"Education Center №13

named after Hero of the Soviet Union N.A. Kuznetsov "

REQUIREMENTS FOR ADDITIONAL EDUCATIONAL EDUCATIONAL PROGRAMS

Tambov 2017

Compiled by O.V. Kobozeva

senior methodologist for additional education

Requirements for additional general educational programs (guidelines) / comp .: O.V. Kobozeva; MAOU "Education Center No. 13 named after Hero of the Soviet Union N.A. Kuznetsov". - Tambov, 2017. - 23 p.

When developing these guidelines, guidelines were taken into account for the design of additional general developmental programs (Letter of the Ministry of Education and Science of Russia "On the direction of recommendations" dated November 18, 2015 No. 09-3242); methodological recommendations "Requirements for additional general educational programs and programs of summer health camps" TOGBOU DO "Center for the Development of Creativity of Children and Youth" 2016.

Introduction

A supplementary education program is a document of effective economic management of the educational process, based on the personification of funding, "providing support for motivation, freedom of choice and building the educational trajectory of participants in supplementary education" ( Federal To concept

development of additional education for children) (hereinafter the Concept).

The grounds for the design and implementation of additional general developmental programs are:

Freedom of choice of educational programs and the mode of their development;

Compliance of educational programs and forms of additional education with the age and individual characteristics of children;

Variability, flexibility and mobility of educational programs;

Multilevel (graded) educational programs;

Modularity of the content of educational programs, the possibility of offsetting results;

Orientation to metasubject and personal results of education;

The creative and productive nature of educational programs;

Open and networked implementation.

technical, natural science, physical culture and sports, art, tourism and local history, social and pedagogical.

Formation and development of students' creative abilities;

Meeting the individual needs of students in intellectual, artistic, aesthetic and moral development, as well as in physical culture and sports;

Formation of a culture of a healthy and safe lifestyle, strengthening the health of students;

Providing spiritual and moral, civil-patriotic, military-patriotic, labor education of students;

Identifying, developing and supporting talented students and individuals of outstanding ability;

Vocational guidance of students;

Creation and provision of the necessary conditions for personal development, health promotion, professional self-determination and creative work of students;

Preparation of the sports reserve and high-class athletes in accordance with federal standards of sports training, including among students with disabilities and children with disabilities;

Socialization and adaptation of students to life in society;

Formation of the general culture of students;

Meeting other educational needs and interests of students that do not contradict the legislation of the Russian Federation, carried out outside the federal state educational standards and federal state requirements.

The quality of the content of each educational program in accordance with the requirements of the legislation will largely depend on the quality of the educational services provided in the educational organization.

Requirements for the organization of the educational process for additional general developmental programs are standardized by SanPiN 2.4.4.3172-14 "Sanitary and epidemiological requirements for the device, content and organization of the operating mode of educational organizations of additional education for children"

Level differentiation of additional

general educational programs

According to the Concept, one of the principles of design and implementation of additional general education programs is multilevel.

These programs provide all children with the opportunity to study independently.

from abilities and level of general development. Multilevel refers to the observance, in the development and implementation of supplementary education programs, of such principles that make it possible to take into account different levels of development and different degrees of mastery of the content by children. Such programs involve the implementation of parallel processes of mastering the content of the program at its different levels of depth, accessibility and varying degrees of complexity, based on the diagnosis and starting capabilities of each participant in the program under consideration.

1. "Starting level". It involves the use and implementation of generally available and universal forms of organizing the material, the minimum complexity of the proposed for the development of the content of the program.

1. "A basic level of". Assumes the use and implementation of such

forms of organization of the material, which allow the development of specialized knowledge and language, are guaranteed to provide the transmission of a general and holistic picture within the framework of the content-thematic direction of the program.

1. "Advanced level". It involves the use of forms of organizing the material that provide access to complex (possibly highly specialized) and non-trivial sections within the content-thematic direction of the program. It also involves an in-depth study of the content of the program and access to near-professional and professional knowledge within the framework of the content-thematic direction of the program.

Each participant in the program must have the right to start access to any of the presented levels, which is implemented through the organization of conditions and procedures for assessing the initial readiness of the participant (where one or another degree of readiness to master the content and material of the level declared by the participant is determined).

Each of the three levels should assume universal accessibility for children with any kind and type of psychophysiological characteristics. In turn, the material of the program should take into account the health features of those children who may experience difficulties in reading, listening or performing any manipulations with the material offered to them.

An additional general education program should have its own matrix describing the system of levels of complexity of the content of the program and the corresponding achievements of the participants.

Organizational design model

additional general educational programs

The structure of additional general education

general developmental program

Additional general educational general development program

should include the following structural elements:

Title page

Block number 1. "A complex of basic characteristics of an additional general educational general developmental program"

1.1. Explanatory note

1.2. Purpose and objectives of the program

1.4. Planned results

Block number 2. "Complex of organizational and pedagogical conditions

implementation of additional general educational

programs"

2.1. Training calendar

2.2. Conditions for the implementation of the program

2.3. Forms of certification

2.4. Evaluation materials

2.5. Methodical materials

2.6. Bibliography

Title page of the program

Example:

Education Committee of the Tambov City Administration

Municipal autonomous educational institution

"Education Center No. 13 named after Hero of the Soviet Union N.A. Kuznetsov"

Additional general educational general developmental program

artistic orientation

" the name of the program "

(program level)

Students age: 10-12 years old

Full name,

additional education teacher

Tambov 2017

Information card:

Example

Requirements for additional general educational programs

Block number 1. "A set of basic characteristics of an additional general educational general developmental program"

1.1. Explanatory note

Reveals focus additional general education

general developmental program.

