2nd generation program. Second generation standards

ART

Second generation standards
Sample programs for academic subjects
ART. 5-9 grades

The study of fine arts in the primary school is a continuation of the initial stage of the artistic and aesthetic development of the individual and is an important, integral link in the system of continuous education. Features of the content of teaching fine arts in primary school are due to the specifics of art as a social phenomenon, the tasks of art education and upbringing, as well as the long-term traditions of domestic pedagogy.
A great contribution to the achievement of the main goals of basic general education is made by the study of fine arts, which is aimed at:
- on the development of figurative perception of the visual world and the development of ways of artistic, creative self-expression of the individual;
- to harmonize the emotional, spiritual and intellectual development of the individual as the basis for the formation of a holistic view of the world;
- on the development of abilities for artistic and creative knowledge of the world and oneself in this world;
- to prepare the student for a conscious choice of an individual educational or professional trajectory.
An exemplary program in fine arts has been developed taking into account the logic of the educational process of general secondary education, inter-subject and intra-subject communications, the continuation of the formation of students' aesthetic attitude to the world on the basis of visual artistic images, the realization of the artistic and creative potential of students on the material of fine arts. The program is built on the principle of concentric returns to the basics of fine arts studied in elementary school, their constant deepening and wider disclosure.
The study of fine arts in the primary school is aimed at the formation of moral values, ideas about the real artistic picture of the world, and involves the development and formation of an emotional-figurative, artistic type of thinking, which, along with the rational-logical type of thinking that prevails in other subjects of the curriculum, ensures the formation of a holistic thinking of students. The skills of emotional and value relations, aesthetic perception of the world and artistic and creative activity laid down in elementary school should acquire a new quality. The leading approaches in the study of the subject are activity and problem. Of particular importance is the formation of the foundations of critical thinking based on the perception and analysis of works of fine art, understanding the role of art in society.
The study of fine arts provides an opportunity for real integration with related subject areas (music, history and social studies, Russian language and literature). There is also the possibility of building a system of interdisciplinary and supra-subject communications, integrating basic and additional education through an appeal to the realization of the artistic and creative potential of students, the synthesis of training and education, implemented in project activities. Creative activity using art materials and techniques can be supplemented by creative projects based on computer multimedia technologies, on the basis of museum pedagogy, etc.
Teaching children the fine arts should be aimed at achieving a set of the following results.
Personal results of studying fine arts in basic school:
- the formation of artistic taste as the ability to feel and perceive plastic arts in all their diversity of types and genres;
- acceptance of a multicultural picture of the modern world;
in the labor field:
- formation of skills of independent work in the performance of practical creative work;
- readiness for a conscious choice of further educational trajectory;
in the field of knowledge:
- the ability to cognize the world through images and forms of fine art.
The meta-subject results of studying fine arts in the basic school are manifested:
in the development of an artistic-figurative, aesthetic type of thinking, the formation of a holistic perception of the world;
in the development of fantasy, imagination, artistic intuition, memory;
in the formation of critical thinking, in the ability to argue one's point of view in relation to various works of fine art;
in gaining experience in the perception of works of art as the basis for the formation of communication skills.

In the field of subject results, a general educational institution provides the student with the opportunity at the level of basic general education to learn:

In the field of knowledge:
- to know the world through a visual artistic image, to represent the place and role of fine art in the life of a person and society;
- to master the basics of visual literacy, the features of the figurative and expressive language of different types of fine arts, artistic means of expression;
- acquire practical skills and abilities in visual activity;
- to distinguish the studied types of plastic arts;
- perceive and analyze the meaning (concept) of the artistic image of works of plastic arts;
- describe works of fine art and cultural phenomena, using special terminology for this, give definitions of the concepts studied;

In the value-oriented sphere:
- to form an emotional and value attitude to art and to life, to realize the system of universal values;
- to develop aesthetic (artistic) taste as the ability to feel and perceive plastic arts in all their diversity of types and genres, to master the multicultural picture of the modern world;
- understand the value of the artistic culture of different peoples of the world and the place in it of domestic art;
- respect the culture of other peoples; master the emotional and value attitude to art and life, the spiritual and moral potential accumulated in works of art;
navigate the system of moral norms and values presented in works of art;

In the field of communication:
- navigate in social, aesthetic and information communications;
- to organize dialogue forms of communication with works of art;

In the aesthetic field:
- to realize creative potential in their own artistic and creative activity, to carry out self-determination and self-realization of the individual at the aesthetic level;
- to develop artistic thinking, taste, imagination and fantasy, to form the unity of emotional and intellectual perception on the basis of plastic arts;
- perceive aesthetic values, express an opinion on the merits of works of high and mass fine art, be able to identify associative links and be aware of their role in creative activity;
- show a steady interest in art, the artistic traditions of their people and the achievements of world culture; form an aesthetic outlook;

In the labor field:
- use various expressive means, artistic materials and techniques in their creative activity.

The main content lines in the study of fine arts are:
the emergence and types of plastic arts; language and genres of fine arts;
artistic image and artistic and expressive means of painting, graphics, sculpture, arts and crafts; connection of times in art on the example of the evolution of artistic images.
The main types of educational activities of students are: the perception of works of plastic arts; practical creative activity in various genres, types, art materials and techniques.
Exemplary programs of basic general education in fine arts are compiled on the basis of the hours indicated in the Basic Curriculum of Educational Institutions of General Education.
The subject "Fine Arts" is recommended to study in grades 5-7 in the amount of at least 105 hours (35 hours in each class).
Art
A great contribution to the achievement of the main goals of basic general education is made by the study of art. In elementary school, students are introduced to visual arts and music. The previously formed skills of active dialogue with art become the basis for the process of generalization and reflection; within the framework of the training course, the results of the study of world artistic culture are rethought. Thus, the content of studying the course "Art" in the basic school is the result of the first stage of the aesthetic development of the individual and is an integral link in the system of continuous education.
When studying the subject "Art", the task of students' perception of works of art, revealing to them the patterns of historical development, features of the figurative language of art, the formation and development of artistic and figurative thinking is brought to the fore in the study of the subject "Art".
A special place is given to the study of domestic art. Art, in which the native word sounds, the feelings and aspirations of compatriots are captured, is closer, more understandable and perceived more sharply. This allows you to create conditions for a dialogue between cultures not only of different historical eras, but also within the same era (domestic and foreign art); helps to reveal the general and peculiar, which is due to the historical fate, psychological make-up, traditions, and the originality of the spiritual life of each people; contributes to the achievement of social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society.
The activity of an educational institution of general education in teaching art should be aimed at achieving the following personal results by students:
development of figurative perception and mastering the ways of artistic, creative self-expression of the individual;
harmonization of the intellectual and emotional development of the individual;
the formation of a worldview, a holistic view of the world, of the forms of existence of art;
development of skills and knowledge of knowledge and self-knowledge through art, the accumulation of diversity and unique experience of aesthetic experience;
formation of a creative attitude to problems, preparation for a conscious choice of an individual educational or professional trajectory.

