and home creative work, essays on literary and general cultural topics;

4) in the aesthetic field:
understanding the figurative nature of literature as a phenomenon of verbal art; aesthetic perception of works of literature; formation of aesthetic taste;
understanding of the Russian word in its aesthetic function, the role of figurative and expressive language means in creating artistic images of literary works. class on 4 Class(and further on 11 Class literature; upbringing... Approximateprogramon standardssecondgenerations on ...

English language program explanatory note

Program

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"Standards of the second generation"

Document

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Series “second generation standards” and “working according to new standards”

State educational standard

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Literature 5 7 classes

Educational and thematic planning

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A social teacher working at a school may have the following documentation (as agreed with the administration of the educational institution):
Regulatory documents:
1. Job description, certified by the head of the institution.

2. The mode of work of a social pedagogue, certified by the head of the institution.

3. Laws of the Russian Federation, resolutions, orders, orders, texts of administrative documents regulating and determining the content of the activities of the socio-psychological service of the educational institution.

Work planning:
1. Analysis of work for the previous 3 academic years (analytical and statistical).

2. Perspective, calendar work plan for the year, which is presented as a separate document (certified by the head of the educational institution). It should present those types of activities that are fundamental in the work of a social pedagogue in a particular educational institution.

3. Cyclogram of work for a week.
Main activity materials:
1. Social passport of the school and social passports of classes.

• 
  from large families
• 
  from low-income families
• 
  from disadvantaged families
• 
  disabled children
• 
  foster children
• 
  adolescents registered within the school
• 
  adolescents registered in the PDN OP
• 
  lists of children from the orphanage studying at the educational institution

All lists must be formed with the maximum complete information.

3. Lists of dysfunctional, low-income families with many children.

4. Lists of summer employment of students in need of social assistance (children from low-income families and dysfunctional families, children with disabilities, children under guardianship).

5. Accounting for requests from parents, teachers, students and the resolution of their problems (confidential information). Journal of individual consultations (interviews) with teachers, parents, students:

6. A journal of records of individual visits to families and raids with complete information (date of the raid, composition of the raid participants, a list of families who planned to visit with a note on the results of the visit (were it possible to visit parents or persons replacing them or not). All information is noted in students' personal cards: who was at home, what work was done (a conversation, a warning or a protocol was drawn up, did the situation with the student change, in the family, etc.).

7. Accounting for measures for the social protection of children from socially disadvantaged and low-income families. Assistance register.

8. Documents for the action "Help get ready for school" (plans, lists, information).

9. Documents on issues of guardianship and guardianship: a personal file for each ward with the dates of deprivation of parental rights and appointment of guardianship, with addresses, telephone numbers, place of work of guardians; acts of inspection of living conditions, documents on the protection of the rights of the child in law enforcement and judicial authorities (if necessary).

10. Documents for children with disabilities (acts of the ZhBU, characteristics for students, progress sheets, questionnaires, MES certificates, etc.).

11. Documents (folder) on working with the family of those in a socially dangerous situation or in need of state assistance (information from the PDN of the EP, the department of guardianship, a family n / a card, a plan for working with the family, a characteristic for a student, an act of examining housing conditions, work done with the family, a petition to bring parents to administrative responsibility, etc.).

12. Reconciliation with the KDN for families in a socially dangerous situation.

13. Materials of speeches at pedagogical meetings, seminars, parent-teacher meetings, class hours, etc.

14. Methodological materials for class teachers, parents, teachers on solving the problems of the child's social life and resolving conflicts in interpersonal relationships.

15. Information stand with information on city and (or) district services for parents and children.

16. Documents on nutrition (order on catering, minutes of the commission meeting, register of applications from parents, a folder with documents for food).

Crime prevention.
A special place is occupied by the documentation of the council for the prevention of delinquency and neglect among minors, which is jointly maintained by the deputy director for VR and the social pedagogue of the educational institution.

1. Order on the establishment of the Prevention Council.

2. Regulations on the Council.

3. Protocols of prevention councils. The protocols of the Prevention Council are mandatory drawn up in accordance with the requirements for the execution of protocols, i.e. indicating the serial number of the meeting, the composition of the sitting persons invited to the Council, the agenda of the meeting is indicated, which should begin with an analysis of the implementation of previously adopted decisions. When considering the personal files of students, it is indicated which of the parents or persons replacing them was invited, what decision was made, and who is responsible for the implementation of the decision of the Prevention Council and the timing of the implementation of this decision.

4. Work plan for the year, joint with the PDN OP (approved).

5. Plan of work with the narcological dispensary for a year (approved).

6. Work plan for healthy lifestyle (approved).

7. Employment in the 2nd half of the day, children of the "risk group".

8. Lists of difficult children registered within the school, PDN OP, KDN (approved by the director and the press).

9. Individual work with children of the “risk group”, who are on the intra-school register and PDN OP. Database on difficult (a package of documents: cards for individual study of adolescents and work with them, individual plans for preventive work, characteristics, acts of family examination, questionnaires, etc.).

10. Organization of vacation time for children of the "risk group".

11. Folder for the exchange of information between educational institutions and educational institutions about committed crimes and offenses of students. Statistical report: digital data from the ROVD on the number of cases of crimes, the date of the crime, offenses.

12. Reconciliation of data with the OP about consisting of prof. accounting (monthly).