Focus (profile) of education- orientation of the educational program to specific areas of knowledge and (or) types of activity, which determines its subject-thematic content, the prevailing types of educational activities of the student and the requirements for the results of mastering the educational program (ФЗ Ch. 1 Article 2 item 25).

Focus (profile) of the program: technical, natural science, physical culture and sports, art, tourism and local history, social and pedagogical (The procedure is clause 9).

By the form of organization: individually oriented, group, studio, circle.

The level of education-primary general education

The level of mastering the program: starting (short-term), basic, in-depth.

The novelty of the program

Example:The novelty of the program is what... Further, using reflective degree of novelty the words “for the first time”, “concretized”, “supplemented”, “expanded”, “deepened”, etc., briefly explains what the compiler has made significant in developing the program in comparison with programs similar in content, methods and organizational forms of implementation the proposed material (the reasons for these innovations are explained in the heading "Pedagogical expediency").

The novelty of this additional general educational general developmental program is based on the understanding of the priority of educational work aimed at developing the intellect of an athlete, his moral-volitional and moral qualities.

Relevance of the program

The relevance of the program is formulated briefly, specifically, without unnecessary descriptions: why do modern children need a specific program. A reasoned justification is given for the possibility of solving the stated problem in the process of the activity proposed by the students (the chosen forms, methods, means of educational activity in accordance with the goals and objectives).

Relevance can be based on:

analysis of social problems;

research materials;

analysis of pedagogical experience;

analysis of child or parental demand;

modern requirements for the modernization of the system of additional education;

the potential of the educational institution;

social order of the municipality and other factors.

Examples:

The relevance of the program is due to the fact that currently ...

Among the most pressing problems is ...

The relevance of the proposed program is determined by the request from children and their parents for programs of artistic and aesthetic development of primary schoolchildren, the material and technical conditions for the implementation of which are available only on the basis of our House of Children's Creativity.

• at present, an important element of youth policy is work with the leaders of children's public associations. The relevance of the additional general educational general developmental program "How to lead" is based on the need to train youth leaders - organizers of the activities of children's public associations at the present stage of development of society.

Pedagogical expediency

• this paragraph provides a reasoned justification for pedagogical actions within the framework of an additional general educational program:

selected forms;

methods of educational activities;

means of educational activity (in accordance with the goals and objectives);

organization of the educational process.

Briefly explains why it is the means offered in the program that are most effective for those children for whom it is intended. What changes will happen in children, if they are included in the proposed activities, if they absorb the proposed content, if their work is organized in the proposed forms.

Examples:

This program is pedagogically expedient, because during its implementation, the school museum, remaining an independent structural unit, becomes an important and integral component that contributes to the formation of historical and civic consciousness, the education of patriotism, a tolerant attitude towards people, instills skills

professional activities: research, search, literary, museum studies.

Effective for the literary development of children is such an introduction of theoretical material, which is caused by the requirements of creative practice. The child must formulate the task himself, new

knowledge of theory will help him in the process of solving this problem. This method allows you to maintain a high creative tone in class when referring to theory and leads to its deeper assimilation.

The pedagogical expediency of the program is due to the possibility of introducing students to the best traditions of the world musical and artistic culture through fascinating and informative interactive forms of educational and creative activity.

Distinctive features

• this subsection should indicate on the basis of which (what) programs this program was developed; you can name the programs and authors, whose experience was generalized and used in the development of this program, note the features of this program (what is the difference, if any, from similar programs).

Examples:

• During the development of the program, materials of additional general educational general development programs were analyzed ………… ..

Distinctive features of this additional general educational general developmental program from those already existing in this area are that ...

The specificity of the intended activities of children is due to ...

Practical lessons in the program are related to the use of computer technology ...

The program is focused on the use of a wide range of ...

• the structure of the program includes (how many?) educational blocks: theory, practice, project, or "The content of the program is combined into __ thematic modules, each of which implements a separate task ...". All educational blocks provide not only the assimilation of theoretical knowledge, but also the formation of activity-practical experience. Practical tasks contribute to the development of creative abilities in children, the ability to create (author's models), or "Practical work is based on the implementation of creative tasks to create ...").

In order to bring students _____ years old to mastering ____, the ________ method is proposed (below, the features of the application of this method are briefly described).

The proposed program is _______. It is built around ____.

Program addressee

This paragraph must indicate:

what age of children is the program addressed to; the expected composition (of the same or different ages);

Examples:

The program is addressed to children from __7____ to ___10____ years old.

Children ________ years old are able at (what?) Level to complete the proposed tasks ...

The program is addressed to children (adolescents, girls, boys) _________ years old.

Finally, the expediency of the uneven-age composition of the group can be substantiated, indicating the characteristics of work with each of the ages (or age groups).

Conditions for enrollment

All interested persons are accepted for training (without medical contraindications); there is a selection based on listening, testing, viewing works, having basic knowledge in the field, etc.

Number of students

The number of students in the association depends on the focus of the program, is determined by the Charter of the educational organization, taking into account the recommendations of SanPiN.

Examples:

• group of 1 year of study -15 people;

• groups of the 2nd and subsequent years -15 people.

The volume and duration of the development of the program

• this paragraph indicates the duration of training for this program and the number of hours of training for each year.

Variation in the duration of the program for any year of study is allowed, while the necessity and validity of this variability for students is indicated.

Examples:

4 years of study - 38 hours each year of study

Example:

1 year of study - 144, or 108, or 72 hours, depending on:

psychological readiness for learning;

physical level of students' readiness to master additional

general educational general developmental program;

intellectual level readiness pupils To assimilation

educational program, etc.