Meta-subject results of studying art in basic school:
application of methods of cognition through an artistic image to study various aspects of the surrounding reality;
active use of basic intellectual operations: analysis and synthesis, comparison, generalization, systematization, identification of cause-and-effect relationships, search for analogues in the being and dynamics of art development;
the ability to organize one's activities, determine its goals and objectives, choose the means of realizing these goals and apply them in practice, interact with other people in achieving common goals; evaluate the results achieved;
development of critical thinking, the ability to argue one's point of view about works of art;
to form key competencies in the process of dialogue with art: research skills, communication skills, information skills.
In the field of subject results, the educational institution of general education provides the student with the opportunity to learn:
in the field of knowledge:
- to represent the place and role of art in the development of world culture, in the life of man and society;
- observe (perceive) objects and phenomena of art, perceive the meaning (concept) of an artistic image, a work of art;
- to assimilate the features of the language of different types of art, artistic means of expression, the specifics of the artistic image in various types of art;
- to distinguish the studied types and genres of arts;
- describe the phenomena of art, using special terminology;
- to classify the studied objects and phenomena of culture;
- structure the studied material and information obtained from various sources;

In the value-oriented sphere:
- to represent the system of universal values;
- to realize the value of the art of different peoples of the world and the place of domestic art;
- respect the culture of another people, master the spiritual and moral potential accumulated in works of art, show an emotional and value attitude to art and life, navigate the system of moral norms and values presented in works of art;
in the field of communication:
- to form communicative, informational and socio-aesthetic competencies, including mastering the culture of oral and written speech;
- use the methods of aesthetic communication, master the dialogue forms of communication with works of art;
in the aesthetic field:
- develop an individual artistic taste, intellectual and emotional spheres;
- perceive and analyze aesthetic values, express an opinion on the merits of works of high and popular art, see associative links and be aware of their role in creative activity;
- to show a steady interest in art, the artistic traditions of their people and the achievements of world culture, to expand their aesthetic horizons;
- understand the conventions of the language of various types of art, create conditional images, symbols;
- determine the dependence of the artistic form on the purpose of the creative idea;
- to realize their creative potential, to carry out self-determination and self-realization of the individual on aesthetic (artistic-figurative) material;

In the labor field:
- apply various artistic materials, use the expressive means of art in their work, both in traditional and innovative (information) technologies.
The main content lines in the study of art: the role and place of art in the life of a person and society, the artistic image and its specificity in various types of art; types and genres, styles and trends in art; the history of art of various eras (primitive art, the art of the Ancient World, the Middle Ages, the Renaissance, the Enlightenment; a general description of the art of the 19th century); the art of the peoples of Russia and the world artistic process; art of the 20th century; new types of art (cinema, television, computer art and its aesthetic features).
The main types of educational activities of students are: perception of works of art (listening to music, perception of works of plastic arts, watching films, theater performances, etc.); creative activity in various types of art, genres and artistic techniques; implementation of research projects using the means of new information and communication technologies.
Exemplary programs of basic general education in the arts are compiled on the basis of the hours indicated in the Basic Curriculum of Educational Institutions of General Education.
The subject "Art" is recommended to be studied in grades 8, 9 in the amount of at least 35 hours in each class.

Second Generation Standards.

The fundamental core of the content of general education: a project

ed. ,

The book focuses on the definition of the Fundamental core of the content of general education, its main purpose in the system of normative support of the second generation standards. The creation of the Fundamental Core is the initial stage in the development of a new content of general education, which will be followed by the development of concepts of subject areas, planned learning outcomes, a basic curriculum, exemplary subject programs, etc.

The concept of spiritual and moral development and education of a citizen of Russia.

The concept of spiritual and moral development and education of the personality of a Russian citizen was developed in accordance with the Constitution of the Russian Federation, the Law of the Russian Federation "On Education" on the basis of the annual messages of the President of Russia to the Federal Assembly of the Russian Federation. The document is the methodological basis for the development and implementation of the federal state educational standard for general education. The concept is a value-normative basis for the interaction of educational institutions with other subjects of socialization - the family, public organizations, religious associations, institutions of additional education, culture and sports, and the media. The purpose of this interaction is to jointly provide conditions for the spiritual and moral development and education of students.

Approximate basic educational program of an educational institution. Main school.

Compiler

In accordance with Art. 14, paragraph 5 of the Law of the Russian Federation "On Education", this program is the basis for the development of the main educational program of an educational institution.

Biology. 5-9 cells

An exemplary biology program for a basic school is compiled on the basis of 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 of 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 of primary general education is observed.

Sample programs for academic subjects.

Biology. 6-9 cells Natural science 5 cells.

The programs were prepared within the framework of the project “Development, Approbation and Implementation of Federal State Standards for General Education of the Second Generation”, implemented by the Russian Academy of Education by order of the Ministry of Education and Science of the Russian Federation and the Federal Agency for Education.

https://pandia.ru/text/78/652/images/image008_55.jpg" align="left" width="157" height="232 src="> Exemplary programs of basic general education. LIFE SAFETY FUNDAMENTALS. 5-9 cells

The program publishes the modified content of education in the subject, for the first time the forms of educational activity of schoolchildren are given for each section of the course.

https://pandia.ru/text/78/652/images/image010_49.jpg" align="left" width="152" height="231 src="> Sample programs for academic subjects.

Physics 7-9.

An exemplary program in physics for a basic school is compiled on the basis of the Fundamental core of the content of general education and the Requirements for the results of mastering the main educational program of basic general education, presented in the Federal State Educational Standard for Basic General Education.

Variation" href="/text/category/variatciya/" rel="bookmark"> of the variable component of the content of education. The authors of work programs and textbooks can offer their own approach in terms of structuring the 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.

Sample programs for academic subjects. Russian language. 5-9 cells

An exemplary Russian language program for a basic school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the Federal State Standard of 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 basic general education, continuity with exemplary programs for primary general education.

Sample programs for academic subjects. Geography. 5-9 cells

Foreign languages" href="/text/category/inostrannie_yaziki/" rel="bookmark">foreign language for basic school is compiled on the basis of 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 of general secondary education Generations 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 of primary general education is observed.

Sample programs for academic subjects.

History 5-9 cells.

Already today it is necessary to know what requirements for education are imposed by the second generation standards, and to use new approaches in work. The program offers a modified content of education in the subject, for the first time gives forms of educational activity for schoolchildren in the course of history, and also contains recommendations for equipping the educational process.

Curricula" href="/text/category/uchebnie_programmi/" rel="bookmark">the curriculum for the subject determines the invariant (mandatory) part of the curriculum and, along with the requirements of the standard related to the results of education, is a guideline for compiling work programs for all educational institutions that provide basic general education.The sample program does not specify the sequence of studying the material and distributing it by class.The authors of work programs and textbooks can offer their own approach to structuring educational material and determining the sequence of its study.

Sample programs for academic subjects. Social studies 5-9 cells.

Already today it is necessary to know what requirements for education are imposed by the standards of the second generation, and to use new approaches in work. The program offers a modified content of education in the subject, for the first time gives forms of educational activity for schoolchildren in the course of social science, and also contains recommendations for equipping the educational process.

Sample programs for academic subjects. Technology 5-9 cells.

An exemplary program is the basis and guideline for compiling author's programs and textbooks (it can be directly used in the thematic planning of the author's course by the teacher). At the same time, the authors of programs and textbooks can apply their own approach in terms of structuring the educational material, supplementing it with the storylines they want, determining the sequence of studying this material, distributing hours by sections and topics, as well as ways to supplement the content of the knowledge system, skills and methods of activity, development and socialization of students according to the content presented.

Sample programs for academic subjects. Physical Culture. 5-9 cells

Already today it is necessary to know what requirements for education are imposed by the second generation standards, and to use new approaches to work. The program provides the modified content of education in the subject "Physical Education", for the first time the forms of educational activity of students are given for each section of the course. The programs are intended for teachers and methodologists.

Sample programs for academic subjects.

Chemistry. 8-9 cells.

An exemplary chemistry program for a basic school is compiled on the basis of 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 of 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 basic general education, and continuity with exemplary programs of primary general education is observed.

https://pandia.ru/text/78/652/images/image022_16.jpg" align="left" width="158 height=229" height="229"> Extracurricular activities of schoolchildren. methodical constructor.

The book contains guidelines for organizing extracurricular activities for schoolchildren. A kind of methodological constructor of extracurricular activities includes the types, forms and levels of the results of students' activities. The manual is addressed to teachers, methodologists, specialists of the advanced training system, students of pedagogical universities.

Extracurricular activities" href="/text/category/vneklassnaya_rabota/" rel="bookmark">extracurricular activities. The rest of the manuals formulate the goals and objectives of specific areas of extracurricular activities, describe the content, thematic planning and expected results of the programs.

Sample programs for academic subjects

Foreign language grades 5-9

M, Enlightenment, 2010 (Standards of the second generation)

Explanatory note

An exemplary foreign language program for a basic school is compiled on the basis of 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 of 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 of primary general education is observed.

An exemplary program is a guideline for compiling work programs: it determines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of the variable component of the content of education. The authors of work programs and textbooks can offer their own approach in terms of structuring the educational material, determining the sequence of its study, expanding the volume (details) 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 further development of all the main types of activities of students presented in the programs of primary general education. However, the content of exemplary programs of basic general education has features that are determined, firstly, by the tasks of developing, teaching and educating students, given social requirements for the level of development of their personal and cognitive qualities; secondly, the subject content of the system of general secondary education; thirdly, the psychological age characteristics of the trainees.

The content of school subjects, representing in the basic school a system of scientific concepts and corresponding methods of action, creates the necessary basis for the formation of theoretical reflective thinking in schoolchildren. Such a qualitatively new form of thinking serves as an operational and technical basis for the transition of students from learning activities as the ability to study in elementary school to learning activities with elements of self-education and self-development in basic school. This opens up new opportunities for the development of cognitive, communicative, aesthetic, object-transforming (technical and technological) activities based on the value-semantic orientation of the individual in the world and society, the development of self-awareness and goal-setting, building an individual educational trajectory.

A significant role in the formation of a new type of educational activity in the basic school belongs to the program for the formation of universal educational activities, specified in relation to the age characteristics of students. At the same time, the formation of all types of universal educational activities is ensured in the course of mastering all academic subjects and their cycles. At the same time, each of the educational subjects, crystallizing in itself the socio-cultural experience of certain types of activity, provides various opportunities for the formation of educational actions. The subjects of the natural-mathematical cycle, first of all, create a zone of proximal development for cognitive activity and, accordingly, the development of cognitive educational activities; humanitarian subjects, including subjects of the communicative cycle, for communicative activities and corresponding educational activities, etc.

Accordingly, the requirements for personal, meta-subject and subject learning outcomes (goals) for each of the exemplary programs in the basic school are determined by what kind of activities prevail in this academic subject. The requirements for learning outcomes in the exemplary program are described at the level of specific personal, meta-subject and subject actions that the student must master as a result of mastering the program of the subject.

The main feature of adolescence (from 11 to 14-15 years old) is the beginning of the transition from childhood to adulthood, which is reflected in the formation of elements of adulthood in the cognitive, personal spheres, educational activities and communication of a teenager with adults and peers. Learning activity acquires the quality of subjectivity, which is expressed in the purposeful and motivated activity of the student, aimed at mastering learning activities. A new level of development of motivation is embodied in special internal positions a student, a distinctive feature of which is the focus on independent cognitive search, setting learning goals, mastering learning activities, mastering and independent implementation of control and evaluation activities; initiative in the organization of educational cooperation. Thus, learning activity acquires the features of self-development and self-education activity.

The leading activity of adolescence, according to psychologists, is intimate and personal communication with peers. It plays a special role in the formation of a form of self-consciousness specific for this age - a sense of adulthood. Intimate personal communication with peers is a qualitatively new form of communication, the main content of which is the establishment and maintenance of relations with another person as a person based on moral and ethical standards of respect, equality, and responsibility. The development of communication requires a qualitatively new level of mastering the means of communication, primarily speech. Self-determination in the value system and the formation of the foundations of a worldview in relation to the world, culture, society, and the education system create the basis for the formation of a person's civic identity and prepare for the choice of profile education for building an individual educational trajectory.

Students begin to master the highest forms of mental activity - theoretical, formal, reflective thinking. The basis of the ability to reason in a hypothetical-deductive way, to operate with hypotheses is formed; think abstractly and logically (verbally), without resorting to reliance on actions with specific objects.

The development of reflection acts as a teenager's awareness of his own intellectual operations, speech, attention, memory, perception and their management.

At the stage of basic general secondary education, students are included in project and research forms of educational activity, which leads to the development of cognitive research universal educational activities (the ability to see problems, raise questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend your ideas).

The requirements for the formation of these abilities are determined by the system of requirements for personal and metasubject actions and the program for the formation of universal educational actions. The key role in their formation is played by the content of academic subjects and methods of organizing educational activities and educational cooperation, determined by an exemplary program in academic subjects, including a foreign language.

This sample program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, approximate thematic planning indicating the minimum number of hours devoted to the study of topics, and determining 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 foreign language program for primary education; a general description of the foreign language course, its place in the basic curriculum is given. Particular attention is paid to the goals of learning a foreign language, 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 a foreign language program by students at the level of basic general education.

The goals and educational results are presented at several levels - meta-subject, personal 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 "Main content" section includes a list of the studied content, combined into content blocks, indicating the minimum number of teaching hours allocated for the study of each block.

The "Approximate thematic planning" section presents an approximate list of topics for a foreign language course and the number of teaching hours devoted 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).