Psychological readiness, the level of readiness of students to master the educational program, etc. are determined by the results of testing during recruitment, during training, etc.

Forms and mode of training

How many lessons per week, the duration of one lesson, the need to divide into subgroups or individual lessons.

Examples:

The program is designed for _4__ years of study.

• year of study: __38 _____ hours per year,
• year of study: __38____ hours per year,
• year of study: __38____ hours per year, etc.

The first period is introductory and is aimed at initial acquaintance with ..., the second is at the basic training of children, the third is devoted to the preparation of creative projects.

The forms of classes are determined by the number of children, the characteristics of the material, the place and time of the class, the means used, etc. When identifying the forms of classes, they should be combined by a single classification criterion.

As a rule, the following groups of forms of training organization are distinguished:

by the number of students participating in the lesson (collective, sometimes the frontal work of the teacher is highlighted with the whole group at once at the same pace and with common tasks), group, individual);

by the peculiarities of communicative interaction teacher and children (lecture, seminar, laboratory work, workshop, excursion, Olympiad, conference, workshop, laboratory, competition, festival, reporting concert, etc.);

for a didactic purpose(introductory lesson, lesson on deepening knowledge, practical lesson, lesson on systematization and generalization of knowledge, on control of knowledge, skills and abilities, combined forms of training).

Examples:

Classes in this program consist of theoretical and practical parts, and more time takes _______

part. The form of classes can be defined as (creative, independent, studio, …… ..) the activity of students.

Or:Classes include organizational, theoretical and the practical part. The organizational part must ensure the availability of all materials and illustrations necessary for the work. Theoretical part

lessons during work should be as compact as possible and include the necessary information about the topic and subject of knowledge.

Forms of organizing student activities in class:

individual,

group,

work in subgroups,

ensemble,

general orchestral, etc.

1.2. Purpose and objectives of the program

Target -process, this is the "image of the result" on which all efforts of the teacher and students will be directed.

The goal should be specific, the results of its achievement should be measurable. pre-anticipated training outcome

The wording of the tasks should be clear and concise, include a key word (provide, work out, master, organize, create, etc.).

Examples of goal statements:

1. Formation of a moral and creative personality through mastering the Russian folk manner of performing the song repertoire.

1. Formation of a general culture of personality, instilling in students ethical and moral norms of behavior through familiarity with the rules of etiquette.

1. Formation of high spiritual qualities and aesthetics of behavior by means of vocal art.
2. Formation of interest in choral culture among children and adolescents.

1. Strengthening the mental and physical health of children through motor sports.

1. Formation of the child's personality through broadening horizons and studying regional studies.

1. The development of the student's motivation for knowledge and creativity through his passion for historical local lore, the history of his native land.

1. Introducing students to universal human values ​​through social studies.
2. Prevention of antisocial behavior.

1. Development of a child's personality, capable of creative self-expression through mastering the basics of choreography.

1. The development of cognitive, creative and musical abilities of primary schoolchildren in the process of cultural and aesthetic education and the formation of systemic knowledge about the traditions of musical and artistic culture of different countries of the world.

Tasks should be formulated in a single key, adhering to a single verb form in all formulations.

The objectives of the program - specific "ways" to achieve the goal; they should be logically consistent with the goal and demonstrate its achievement.

Setting goals answers the question "What needs to be done" to achieve the goal.

• the objectives of the program should reflect all the content directions of educational activities:

educational (acquisition of certain knowledge, abilities, skills, competencies, etc.);

developing (development of motivation for a certain type of activity, needs for self-development, independence, responsibility, activity

• etc.);

educating (the formation of social activity of the individual, civic position, culture of communication and behavior in society, healthy lifestyle skills, etc.).

The wording of the objectives should be correlated with the predicted results.

An example of using verbs to formulate tasks:

to acquaint, train, form, provide, expand, support

hold, provide an opportunity;

to form, teach, promote, develop, to attach,

educate, deepen, etc..

Approximate formulations of program objectives educational:

the formation of students' ideas about ……………………………………;

acquaintance of students with …………………………………………………… .;

developing:

development of students' musical memory;

integrated development of regional and cultural ideas of students;

developing students' emotional responsiveness to music, as well as a sense of national musical flavor;

development of students' imagination and imaginative thinking in the process of creative implementation of knowledge from the field of musical culture;

educational:

formation of a culture of listening to music among students;

fostering interest, love for national culture and musical traditions, respect for folk traditions;

education of cognitive interest and conscious motivation to continue independent study of national musical and artistic traditions.

Syllabus

• currently in methodological literature (Builova L.N., Voronin E.A. and etc.) the attention of teachers is drawn to the modular principle of program development . This principle consists in the integration of educational material into a number of educational modules, where the module is a logically completed, relatively independent part of the educational program that forms a certain competence or a group of competencies in the course of development.

Such a program may include a basic (mandatory) module and optional modules (for example, modules for gifted children and children with disabilities; modules at different levels of mastering the program; built in the logic of certain types of activities for

program, for example, a project activity module, a research activity module, etc.).

If the program is designed for more than a year of study, then the curriculum is drawn up for each year, and all other sections of the program may be general. In this case, the curriculum should reflect peculiarities each year of study.

• column "TOTAL" the number of hours of theoretical and practical training is summed up.

Curriculum design

Example:

Syllabus

third year of study

Registration of the content of the curriculum

Example:

Section 1. " Introduction»

Topic number 1.1. " Safety engineering ».

Theory. Basic safety rules when working with the designer. Rules of conduct when working in pairs, in groups.

Topic number 1.2. " Acquaintance with the WeDo constructor. Elements of the set ".