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(VIII view. I.M. Bgazhnokov) EMC Reading, 5th grade. (VIII type. V.V. Voronkov) EMC Reading, 4th grade. (VIII type. I.M. Bgazhnokov) EMC Reading, 4th grade. (VIII type. V.V. Voronkov) UMK Reading, 3 cl. (VIII view. I.M. Bgazhnokov) EMC Reading, 3rd grade. (VIII type. V.V. Voronkov) EMC Reading, 2nd grade. (VIII type. I.M. Bgazhnokov) UMK Reading, 1 class. (I type) UMK Artistic work/T. Y. Shpikalova, 4th grade UMK Artistic work/T. Y. Shpikalova, 3rd grade UMK Artistic work/T. Y. Shpikalova, 2nd grade UMK Artistic work/T. Y. Shpikalova, 1st grade UMK Oral speech, 4 cl. (VIII view of I. M. Bgazhnokov) UMK Oral speech, 3 cl. (VIII view of I. M. Bgazhnokov) UMK Oral speech, 2 cl. (VIII view of I. M. Bgazhnokov) UMK Oral speech, 1 class. (VIII view of I. M. Bgazhnokov) UMK Technology, 4th grade. (VIII type. V.V. Voronkov) UMK Technology, 3rd class. (VIII type. V. V. Voronkov) UMK Technology, 2nd class. (VIII type. V. V. Voronkov) UMK Technology, 1 class. (VIII view. VV Voronkov) UMK T.Ya. Shpikalova, 8 cells. UMK T. Ya. Shpikalova, 7th grade. UMK T. Ya. Shpikalova, 6th grade UMK T. Ya. Shpikalova, 5th grade UMK T. Ya. Shpikalova, 4th grade. UMK T. Ya. Shpikalova, 3rd grade UMK T. Ya. Shpikalova, 2nd grade UMK T. Ya. Shpikalova, 1 class. UMK T. G. Khodot, 6th grade UMK T. G. Khodot, 5th grade UMK T. A. Rudchenko, 4th grade UMK T. A. Rudchenko, 3rd grade UMK T. A. Rudchenko, 2nd grade UMK T. A. Rudchenko, 1 class. UMK T. A. Ladyzhenskaya, 5th grade UMK Solodovnikov, 11th grade (bases). UMK Solodovnikov, 10th grade (bases). UMK S. N. Chistyakova, 8th grade UMK S. N. Chistyakova, 10th grade UMK S.K. Biryukov, 8th grade UMK S. D. Ashurova, 5th grade UMK S. V. Gromov, 9th grade UMK S.V. Gromov, 8th grade UMK S.V. Gromov, 7th grade UMK Russian language. Speech development, preparatory class. UMK Russian language. Speech development, grade 3 UMK Russian language. Speech development, grade 2 UMK Russian language. Speech development, grade 1 UMK Russian language. Literacy education, grade 1 (II type) UMK Russian language, grade 9 (VIII type. V.V. Voronkov) UMK Russian language, 8th grade. (VIII type. V.V. Voronkov) UMK Russian language, 7th grade. (VIII type. V. V. Voronkov) UMK Russian language, 6th grade. (VIII type. V.V. Voronkov) UMK Russian language, 5th grade. (VIII type. V. V. Voronkov) UMK Russian language, 4th grade. (VIII type. V. V. Voronkov) UMK Russian language, 4th grade. (I type) UMK Russian language, 3rd class. (VIII type. V.V. Voronkov) UMK Russian language, 3 cl. (II type) UMK Russian language, 2nd class. (VIII type. V. V. Voronkov) UMK Russian language, 2nd grade. (II type) UMK Russian language, 1 class. (II type) UMK Revyakin, 8th class. UMK Revyakin, 7th grade UMK R. B. Sabatkoev, 9th grade UMK R. B. Sabatkoev, 10th grade UMK Pronunciation, 4 cells. UMK Pronunciation, 3 cells. UMK Pronunciation, 2 cells. UMK Pronunciation, 1 class. UMK Ed. B.M. Nemensky. 8 cells UMK Ed. B.M. Nemensky. 7 cells UMK Ed. B.M. Nemensky. 6 cells UMK Ed. B.M. Nemensky. 5 cells UMK Ed. B.M. Nemensky. 4 cells UMK Ed. B.M. Nemensky. 3 cells UMK Ed. B.M. Nemensky. 2 cells UMK Ed. B.M. Nemensky. 1 class UMK Acquaintance with the outside world, 2 cl. (I type) UMK Acquaintance with the outside world, 1 class. (Type I) UMK Acquaintance with the outside world (prepared). (I type) EMC Teaching literacy, grade 1. (I. M. Bgazhnokova) Teaching and reading materials, 1st grade. (VIII species. V. V. Voronkov) UMK O. S. Soroko-Tsyupa, 9th grade. UMK O. E. Drozdova, 7th grade (electronic) UMK O. V. Afanasiev, 9th grade. (deep). UMK O. V. Afanasiev, 8th grade (deep). UMK O. V. Afanasiev, 7th grade (deep). UMK O. V. Afanasiev, 6th grade (deep). UMK O. V. Afanasiev, 11th grade (deep). UMK O. V. Afanasiev, 10th grade (deep). UMK N. Ya. Vilenkina, 9th grade (deep). UMK N. Ya. Vilenkina, 8th grade. Depth UMK N. S. Rusin, 6th grade UMK N. A. Kondrashova, 9th grade (deep). UMK N. A. Kondrashova, 8th grade (deep). UMK N. A. Kondrashova, 7th grade (deep). UMK N. A. Kondrashova and others, 11th grade. (deep). UMK N. A. Kondrashova and others, 10th grade. (deep). UMK World of History, 6th grade UMK Mathematics, Preparatory class (VIII type. VV Voronkov) UMK Mathematics, 9th grade. (M. N. Perova, VIII type. V. V. Voronkov) UMK Mathematics, 8th grade. (VIII type. V.V. Voronkov) UMK Mathematics, 7th grade. (VIII type. VV Voronkov) UMK Mathematics, 6 cells. (VIII type. V.V. Voronkov) UMK Mathematics, 5th grade. (VIII species. V. V. Voronkova) UMK Mathematics, 4th grade. (VIII type. VV Voronkov) UMK Mathematics, 3 cl. (VIII type. V. V. Voronkov) UMK Mathematics, 2nd grade. (VIII type. V. V. Voronkov) UMK Mathematics, 1 class. (VIII view. V. V. Voronkov) UMK M. Ya. Pratusevich, 11 class. (deep). UMK M. Ya. Pratusevich, 10th grade (deep). UMK M. Ya. Vilensky, 5th grade. UMK M. T. Baranov, 7th grade UMK M. T. Baranov, 6th grade UMK M. G. Akhmetzyanov, 5th grade UMK L. S. Atanasyan, 9th grade UMK L. S. Atanasyan, 8th grade UMK L. S. Atanasyan, 7th grade UMK L.P. Anastasova, 3rd class. UMK L. N. Bogolyubov, 9th grade UMK L. N. Bogolyubov, 9th grade UMK L. N. Bogolyubov, 8th grade UMK L. N. Bogolyubov, 7th grade UMK L. N. Bogolyubov, 7th grade UMK L. N. Bogolyubov, 6th grade UMK L. N. Bogolyubov, 6th grade UMK L. N. Bogolyubov, 5th grade UMK L. N. Bogolyubov, 5th grade UMK L. N. Bogolyubov, 11th grade (prof). UMK L. N. Bogolyubov, 11th grade (bases). UMK L. N. Bogolyubov, 10th grade (prof). UMK L. N. Bogolyubov, 10th grade (bases). UMK L. N. Bogolyubov, "Law", 11th grade. (prof). UMK L. N. Bogolyubov, "Law", 10 cells. (prof). UMK L. N. Aleksashkina, 11th class. (elekt). UMK L. M. Rybchenkova, 9th class. UMK L. M. Rybchenkova, 8th class. UMK L. M. Rybchenkova, 7th class. UMK L. M. Rybchenkov, 6th grade. UMK L. M. Rybchenkova, 5th class. UMK L. M. Zelenina, 4th grade UMK L. M. Zelenina, 3rd class UMK L. M. Zelenina, 2nd grade UMK L. M. Zelenina, 1 class. UMK L. I. Tigranova, 6th grade. UMK L.I. Tigranova, 5th grade UMK L.I. Tigranova, 2nd grade. UMK L. I. Tigranova, 1 class. TMC L. G. Sayakhova, 9th grade UMK L.V. Polyakova, 4th grade UMK L.V. Polyakova, 3rd class UMK L.V. Polyakova, 2nd grade UMK L. V. Polyakova, 1 class. UMK L.V. Polyakov, 11th grade UMK L.V. Polyakov, 10th grade TMC L. V. Kibirev, 8th grade UMK L.V. Kibirev, 7th grade. TMC L. V. Kibirev, 5th grade UMK L. A. Trostentsova, 9th grade UMK L.A. Trostentsova, 8th grade UMK History of the Fatherland, 8th grade. UMK History of the Fatherland, 7th grade. UMK Fine arts. 2 cells (VIII view of I.M. Bgazhnokov) UMK Fine arts. 1 class (VIII view of I.M. Bgazhnokov) UMK I.A. Viner, 2nd grade UMK I.A. Wiener, 1 class. UMK I. O. Shaitanov, 9th grade (elekt). UMK I. O. Shaitanov, 11th grade (elekt). UMK I. N. Vereshchagin, III class. (deep). UMK I. N. Vereshchagin, II class. (deep). UMK I. N. Vereshchagin, 5th grade (deep). UMK I. N. Vereshchagin, 4th grade. (deep). UMK I. N. Vereshchagin, 3rd grade (deep). UMK I. N. Vereshchagin, 2nd grade (deep). UMK