Practice. Working with the designer: familiarity with the parts and elements of the set.

Section 2. " Study of mechanisms»

Topic No. 2.1. " Gear wheels ".

Practice. Working with the designer: drawing up a sketch of a gear wheel. Finding a cogwheel among the parts of the constructor

1.4. Planned results

The planned results of mastering the program are formulated through the assignment of knowledge, skills, competencies that students will acquire in the process of mastering the theoretical and practical part of the program. The planned results should be correlated with the goal and objectives of the program (training, education, development).

• If the tasks are written "Teach expressive reading and knowledge, skills and abilities characteristic of this subject area should be mastered by students in the process of mastering the program.

1. The result of educational activities Upbringing- activities aimed at personal development,

creation of conditions for self-determination and socialization of a student on the basis of socio-cultural, spiritual and moral values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society and state (ФЗ Ch. 1 Article 2 item 2).

1. The results of developmental activities (personal results) The planned results of this group are focused on the development of key competencies, as well as the mental properties of the personality of students in

in accordance with the designated tasks.

Example:

At the end of the first (second ...) year of study, students:

they will know / understand, have an idea, master concepts, expand their ideas, a stable need for self-education will be developed ...;

they will be able, they will strive, they will acquire skills, they will learn to do, their creative abilities will be developed ...;

a stable need will be formed, moral-volitional and moral qualities will be brought up, an active life position will be formed ...

Block number 2. "Complex of organizational and pedagogical conditions"

2.1. Training calendar

The calendar training schedule reflects the sequence of studying topics, the distribution of training hours within the section, determines the dates of the lesson, etc.

The educational calendar is drawn up for each group ,

studying for one additional general educational general developmental program.

A sample of the design of the educational calendar schedule Additional general educational general developmental program

"Road alphabet" (basic level)

year of study: 2

2.2. Conditions for the implementation of the program

Logistics of the program

Information about the room in which classes are held (classroom, computer class, workshop, laboratory, choreographic class, sports or assembly hall, etc.);

information on the availability of utility rooms (storerooms, wardrobe rooms, changing rooms, etc.);

a list of equipment for the classroom, office (blackboard, tables and chairs for students and teachers, cabinets and shelves for storing teaching aids and teaching materials, mirrors, decorations, costumes, etc.);

a list of equipment necessary for conducting classes (machines, sports equipment, sewing machines, special devices, microphones, etc.);

a list of technical teaching aids (computer, printer, graphic, epi-, dia-, multimedia projectors, interactive whiteboard, TV, music center, video recorder, DVD-player, etc.);

a list of technical, graphic, drawing, sewing and other tools, instruments, musical instruments, etc .;

a list of materials required for classes: Whatman paper, fabrics, threads, accessories, clay, glue, paints, blanks made of wood, metal and other materials, etc.;

a training kit for each student (notebook, pen, pencil, felt-tip pens, set of colored paper, album, etc.);

Requirements for special clothing for students (sports uniform, clothing for choreography, workshop work, etc.).

Methodological support

This paragraph indicates:

providing the program with methodological types of products (development of games, conversations, hikes, excursions, competitions, conferences, etc.);

didactic and lecture materials, methods of research work, topics of experimental or research work, etc.

2.3. Forms of certification

Mastering the educational program (with the exception of the educational program of preschool education), including a separate part or the entire volume of the academic subject, course, discipline (module) of the educational program, is accompanied by intermediate attestation of students, carried out in the forms determined by the curriculum, and in the manner prescribed educational organization (ФЗ Ch. 6 Article 57 item 1).

Implementation control additional general education general developmental programs can be conducted in different forms: control lesson, final lesson, testing, interview, test, defense of creative works and projects, conference, olympiad, competition, competition, shows, exhibitions, festivals, reporting concerts, including final certification .

If necessary, you can check the degree of formation of the individual and personal qualities of students, describe their specific manifestations in the features of activity, behavior, communication, characteristic emotional states, as well as situations that must be created in order to observe these manifestations.

Example:Summing up the results of mastering the material this program can be in the form of ________ during ______, when students work on a specific topic _______.

• In the process of viewing the works, there is a discussion of the originality of the idea and its implementation by the author, comparison of various _______.

• the end of the year is preparing (a large exhibition of creative works), in which ____________ participate.

Forms of summing up the results of the implementation of the additional general educational general developmental program:

productive forms: exhibitions, festivals, competitions, educational and research conferences, etc .;

documentary forms of summarizing the results of the implementation of the program reflect the achievements of each student, these include: diaries of student achievements, maps for assessing the results of mastering the program, diaries of pedagogical observations, student portfolios, etc.

In addition, it is possible to introduce a system of moral or material incentives for students, starting with a system of incentives and certificates of honor, ending with valuable gifts or prizes.

2.4. Evaluation materials

A list of diagnostic techniques is reflected that allows you to determine the achievement of the planned results by students .

2.5. Methodical materials

Methodological support of an additional general educational general developmental program can be presented in the form of a table.

Registration of methodological support

2.6. Bibliography

The list of references is the final point of the program.

There are several rules that you should definitely follow:

the list of references is compiled strictly in alphabetical order of authors and titles;

in addition to the author's surname and initials, the full title of the work, you must indicate the place of publication, the publisher (if you know it) and the year of publication. It is advisable to adhere to uniformity: if the publishing house is not known for all works, then it is better for the rest of them to limit themselves only to indicating the place of publication (Moscow and St. Petersburg are written in abbreviated form: Moscow and St. Petersburg, respectively, the rest of the cities - in full).

It is also advisable to distribute the literature you cite into sections:

for teachers;

for students;

for parents (if provided by the features of the program).

When using information from an electronic medium, the output data of the publication must be indicated, when using Internet resources - a full indication of the e-mail address.

2.7. Glossary (conceptual framework)

The glossary (apparatus concepts) presents in the program an alphabetically ordered list of basic concepts with definitions, which characterizes the content of the association's activities and forms a compact idea of ​​the course as a whole.

Development and implementation

additional developmental programs.

According to chapter 10 of article 75 of the Federal Law - No. 273

1. Additional education for children and adults is aimed at the formation and development of the creative abilities of children and adults, meeting their individual needs for intellectual, moral and physical improvement, the formation of a culture of a healthy and safe lifestyle, health promotion, as well as organizing their free time.Additional education of children ensures their adaptation to life in society, vocational guidance, as well as the identification and support of children who have shown outstanding abilities. Additional general education programs for children should take into account the age and individual characteristics of children.

2. Additional general education programs are subdivided into general developmental and pre-professional programs. Additional general developmental programs are implemented for both children and adults. Additionalpre-professional programs in the field of arts, physical education and sports are implemented for children.

3. Any person is allowed to master additional general education programs without presenting requirements for the level of education, unless otherwise is stipulated by the specifics of the educational program being implemented.

4. The content of additional general developmental programs and the duration of training for them are determined by the educational program developed and approved by the organization carrying out educational activities ... The content of additional pre-professional programs is determined by the educational program developed and approved by the organization carrying out educational activities in accordance with federal state requirements.

The goals and objectives of additional programs, first of all, javThe provision of education, upbringing and development of children is being carried out. In this connection, the content of additionaleducational programs should:

correspond:

Achievements of world culture, Russian traditions, cultural and nationalpeculiarities of the regions;

- the corresponding level of education (preschool, primary general, basic
general, secondary (complete) general education);

directions of additional educational programs

modern educational technologies reflected in the principles of teaching (inindividuality, accessibility, continuity, effectiveness); forms and methods of teaching (active methods of distance learning, differentiated learning, employmentts, contests, competitions, excursions, hikes, etc.); control and management methodseducational process (analysis of the results of children's activities); learning tools(a list of the necessary equipment, tools and materials per each shoehoping in the association);

be aimed at:

creating conditions for the development of the child's personality;

development of the child's personality motivation for knowledge and creativity;

ensuring the emotional well-being of the child;

familiarizing students with universal human values;

prevention of antisocial behavior;

creating conditions for social, cultural and professional self-determinationdevelopment, creative self-realization of the child's personality, his integration in the system of the world and fatherquality cultures;

the integrity of the process of mental and physical, mental and spiritual development of the child's personality;

strengthening the mental and physical health of children;

interaction of the teacher of additional education with the family.

Implementing additional education, an educational organization must have an additional education program.

The educational program is a complex of the main characteristics of education (volume, content, planned results), organizational and pedagogical conditions, forms of certification, assessment and metalological materials.

The general education program, the additional developmental program are local regulatory documents, so they must be developed, reviewed and approved in a certain order.

When developing an additional general education program (programs) for teachersmain regulatory documents are as follows:

State Program of the Russian Federation "Development of Education" for 2013-2020;

Order of the Ministry of Education and Science of the Russian Federation of August 29, 2013 No. 1008 "On approval of the procedure for organizing and implementing educational activities for additional general education programs";

Sanitary and Epidemiological Rules and Norms SanPiN

Appendix to the letter of the Department of Youth Policy, Upbringing and Social Support of Children of the Ministry of Education and Science of Russia dated 11.12.2006, No. 06-1844 "On approximate requirements for programs of additional education for children."

The charter of the institution.

The structure of the program of additional education for children

The program of additional education for children, as a rule, includes the following structural elements:

Title page.

Explanatory note.

Educational and thematic plan.

Content of the studied course.

Methodological support and conditions for the implementation of the program.

Bibliography.

Applications

Design and content of the structural elements of the program of additional education for children

name of the educational institution, founder;

where, when and by whom the additional educational program was approved;

full name of the additional educational program;

the age of the children for whom the additional educational program is designed;

the term for the implementation of the additional educational program;

the name of the city, settlement in which the additional educational program is being implemented;

year of development of an additional educational program.

When designing the title page of a general education program, it is recommended to proceed from the general requirements for the design of GOST R 6.30-97. (Appendix No. 1)

EXPLANATORY NOTE

2. The explanatory note to the program of additional education for children should
to uncover:

orientation of the additional educational program;

novelty, relevance, pedagogical expediency;

the purpose and objectives of the additional educational program;

distinctive features of this additional educational program
from already existing educational programs;

the age of children participating in the implementation of this additional educational
programs

terms of implementation of the additional educational program (duration of the educational process, stages);

forms and mode of training;

expected results and how to measure their effectiveness;

forms of summing up the results of the implementation of an additional educational program (exhibitions, festivals, competitions, educational and research conferences, etc.).

The focus of the additional general education program must correspond to its name and content. In strict accordance with the direction of the general education program, its name and the set goal, the tasks and the entire content of the program are built.

The focus of additional educational programs:

Military-patriotic,

physical culture and sports,

socio-pedagogical,

ecological and biological,

scientific and technical,

sports and technical,

artistic,

tourist and local history,

socio-economic,

natural science.

The novelty of the program.

The novelty of the additional general education program assumes:

A new solution to the problems of continuing education;

New teaching methods;

New pedagogical technologies in conducting classes;

Innovations in the forms of diagnostics and summing up the results of the implementation of the program, etc.

The novelty is indicated if it is actually available.