I. N. Vereshchagin, 1 class. (deep). UMK I. L. Bim, 9th grade UMK I. L. Bim, 8th grade UMK I. L. Bim, 7th grade UMK I. L. Bim, 6th grade UMK I. L. Bim, 5th grade UMK I. L. Bim, 4th grade UMK I. L. Bim, 3rd grade UMK I. L. Bim, 2nd grade UMK I. L. Bim, 11th grade (basic) UMK I. L. Bim, 11th grade. UMK I. L. Bim, 10th grade (basic) UMK I. L. Bim, 10th grade. UMK I. K. Toporov, 5th grade UMK I.K. Kikoin, 10th grade UMK I. V. Metlik, A. F. Nikitin, 11th grade (bases). UMK I. V. Metlik, A. F. Nikitin, 10th grade (bases). UMK I. V. Anurova and others, 6th grade. (deep). UMK Z. N. Nikitenko, 3rd grade UMK Z. N. Nikitenko, 2nd grade UMK Z. N. Nikitenko, 1 class. UMK Living World, 3rd grade (IIIV view of I. M. Bgazhnokov) UMK Living World, 2nd grade. (IIIV view of I. M. Bgazhnokov) UMK Living World, 1 class. (IIIV view of I.M. Bgazhnokov) UMK E.A. Bazhanova, 1 class. UMK E. Yu. Sergeev, 9th grade UMK E. S. Korolkova, 7th grade UMK E. E. Lipova, 5th grade (deep). UMK E. D. Kritskaya, 4th grade UMK E. D. Kritskaya, 3rd grade UMK E. D. Kritskaya, 2nd grade UMK E. D. Kritskaya, 1 class. UMK E. V. Efremova, 7th grade. UMK E. V. Agibalova, 6th grade UMK E. A. "Agricultural labor", 5th grade. UMK D.K. Belyaev, 11th grade (basic) UMK D.K. Belyaev, 10th grade. (base) UMK Geography, grade 9 (VIII view. V.V. Voronkov) UMK Geography, 8th grade. (VIII view. V.V. Voronkov) UMK Geography, 7th grade. (VIII view. V.V. Voronkov) UMK Geography, 6th grade. (VIII view. V.V. Voronkov) UMK G.P. Sergeev. Art, 9th grade UMK G. P. Sergeev. Art, 8th grade UMK G.P. Sergeev, 7th class. UMK G.P. Sergeev, 6th grade UMK G.P. Sergeev, 5th class. UMK G. P. Sergeeva, 1 class. UMK G.E. Rudzitis, 9th grade UMK G.E. Rudzitis, 8th grade UMK G.E. Rudzitis, 11th grade UMK G.E. Rudzitis, 10th grade UMK G. V. Dorofeev, 9th grade UMK G.V. Dorofeev, 8th grade UMK G. V. Dorofeev, 7th grade UMK G.V. Dorofeev, 6th grade UMK G. V. Dorofeev, 5th grade UMK G.V. Dorofeev, 4th grade UMK G. V. Dorofeev, 3rd grade UMK G. V. Dorofeev, 2nd grade UMK G.V. Dorofeev, 1st class. UMK Vedyushkin, 6th grade UMK V. Ya. Korovin, 9th grade. UMK V. Ya. Korovin, 8th grade. UMK V. Ya. Korovin, 7th grade. UMK V. Ya. Korovin, 6th grade. UMK V. Ya. Korovin, 5th grade. UMK V.F. Chertov, 9th grade UMK V.F. Chertov, 8th grade UMK V.F. Chertov, 7th grade UMK V.F. Chertov, 6th grade UMK V.F. Chertov, 5th grade UMK V.F. Grekov, 11th grade. (bases). UMK V.F. Grekov, 10th grade (bases). UMK V.F. Butuzova, 9th class. UMK V.F. Butuzov, 8th class. UMK V.F. Butuzov, 7th class. UMK V.F. Butuzova, 10th class. UMK V.P. Maksakovskiy, 10th grade UMK V.P. Kuzovlev, 9th grade UMK V.P. Kuzovlev, 8th grade UMK V.P. Kuzovlev, 7th grade UMK V.P. Kuzovlev, 6th grade UMK V.P. Kuzovlev, 5th grade (1st year of study) EMC V.P. Kuzovlev, 5th grade. UMK V.P. Kuzovlev, 4th grade UMK V.P. Kuzovlev, 3rd grade UMK V.P. Kuzovlev, 2nd grade UMK V.P. Kuzovlev, 11th grade UMK V.P. Kuzovlev, 10th grade UMK V.P. Zhuravlev, 11th grade (basic / professional). UMK V. N. Chernyakova, 5th class. UMK V. L. Baburin, 11th grade (elekt). UMK V.K. Shumny, 10th grade UMK V. I. Ukolov, 5th grade UMK V.I. Ukolov, 10th grade UMK V.I. Lyakh, 8th grade UMK V. I. Lyakh, 4th grade UMK V. I. Lyakh, 10th grade UMK V. I. Lyakh, 1 class. UMK V.I. Korovin, 10th grade (basic / professional). UMK V. G. Marantsman, 9th grade UMK V. G. Marantsman, 8th grade UMK V. G. Marantsman, 7th grade UMK V. G. Marantsman, 6th grade UMK V. G. Marantsman, 5th grade UMK V. G. Marantsman, 11th grade (basic / professional). UMK V. G. Marantsman, 10th grade (basic / professional). UMK V.V. Zhumaev, 9th grade. (VIII view. V. V. Voronkov) WMC V. B. Sukhov (prepared). (I type) UMK V. A. Shestakov, 9th grade. UMK V. A. Shestakov, 11th grade (prof). UMK Biology, 9th grade (VIII type. V.V. Voronkov) UMK Biology, 8th grade. (VIII type. V.V. Voronkov) UMK Biology, 7th grade. (VIII type. V. V. Voronkov) UMK Biology, 6th grade. (VIII species. V. V. Voronkov) UMK BDD / Ed. A.T. Smirnova, 5th grade UMK BDD / Ed. A. T. Smirnova, 10th grade UMK BDD/P.V.Izhevsky, 1st class UMK A.O. Chubaryan, 11th grade (prof). UMK A.G. Gein, 9th grade UMK A.G. Gein, 8th grade UMK A.G. Gein, 7th grade UMK A. Ya. Yudovskaya, 8th grade UMK A. Ya. Yudovskaya, 7th grade UMK A.F. Nikitin, 9th grade UMK A.F. Nikitin, 10th grade (right). UMK A. T. Smirnov, B. O. Khrennikov, 11th grade (basic/professional) UMK A. T. Smirnov, B.O. Khrennikov, 10th grade (basic/professional) UMK A. T. Smirnov, grade 9 UMK A. T. Smirnov, 8th grade UMK A. T. Smirnov, 7th grade UMK A. T. Smirnov, 6th grade UMK A. T. Smirnov, 5th grade UMK A.P. Matveev, 8th grade UMK A.P. Matveev, 6th grade UMK A.P. Matveev, 5th grade UMK A.P. Matveev, 3rd grade UMK A.P. Matveev, 2nd grade UMK A.P. Matveev, 1st class UMK A. N. Sakharov, 7th grade UMK A. N. Sakharov, 6th grade UMK A. N. Sakharov, 10th grade (prof). UMK A. N. Kolmogorova, 11 cells (bases) UMK A. N. Kolmogorov, 10 cells. (bases). UMK A. L. Semenov, 4th grade. UMK A. L. Semenov, 3rd class. UMK A.L. Semenov, 7th grade UMK A.L. Semenov, 6th grade UMK A.L. Semenov, 5th grade UMK A.K. Reading, 7th grade. (VIII view. V. V. Voronkov) UMK A. I. Gorshkov, 11 class. (elekt). UMK A.I. Vlasenkov, 11th grade (basic / professional). UMK A.I. Vlasenkov, 11th grade (bases). UMK A.I. Vlasenkov, 10th grade (basic / professional). UMK A.I. Vlasenkov, 10th grade (bases). UMK A. I. Alekseev, 9th grade UMK A.D. Alexandrov, 9th grade (deep). UMK A.D. Alexandrov, 9th grade UMK A.D. Alexandrov, 8th grade (deep). UMK A.D. Alexandrov, 8th grade UMK A.D. Alexandrov, 7th grade UMK A.D. Aleksandrov, 11th grade (professional / deep). UMK A.D. Aleksandrov, 11th grade (basic / professional). UMK A.D. Alexandrov, 10th grade (professional / deep). UMK A. D. Alexandrov, 10th grade (basic / professional). UMK A.G. Gein, 9th grade UMK A.G. Gein, 8th grade UMK A.G. Gein, 11th grade (basic / professional). UMK A.G. Gein, 10th grade (basic / professional). UMK A.V. Filippov, 11th grade (bases). UMK A.V. Filippov, 10th grade (bases). UMK A.V. Pogorelov, 9th grade UMK A.V. Pogorelov, 8th grade UMK A.V. Pogorelov, 7th grade UMK A. V. Pogorelov, 10th grade (basic / professional). UMK A. A. Ulunyan, 11th grade UMK A. A. Preobrazhensky, 6th grade UMK A. A. Murashova, 11th class. (elekt). UMK A. A. Levandovsky, 8th grade UMK A. A. Kuznetsov, 8th grade UMK A. A. Danilov. Peoples of Russia, 9th grade. UMK A. A. Danilov, 9th grade UMK A. A. Danilov, 8th grade UMK A. A. Danilov, 7th grade UMK A. A. Danilov, 6th grade UMK A. A. Danilov, 10th grade (elekt). UMK A. A. Voinova and others, 4th grade. (deep). UMK A. A. Voinova and others, 3rd grade. (deep). UMK A. A. Voinova and others, 2nd grade. (deep). UMK A. A. Vigasin, 6th grade UMK A. A. Vigasin, 5th grade UMK "I am a citizen of Russia" L.V. Polyakov, 5th grade (electronic) UMK "School of Russia" M.I. Moro, 4th grade. EMC "School of Russia" M.I. Moro, 3rd grade EMC "School of Russia" M.I. Moro, 2nd grade EMC "School of Russia" M.I. Moro, 1st grade EMC "School of Russia" L.F. Klimanov, 4th grade EMC "School of Russia" L.F. Klimanov, 3rd grade EMC "School of Russia" L. F. Klimanov, 2nd grade EMC "School of Russia" L.F. Klimanov, 1st grade UMK "School of Russia" E. A. Luttseva, 4th grade UMK "School of Russia" E. A. Lutseva, 3rd grade UMK "School of Russia" E. A. Luttseva, 2nd grade UMK "School of Russia" E. A. Luttseva, 1 class. EMC "School of Russia" V.P. Kanakina, 4th grade EMC "School of Russia" V. P. Kanakina, 3rd grade EMC "School of Russia" V. P. Kanakina, 2nd grade UMK "School of Russia" V. P. Kanakina, 1 class. UMK "School of Russia" V. G. Goretsky, 1 class. EMC "School of Russia" A. A. Pleshakov, 4th grade EMC "School of Russia" A. A. Pleshakov, 3rd grade EMC "School of Russia" A. A. Pleshakov, 2nd grade EMC "School of Russia" A. A. Pleshakov, 1st grade EMC "School of Oleg Gabrielyan", 10th grade UMK "French in perspective" E. M. Beregovskaya and others, 4th grade. (deep). UMK "French in perspective" N.M. Kasatkina and others, 3rd grade. (deep). UMK "French in perspective" N. M. Kasatkina and others, 2nd grade. (deep). UMK "French in perspective" E. Ya. Grigorieva, 9th grade. (deep). UMK "French in perspective" E. Ya. Grigorieva, 8th grade. (deep). UMK "French in perspective" A. S. Kuligin, 7th grade. (deep). EMC "French in perspective" A. S. Kuligin, 6th grade (deep). EMC "French in perspective" A. S. Kuligin, 5th grade (deep). UMK "French in perspective" G.I. Bubnova and others, 11th grade. (deep). UMK "French in perspective" G. I. Bubnov and others. , 10 cells (deep). EMC "Universum" S.V. Gromov, 11th grade EMC "Universum" S.V. Gromov, 10th grade UMK "Technology. Sewing business" 7 cells. UMK "Technology. Plumbing" 6th grade. UMK "Technology. Agricultural labor" 9th grade. UMK "Technology. Agricultural labor" 8th grade. UMK "Technology. Agricultural labor" 7th grade. UMK "Your friend is the French language" A. S. Kuligina and others, grade 9 UMK "Your friend is the French language" A. S. Kuligina and others, 8th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 7th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 6th grade. UMK "Your friend is French" A. S. Kuligina and others, 5th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 4th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 3rd grade. UMK "Your friend is the French language" A. S. Kuligina and others, 2nd grade. UMK "Spheres". Yu.A. Alekseev, 11th grade UMK "Spheres". Yu.A. Alekseev, 10th grade UMK "Spheres". E. A. Bunimovich, 6th grade UMK "Spheres". E. A. Bunimovich, 5th grade UMK "Spheres". D.Yu, Bovykin, 8th grade UMK "Spheres". D.Yu, Bovykin, 7th grade UMK "Spheres". IN AND. Ukolova, 5th grade UMK "Spheres". V. P. Dronov, 9th grade UMK "Spheres". V. P. Dronov, 8th grade UMK "Spheres". V. I. Ukolova, 6th grade UMK "Spheres". A. P. Kuznetsov, 7th grade UMK "Spheres". A. A. Lobzhanidze, 6th grade UMK "Spheres". A. A. Lobzhanidze, 5th grade UMK "Spheres" Chemistry, 9 cells. UMK "Spheres" Chemistry, 8 cells. UMK "Spheres" Social science 5 cells. UMK "Spheres" L.S. Belousov, A.Yu. Vatlin, 9th grade UMK "Spheres" L. N. Sukhorukova, 7th grade. UMK "Spheres" L. N. Sukhorukova, 6th grade UMK "Spheres" L. N. Sukhorukova, 5th grade UMK "Spheres" L. N. Sukhorukova, 11 cl. (prof). UMK "Spheres" L. N. Sukhorukova, 10-11 cells. (base). UMK "Spheres" L. N. Sukhorukova, 10 cells. (prof). UMK "Spheres" V. S. Kuchmenko, 9th grade UMK "Spheres" V. S. Kuchmenko, 8 cells. UMK "Spheres" V.V. Belaga, 9th grade UMK "Spheres" V.V. Belaga, 8th grade UMK "Spheres" V.V. Belaga, 7th grade UMK "Spheres" A. A. Danilov, 9th grade UMK "Spheres" A. A. Danilov, 8th grade UMK "Spheres" A. A. Danilov, 7th grade UMK "Spheres" A. A. Danilov, 6th grade EMC "Blue Bird" E. M. Beregovskaya, 5th grade EMC "Blue Bird" N. A. Selivanova, 9th grade EMC "Blue Bird" N. A. Selivanova, 7th grade EMC "Blue Bird" N. A. Selivanova, 6th grade EMC "Agricultural labor", 8th grade EMC "Agricultural labor", 7th grade. EMC "Agricultural labor", 6th grade UMK "Continuity" UMK "Polyarnaya Zvezda". Yu. N. Gladky, 11th grade UMC "Polar Star". Yu. N. Gladky, 10th grade EMC "Polar Star" A.I. Alekseev, 9th grade EMC "Polar Star" A.I. Alekseev, 8th grade EMC "Polar Star" A.I. Alekseev, 7th grade EMC "Polar Star" A. I. Alekseev, 6th grade EMC "Polar Star" A. I. Alekseev, 5-6 cells. EMC "Polar Star" A. I. Alekseev, 5th grade UMK "Perspective" N.I. Rogovtseva, 4th grade UMK "Perspective" N.I. Rogovtseva, 3rd grade UMK "Perspective" N. I. Rogovtseva, 2nd grade UMK "Perspective" N. I. Rogovtseva, 1 class. UMK "Perspective" L.F. Klimanov, 4th grade UMK "Perspective" L.F. Klimanov, 4th grade UMK "Perspective" L.F. Klimanov, 3rd grade UMK "Perspective" L.F. Klimanov, 3rd grade UMK "Perspektiva" L. F. Klimanov, 2nd grade UMK "Perspektiva" L. F. Klimanov, 2nd grade UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspektiva" A. A. Pleshakov, 4th grade UMK "Perspektiva" A. A. Pleshakov, 3rd grade UMK "Perspektiva" A. A. Pleshakov, 2nd grade UMK "Perspektiva" A. A. Pleshakov, 1 class. UMK "Fundamentals of Cooking", 10th grade UMK "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia", 5th grade. EMC "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia", 4th grade. EMC "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia", 4th grade. UMK "Objective" E. Ya. Grigorieva, 11th grade UMK "Objective" E. Ya. Grigorieva, 10th grade UMC "Mosaic". N. D. Galskova, 9th grade (deep). UMC "Mosaic". N. D. Galskova, 8th grade (deep). UMC "Mosaic". N. D. Galskova, 7th grade (deep). UMC "Mosaic". N. D. Galskova, 6th grade (deep). UMC "Mosaic". N. D. Galskova, 5th grade (deep). UMC "Mosaic". L. N. Yakovleva, 11th grade (deep). UMC "Mosaic". L. N. Yakovleva, 10th grade (deep). EMC "MSU - school" S. S. Berdonosov, 9th grade. EMC "MSU - school" S. S. Berdonosov, 8th grade. EMC "MSU - school" S. M. Nikolsky, 9th grade. EMC "MSU - school" S. M. Nikolsky, 8th grade. EMC "MSU - school" S. M. Nikolsky, 7th grade. EMC "MSU - school" S. M. Nikolsky, 6th grade. EMC "MGU - school" S. M. Nikolsky, 5th grade. EMC "MSU - school" S. M. Nikolsky, 11th grade. (basic / professional). EMC "MSU - school" S. M. Nikolsky, 10th grade. (basic/prof.). EMC "MSU - school" S. V. Novikov, 10th grade (prof). EMC "MSU - school" N. S. Borisov, 10th grade (bases). - A. A. Levandovsky, 11th grade. (bases). TMC "MSU - School" L. S. Atanasyan, 11th grade (basic / professional). TMC "MSU - school" L. S. Atanasyan, 10 cells. (basic / professional). EMC "MSU - school" V.P. Smirnov, 11th grade. (prof). EMC "MSU - school" A. O. Soroko-Tsyupa, 11th grade. (bases). EMC "MSU - school" A. A. Levandovsky, 11th grade. (bases). EMC "Lomonosov" A. A. Fadeeva, 9th grade EMC "Lomonosov" A. A. Fadeeva, 8th grade EMC "Lomonosov" A. A. Fadeeva, 7th grade UMC "Lyceum" A. A. Pinsky, 9th grade (deep.) UMK "Lyceum" A. A. Pinsky, 8th grade. (deep.) UMK "Lyceum" A. A. Pinsky, 7th grade. (Deeper) UMK "Line of Life". V. V. Pasechnik, 9th grade UMK "Line of Life". V. V. Pasechnik, 8th grade UMK "Line of Life". V. V. Pasechnik, 7th grade