Relevance of the program.

- the answer to the question why modern children in modern conditions need a specific program.Relevance can be based on:

analysis of social problems,

research materials,

analysis of pedagogical experience,

analysis of child or parental demand,

modern requirements for the modernization of the education system,

the potential of the educational institution;

social order of the municipality and other factors.

Pedagogical expediency.

emphasizes the pragmatic importance of the relationship of the built system of learning, development, upbringing processes and their support.(Potashnik M.M., Management of school development. - M., 1995).

This section provides a reasoned rationale for pedagogical actions within the framework of an additional developmental program:

selected shapes,

methods of educational activities,

means of educational activities (in accordance with the goals and objectives),

organization of the educational process.

PURPOSE of the additional developmental program.

Target - this is what they strive for, what they want to achieve, to accomplish (SI Ozhegov. Dictionary of the Russian language).

The purpose and objectives of additional general education programs is primarily to provide education, upbringing, and development of children.

- The goal should be specific, the results of its achievement should be measurable.

When formulating a goal, it is necessary to adhere to the principles of scientific nature, concreteness, modernity, tasks should be built either in the logic of successive steps to achieve the goal, or in the logic of complementarity (complementarity to the whole goal), while the tasks should not go beyond the goal.

The formulation of goals and objectives should reflect the age of the children, the focus and duration of the program.

OBJECTIVES of the additional general education program

Task - that is what needs to be done, permission.(SI Ozhegov. Dictionary of the Russian language).A task is a step-by-step way of achieving a goal, i.e. tactics of pedagogical actions.

Tasks should be consistent with the goal and be:

- educational, that is, to answer the question what he learns, what he will understand, what ideas he will receive, what he will master, what the student will learn by mastering the program;

- developing, that is, to be associated with the development of creativity, capabilities, attention, memory, thinking, imagination, speech, volitional qualities, etc. and indicate the development of key competencies to be emphasized in training;

- educational, that is, to answer the question, what value orientations, attitudes, personal qualities will be formed in students

Distinctive features this additional general education program from existing programs. This section should indicate the names and authors of previous similar programs and the difference between this program and the previous ones.

Children's age, participating in the implementation of this educational program andrecruitment conditions children into the union. In this section, you must specify:

For which category of children the program is intended (the degree of preliminary preparation, the level of formation of interests and motivation for this type of activity, the presence of abilities, physical health, gender, etc.);

What age of children is the program addressed to;

Estimated composition (of the same or different ages);

Conditions for admitting children, the system of recruiting into groups.

Timeframe for the implementation of the program

This section indicates the duration of the education of children in this program and the number of hours of training for each year.

EXAMPLE:

1st year of study - 72 hours, 2nd year of study (3, 4, etc.) - 108 (144, 216 hours), etc.

The variability of the duration of study for the program in any year of study is allowed, while the necessity and validity of this variability for students is indicated..

Forms and mode of training

Lesson mode - the section indicates the duration and number of lessons per week, the number of teaching hours per year (with all the options and the rationale for choosing an option).

Expected Results and How to Measure Their Effectiveness

The expected result is a specific characteristic of the skills, knowledge and skills that the student will master. .

The expected result should be correlated with the goal and objectives of training, development, upbringing.

If the tasks say "to teach expressive reading", then the results should include "the student will learn to read expressively."

Having predicted the expected result, it is necessary to check whether it reflects the fulfillment of the previously set tasks.

To track the effectiveness of the educational process, the following types of control are used:

Initial control (September);

Interim control (January);

Final control (May).

Forms of summing up the results of the program

Forms for summing up the results of the implementation of an additional general developmental program are needed to show the reliability of the results of the development of the program.

Documentary forms reflecting the achievements of each student can be presented in the form of diaries of students' achievements, maps for assessing the results of mastering the program, diaries of pedagogical observations, student portfolios, etc.

EXAMPLE:

forms of summarizing work on a topic, section, program can be:

exhibition, concert, open class, demonstration of children's achievements (models, performances, works, etc.) ...

EDUCATIONAL AND THEMATIC PLAN

The section should contain a list of topics distributed by stages of training, indicating the number of hours for each topic, broken down into theoretical and practical types of classes.

The teacher has the right to independently distribute hours by topic within the established time. Approximate ratio: theory 30%, practice 70%

The educational-thematic plan (USP) is drawn up in the form of a table , which includes the following columns:

Serial number;

List of sections, topics;

The number of hours for each topic, broken down into theoretical and practical classes.

If the general education program is drawn up for more than one year of study, then the USP is drawn up foreach year. In this case, the USP should reflectpeculiarities each year of study.

In the graph"TOTAL" the number of hours of theoretical and practical training is summed up.

The total number of hours per year depends on the number and duration of classes per week (based on 36 academic weeks per year):

1 hour per week -36 hours per year;

2 hours a week - 72 hours a year;

3 hours a week - 108 hours a year;

4 hours a week - 144 hours a year;

5 hours a week - 180 hours a year;

6 hours a week - 216 hours a year ...

The number of hours in the curriculum is based onone study group (or for 1 student if it is an individualized study program).

The curriculum includes hours for:

recruiting a group (for children of the first year of study);

introductory lesson (introduction to the program);

concert or exhibition activities;

educational and educational activities;

reporting event (in this case, not the name of the event is indicated, but its topic).

EXAMPLE:

Title of sections and topics of lessons

Number of hours

Total

theory

practice

1

Introductory lesson

2

1

1

2

Section 1. Acquaintance with the world of dolls

4

2

2

2.1

The history of the puppet theater.

2.2

Types of dolls. DIY doll.