UMK "Line of Life". V. V. Pasechnik, 6th grade UMK "Line of Life". V. V. Pasechnik, grades 5-6 of the TMC "Line of Life". V. V. Pasechnik, 5th grade UMK "Labyrinth" I. Yu. Aleksashina, 5th grade UMK "Labyrinth" I. Yu. Aleksashina, 11th grade UMK "Labyrinth" I. Yu. Aleksashina, 10 cells UMK "Contacts" G.I. Voronin, 11th class. EMC "Classic Course" G. Ya. Myakishev, 11th grade EMC "Classic Course" G. Ya. Myakishev, 10th grade UMC "So, German!" N. D. Galskova, 11th grade EMC "Star English", K. M. Baranova, grade 9 EMC "Star English", K. M. Baranova, 8th grade EMC "Star English", K. M. Baranova, 7th grade EMC "Star English", K. M. Baranova, 6th grade EMC "Star English", K. M. Baranova, 5th grade EMC "Star English", K. M. Baranova, 4th grade EMC "Star English", K. M. Baranova, 3rd grade EMC "Star English", K. M. Baranova, 2nd grade EMC "Star English", K. M. Baranova, 11th grade EMC "Star English", K. M. Baranova, 10th grade UMK "Star English", K. M. Baranova, 1 class. UMK "Tomorrow" S.V. Kostyleva et al., 9th grade EMC "Tomorrow" S.V. Kostyleva et al., 8th grade EMC "Tomorrow" S.V. Kostyleva et al., 7th grade EMC "Tomorrow" S.V. Kostyleva and others, 6th grade EMC "Tomorrow" S.V. Kostyleva and others, grades 5-6 of the EMC "Tomorrow" S.V. Kostyleva and others, 10th grade of EMC "Business French" by I. A. Golovanova, 10th grade. (elekt). UMK "Horizons" M. M. Averin, 9th grade UMK "Horizons" M. M. Averin, 8th grade UMK "Horizons" M. M. Averin, 7th grade UMK "Horizons" M. M. Averin, 6th grade UMK "Horizons" M. M. Averin, 5th grade UMK "Geeks" G.V. Yatskovskaya, 5th grade TMC "Geeks Plus" O. A. Radchenko, 8th grade TMC "Geeks Plus" O. A. Radchenko, 7th grade UMK "Geeks Plus" O. A. Radchenko, 6th grade UMK "Meetings" N. A. Selivanova et al., grades 8-9 UMK "Meetings" N. A. Selivanova et al. (Electr.) UMK "Archimedes" O. F. Kabardin, 9th grade. EMC "Archimedes" O.F. Kabardin, 8th grade EMC "Archimedes" O. F. Kabardin, 7th grade EMC "Archimedes" K. Yu. Bogdanov, 11th grade EMC "Archimedes" K. Yu. Bogdanov, 10th grade UMK "English in focus", Yu. E. Vaulina, 9th grade. UMK "English in focus", Yu. E. Vaulina, 8th grade. UMK "English in focus", Yu. E. Vaulina, 7th grade. UMK "English in focus", Yu. E. Vaulina, 6th grade. UMK "English in focus", Yu. E. Vaulina, 5th grade EMC "English in Focus", O. V. Afanaseva, 11th grade EMC "English in Focus", O. V. Afanaseva, 10th grade UMK "English in focus", N. I. Bykova, 4th grade EMC "English in focus", N. I. Bykova, 3rd grade EMC "English in focus", N. I. Bykova, 2nd grade UMK "English in focus", N. I. Bykova, 1 class. UMK "Academy" A. A. Pinsky, 11th grade (ang.). UMK "Academy" A. A. Pinsky, 10th grade (ang.). UMK "ABC bookbinder", 5 cells. Russian language. Literacy education. (1) Russian language. Literacy education. (0) Russian language and literary reading, grade 4 Russian language and literary reading, grade 3 Russian language and literary reading, 2nd grade Russian language and literary reading, 1st grade Russian language (9) Russian language (8) Russian language (7) Russian language (6) Program edited by BM Nemensky. Visual arts, 5 years Program edited by B. M. Nemensky. Visual Arts, 4 years Program edited by BM Nemensky. Visual arts, 3 years Natural history. (5) Continuity Acquaintance with the outside world. Preparing, 1st and 2nd grades. Guidelines (Types I and II) Young Learners" Portfolio Wuthering Heights Wishes B2.2 Wishes B2.1 White Fang Welcome Starter b Welcome Starter a Welcome Plus 6 Welcome Plus 5 Welcome Plus 4 Welcome Plus 3 Welcome Plus 2 Welcome Plus 1 Welcome 3 Welcome 2 Welcome 1 Upstream Upper-Intermediate B2+ Upstream Proficiancy C2 Upstream Pre-Intermediate B1 Upstream Level B1+ Upstream Intermediate B2 Upstream Elementary A2 Upstream Beginner A1+ Upstream Advanced C1 Upload 4 Upload 3 Upload 2 Upload 1 Treasure Island The Worms The Wonderful Wizard of Oz The Wind in the Willows The Wild Swans The Ugly Duckling The Time Machine The Tiger Shark The Three Billy Goats Gruff The Teacher's Basic Tools The Story of Santa Claus The Stone Flower The Speckled Band The Snow Queen The Shoemaker & his Guest The Shepherd Boy & the Wolf The Selfish Giant The Prisoner of Zenda The Prince and the Pauper The Portrait of Dorian Gray The Phantom of the Opera The Octopus The Nightingale & the Rose The Mysterious Island The Merchant of Venice The Maori People The Man in the Iron Mask The lost world The Loggerhead The Little Red Hen The Little Mermaid The Lion & the Mouse The Last of the Mohicans The Humpback Whale The Hound of the Baskervilles The Hare & the Tortoise The happy prince The Hammerhead Shark The Great White Shark The Golden Stone Saga II The Golden Stone Saga I The Giant turnip The Ghost The Frog Princess The Fisherman and the Fish The Father & his Sons The Creeping Man The Cracow Dragon The Canterville Ghost The Bottlenose Dolphin The Blue Scarab The Ant & the Cricket The Amazon Rainforest 2 The Adventures of Huckleberry Finn The 7 Wonders of the Ancient World The 7 Engineering Wonders of the Modern World Teaching Young Learners Swan Lake Successful Writing Upper-Intermediate Successful Writing Proficiency Successful Writing Intermediate Storytime Storyland Spark 4 (Monstertrackers) S park 3 (Monstertrackers) Spark 2 (Monstertrackers) Spark 1 (Monstertrackers) Snow White & the 7 Dwarfs Sleeping Beauty Skills First: The Magic Pebble Skills First: The False Smile Skills First: The Castle by the Lake Skills Builder STARTER 2 Skills Builder STARTER 1 Skills Builder MOVERS 2 Skills Builder MOVERS 1 Skills Builder FLYERS 2 Skills Builder FLYERS 1 Sivka-Burka Simon Decker & the Secret Formula Set Sail 4 Set Sail 3 Set Sail 2 Set Sail 1 Romeo & Juliet Robinson Crusoe Robin Hood Reading Stars Reading & Writing Targets 3 Reading & Writing Targets 2 Reading & Writing Targets 1 Pygmalion Puss in Boots Pride & Prejudice Practice Tests for the PET Practice Tests for the KET Practice Tests for the BEC Vantage Practice Tests for the BEC Preliminary Practice Tests for the BEC Higher Peter Pan Perseus and Andromeda Orpheus Descending On Screen B2+ On Screen B2 Oliver Twist (illustrated readers) Oliver Twist (classic readers) New Patches for O ld Mowgli Moby Dick Mission IELTS 1 Mission 2 Mission 1 Merry Christmas Macbeth Little Women Little Red Riding Hood Life Exchange Letterfun Kidnapped Journey to the Center of the Earth Jane Eyre Jack and the Beanstalk Interactive 2 Interactive 1 IELTS Practice Tests 2 IELTS Practice Tests 1 Henry Hippo Happy Rhymes 2 Happy Rhymes 1 Happy Hearts Starter Happy Hearts 2 Happy Hearts 1 Hansel & Gretel Hampton House Hamlet Hallo Happy Rhymes Great Expectations Grammarway 4 Grammarway 3 Grammarway 2 Grammarway 1 Grammar Targets 3 Grammar Targets 2 Grammar Targets 1 Good Wives Goldilocks and the Three Bears Gharial Crocodiles Game On Fun with English 6 Fun with English 5 Fun with English 4 Fun with English 3 Fun with English 2 Fun with English 1 Frankenstein FCE Use of English 2 FCE Use of English 1 FCE Practice Tests 2 FCE Practice Tests