2.3

………………………

3

Section 2. ……………… ..

3.1

…………………………….

Total:

72

22

50

CONTENT SECTION

Contents of the program Is a short description of the sections and topics within the sections. This structural element of the program is closely related to the curriculum, therefore:

It is necessary to disclose the content of the program in the same order in which sections and topics are presented in the USP;

The presentation of materials is in the nominative case.

In the content of the programindicates:

topic name (the number and name of sections and topics must match the listed sections and topics of the USP);

all questions that reveal the topic are listed in telegraph style (without a methodology);

the basic theoretical concepts (without description) and practical activities of students in the class are indicated;

when included in the additional program of excursions, game activities, leisure-mass events, etc., the content indicates the topic and place of their holding.

EXAMPLE:

Topic 5.1. Cold batik (10 hours)

Theory (2 h) : Cold batik technology. Characteristics. Safety precautions for working with the reserve composition. Painting a decorative panel on the theme "Geometric Ornament". Acquaintance with the characteristics of colors that are included in the color scheme of the "ornament". Achromatic and chromatic colors. Acquaintance with various geometric and floral ornaments and their characteristic features

Practice (8 hrs) : Execution of painting in the technique of cold batik on the theme: "Geometric ornament" taking into account the linearity and closedness of the contour of color areas.

METHODOLOGICAL SUPPORT OF THE PROGRAM

Structural element"Methodological support »Can be decorated in different ways and should include:

- forms of occupation planned for each topic or section of the additional program (game, conversation, hike, excursion, competition, conference, etc.),forms of organization of children ;

- techniques and methods of organizing the educational process (verbal, visual, practical ...);

- didactic material : (tables, posters, paintings, photographs, flashcards, memos, scientific and special literature, Handout, filmstrips, transparencies, videos, audio recordings, multimedia materials, computer software, etc.);

- summarizing forms for each topic or section of the additional program (pedagogical observation, monitoring, analysis of the results of questionnaires, testing, participation of students in concerts, quizzes, competitions, performances, etc.);

- material and technical and personnel support: indicate all the necessary components of the implementation of additional education. Information about the premises, the list of equipment and materials, the tools necessary for training. Indicate specialists, if required.

Methodological support of the additional program can be presented in the form of a table:

№p / p

Section and topic titles

Forms of classes

Techniques and methods of organizing the educational process (within the framework of the lesson)

Didactic materials

Summing up forms

Logistics support

BIBLIOGRAPHY

Requirements for registration:

References should contain a list of publications, including those published over the previous five years:

on general pedagogy;

according to the methodology of this type of activity; - according to the method of education;

in general and developmental psychology;

on the theory and history of the chosen type of activity;

The list of the specified literature should reflect the level and breadth of the teacher's theoretical preparedness in this area. In a comprehensive program, it is advisable to compile lists of literature for the educational program of each course (subject).

The list of references is compiled in alphabetical order and numbered. When writing a list of references, it is recommended to use the following scheme for describing publications:

- title;

- information about the place of publication, publishing house and year of publication;

- information about the number of pages of the edition or indication of page numbers.

Surname I.O. The title of the publication. - Place of publication .: Publisher, year. - number of pages.

To delimit areas and elements of description, a single system of dividing marks is used:

... - (period and dash) - precede each, except for the first description area;

: (colon) - is placed before the information related to the title, before the name of the publisher;

/ (forward slash) - precedes information about authorship (authors, compilers, editors, translators, as well as organizations that took part in the publication);

// (two forward slashes)

MUNICIPAL AUTONOMOUS INSTITUTION OF ADDITIONAL EDUCATION "CENTER OF CHILDREN'S CREATIVITY"

for teachers of additional education

Kirovgrad

2014

Additional general education program - the main document of the teacher

An additional general educational (general developmental) program is the main document of a teacher working with a children's association, since it is in it:

- a kind of "strategy" of the educational process is determined for the entire period of study;

- reflects the main (priority) conceptual, substantive and methodological approaches to educational activities and their effectiveness;

- organizational standards for the work of the children's association.

An additional general education (general developmental) program is developed by each teacher independently based on the Approximate requirements for additional education programs for children (Appendix to the letter of the Department of Youth Policy, Education and Social Protection of Children of the Ministry of Education and Science of Russia No. 06-1844 dated December 11, 2006)

The structure of the general education program of additional education for children

An additional general educational (general developmental) program of additional education for children, as a rule, includes the following structural elements:

1. Title page.

2. Explanatory note.

3. Educational-thematic plan.

4. Content of the studied course.

5. Methodological support of an additional general education program.

6. References.

7. Annotation.

- the name of the educational institution;

- where, when and by whom the additional general education program was approved;

- the name of the additional general education program;

- the age of the children for whom the additional general education program is designed;

- the term for the implementation of the additional general education program;

- the name of the city, settlement in which the additional general education program is being implemented;

- year of development of an additional general education program.

Explanations for the structural elements of the additional general educational program of additional education for children.

Explanatory note.

The additional general education program "________" has a ______________ focus.

Novelty, relevance, pedagogical expediency.

Target: …………………..

Tasks:

educational objectives

………….

developmental tasks

………….

educational tasks

………….

Distinctive features of the program.

A distinctive feature of this program is ………………… ..

Children's age.

The program is addressed to children (adolescents, girls, boys) _________ years old.

Conditions for recruiting children to the team: all comers are accepted (with no medical contraindications). Occupancy in groups is: ____ people

Timeframe for the implementation of the program.

The program is designed for ___ years

1 year of study: _______ hours per year,

2 years of study: ______ hours per year,

3 years of study: ______ hours per year

Forms and mode of training.