Since the 2011/2012 academic year, all educational institutions in Russia have switched to the new Federal State Educational Standard for Primary General Education (FSES IEO).

Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the "Law on Education" and are "a set of requirements that are mandatory for the implementation of basic educational programs of primary general education (BEP IEO) by educational institutions with state accreditation." The official order on the introduction of the Federal State Educational Standard of the IEO and the text of the Standard can be found on the website of the Ministry of Education and Science of Russia: http://www.edu.ru/db-mon/mo/Data/d_09/m373.html. The materials on the Federal State Educational Standard of the IEO are posted on the website http://standart.edu.ru/catalog.aspx?CatalogId=223.

The federal state educational standard is a combination of three systems of requirements:

requirements for the result of education,
requirements for the structure of the main educational programs (how the school builds its educational activities),
requirements for the conditions for the implementation of the standard (personnel, finance, material and technical base, information support, etc.).

What is the difference between the new standards and the current ones?

The fundamental difference between the new standards is that the goal is not subject, a personal result. What is important, first of all, is the personality of the child himself and the changes that occur with him in the process of learning, and not the amount of knowledge accumulated during schooling. Distinctive feature of the new Federal State Educational Standard of primary school is its activity character, which sets the main goal of developing the personality of the student. The education system is abandoning the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end of primary education.

The goal of education is not the accumulation of specific knowledge and individual skills, but the formation of universal educational skills and, on their basis, the assimilation of basic knowledge, and most importantly, the ability to independently update and improve one's education in accordance with the conditions of a rapidly changing world.

An integral part of the core the standard of the second generation are universal learning activities (UUD). UUD is understood as "general educational skills", "general methods of activity", "above-subject actions", etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of Primary General Education sets the activity approach in the educational process of primary school.

An important element in the formation of universal educational activities students at the stage of primary general education, ensuring its effectiveness, are the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to correctly apply them (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD.

The program for the formation of universal educational activities includes the subprogram "Formation of students' ICT competence".

What are the requirements for student outcomes set by the Standard?

The requirements for learning outcomes are formulated in the form of: personal, meta-subject and subject results.

personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual and personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;
metasubject, including the development by students of universal learning activities (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts;
subject, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of “the graduate will learn...”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn...”, failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next level of education.

The graduate will learn to independently title the text and create a text plan.

The graduate will have the opportunity to learn how to create a text according to the proposed heading.

Educational standards of the second generation impose new requirements on the system of education in an educational school. In this regard, new approaches to the organization of the educational process are needed. One of them may be the design and solution project tasks in elementary school, which are the start for project activities in the future.

In this regard, the use of techniques and methods in the educational process that contribute to the formation of the ability to independently obtain new knowledge, collect the necessary information, the ability to put forward hypotheses, draw conclusions and conclusions becomes more relevant. They try to solve this problem in elementary school, in particular, through the organization of project activities. Project activities of students- joint educational, cognitive, creative or play activities of students, having a common goal, agreed methods, methods of activity, aimed at achieving a common result of activity. An indispensable condition for project activities is the presence of pre-developed ideas about the final product of the activity, design stages (development of a concept, determination of the goals and objectives of the project, available and optimal resources for activities, creation of a plan, programs, organization of activities for the implementation of the project) and project implementation, including its comprehension and reflection of performance results.

Project tasks play a special role in the formation of educational cooperation in small groups. Interacting in groups, children understand that in order to achieve a common goal, all participants need to agree among themselves, develop a common strategy for solving a problem, distribute responsibilities, and provide mutual assistance in the process of solving a problem. Thus, the solution of project tasks contributes to the development of a sense of responsibility, the formation of the ability to communicate, negotiate, and be sensitive to peers.

What is extracurricular activity, what are its features?

The standard assumes the implementation in an educational institution of both classroom and extracurricular activities. Extracurricular activities are organized in the areas of personal development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).

Extracurricular activities may include: doing homework (starting from the second half of the year), individual lessons of a teacher with children who require psychological, pedagogical and correctional support (including individual lessons in the formulation of oral speech, handwriting and writing, etc. ), individual and group consultations (including remote ones) for children of various categories, excursions, circles, sections, round tables, conferences, disputes, school scientific societies, olympiads, competitions, search and scientific research, etc.

The time allotted for extracurricular activities is not included in the maximum allowable workload of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of the students.

How will student work be evaluated?

Each student will have a portfolio. That is, a certain complex portrait, which will consist, firstly, of an assessment of knowledge and - since the extracurricular part is also important for us now - take into account all the achievements, diplomas, documentary evidence of his participation in certain extracurricular creative, intellectual, sports events. There will also be the results of pedagogical observations, psychological testing, which will show the level of development of his communication skills, tolerance, since these are also the requirements of new standards. There are a lot of psychotests, now the task is to select those that are not labor-intensive, that are correctly understood by teachers, and that give the most objective assessment.

The portfolio should show how the student develops, how his potential grows, what problems he had. Let's say why the student is doing well in the artistic and aesthetic direction, but with mathematics he is still on the "you". Or why his health is deteriorating.

The components of the cumulative assessment (what the portfolio will consist of) will be approved by the beginning of the academic year. But the general mechanism will be as follows: a comprehensive assessment that takes into account educational and extracurricular achievements, the personal development of the child.

The standard refers to the main results of primary general education:

formation of universal and substantive methods of action, as well as a basic knowledge system that provides the possibility of continuing education in a basic school;
education of the basics of the ability to learn - the ability to self-organize with the aim of setting and solving educational, cognitive and educational and practical tasks;
individual progress in the main areas of personality development - motivational-semantic, cognitive, emotional, volitional, self-regulation.

The requirements of the Standard are the basis for the formation of a system of state control and evaluation of the quality of education.

Requirements for the conditions for the implementation of the main educational program of primary general education:

Main task: creation of a comfortable developing educational environment,

ensuring the high quality of education, its accessibility, openness and attractiveness for students, their parents and the whole society, spiritual and moral development and education of students;
guaranteeing the protection and strengthening of the physical, psychological and social health of students;
comfortable in relation to students and teaching staff.

In connection with the transition of educational institutions to the new standard Publishing house "Prosveshchenie" publishes series "Standards of the second generation". The series was founded in 2008. The purpose of publishing books in the series is to provide educational institutions with normative and methodological manuals that will help heads of educational institutions, teachers and methodologists to successfully switch to a new standard of general education.
Series books "Standards of the second generation" conditionally can be divided into several groups:
- directly the standards themselves for each stage (primary, basic, secondary (complete)) of general education;
- books that can conditionally be called fundamental, i.e., these are publications on which GEF-2 relies;
- books that reveal and specify the main requirements of the new educational standard.