The form of organization of classes is group (individual, group, individual-group,)

Classes for __years of study groups are held __ times a week for __ hours, i.e. __ hours per week (_____ hours per year).

Expected results and how to measure their impact.

Forms of summing up the results of the program implementation.

Educational and thematic plan.

1 year of study

Themes

Total hours

Including

Theory

Practice

Introductory lesson

Final lesson

TOTAL

Contents of the program

1 year of study

Introductory lesson

Theory. Selection of students, familiarization with the schedule of classes, rules of conduct in the classroom. Fire safety rules. The work plan of the association for the year. Dress code and appearance.

Practice. Practical work to identify the level of initial training of a student

Methodological support of the program

Chapter

or topic

programs

Forms

occupations

Techniques and methods

organization

educational

process (in

within the lesson)

Didactic

material

Technical

equipment

occupations

Forms

summing up

the outcome

-

-

Bibliography

For the teacher:

For kids:

APPLICATION

Explanations to the structural elements of the additional general education (general developmental) program of additional education for children

EXPLANATORY NOTE

In the introductory part, you can present information regarding this type of activity, art, its history, regions of distribution, and the like. It is necessary to substantiate the essence of the current situation, outputs to social reality and the needs of students.

FOCUS OF ADDITIONAL EDUCATIONAL PROGRAM

Requirements for the content and design of additional general education programs for additional education for children offer the following list of directions for additional general education programs:

1. Artistic and aesthetic- is aimed at developing artistic and aesthetic taste, artistic abilities and inclinations for various types of art, creative approach, emotional perception and imaginative thinking, preparing a person to comprehend the great world of art, forming a desire to recreate a sensual image of the perceived world.

2. Ecological and biological- is aimed at the formation of a systematic approach in the perception of the world, ideas about the relationship and interdependence of living and inanimate, environmental education and education, in the field of "sustainable development", the development of study skills (young researchers of nature) and conservation of wildlife, rational use of natural resources (field of activity " man-nature ").

3. Socio-pedagogical- aimed at social adaptation, increasing the level of readiness of students to interact with various social institutions, the formation of knowledge about the main areas of modern social life, the structure of society, creating conditions for the development of a communicative, socially successful personality, expanding "social practice", fostering social competence (sphere activities "man-society", "man-man"), the formation of pedagogical skills.

4. Tourist and Local Lore- is aimed at developing the cognitive, research skills of students in the study of nature, history, culture of their native land, attracting students to social initiatives for the protection of nature, cultural monuments of the living environment, searching for little-known facts of the history of their native land, excursion, museum, archival and expeditionary work.

5. Culturological- is aimed at meeting the needs and interests of children in the study of history, culture, the formation of a creatively developing personality. Priority areas of activity: educational, methodological, museum and exhibition, cultural and educational.

6. Physical culture and sports- is aimed at strengthening health, developing skills for a healthy lifestyle and sportsmanship, moral and volitional qualities and a system of values ​​with the priority of life and health.

7. Scientific and technical- is aimed at the formation of a scientific worldview, the development of methods of scientific knowledge of the world, the development of research, applied, design skills of students, with inclinations in the field of exact sciences and technical creativity (the field of activity is "man-machine").

The name of the additional general education program, its goals, objectives and content must correspond to one of the above directions.

LEVEL OF DEVELOPMENT OF THE EDUCATIONAL PROGRAM

Classification of programs by level of development

General cultural levelь involves the satisfaction of the cognitive interest of the student, the expansion of his awareness in this educational area, the enrichment of communication skills and the acquisition of skills for joint activities in the development of the program.

Advanced level involves the development of the competence of students in this educational area, the formation of skills at the level of practical application.

Professional oriented level provides for the achievement of an increased level of education of students in this area, the ability to see problems, formulate tasks, look for means of solving them.

NOVELTY, RELEVANCE, PEDAGOGICAL PERFORMANCE

Novelty an additional general education program involves:

- a new solution to the problems of additional education;

- new teaching methods;

- new pedagogical technologies in conducting classes;

- innovations in the forms of diagnostics and summing up the results of the program implementation, etc.

Relevance programs are the answer to the question why modern children in modern conditions need a specific program. Relevance can be based on:

- on the analysis of social problems;

- on the materials of scientific research;

- on the analysis of pedagogical experience;

- on the analysis of child or parental demand for additional educational services;

- on the modern requirements of the modernization of the education system;

- on the potential of an educational institution;

- on the social order of the municipality and other factors.

Pedagogical expediency emphasizes the pragmatic importance of the relationship of the built system of learning, development, upbringing processes and their support. In this part of the explanatory note, it is necessary to give a reasoned justification for pedagogical actions within the framework of an additional educational program, and specifically, in accordance with the goals and objectives, the selected forms, methods and means of educational activities and the organization of the educational process.

PURPOSE AND OBJECTIVES OF THE SUPPLEMENTARY EDUCATIONAL PROGRAM

Target- this is a specific, characterized qualitatively, and where possible, then quantitatively, the image of the desired (expected) result, which can actually be achieved at a certain point in time.

The goals can be directed to:

- on the development of the child as a whole;

- on the development of certain abilities of the child;

- to provide each child with the required level of education;

- on the formation of each child's skills and needs to independently replenish their knowledge, skills, and abilities;

- to educate students in accordance with high moral values;

- on the formation of universal human moral value orientations, self-awareness, socially valuable personal qualities; ensuring harmonious aesthetic and physical development; development of healthy lifestyle skills;

- to teach children labor skills, methods of independent work, collective interaction, mutual assistance, culture formation, etc.

To write the statement of the goal, the teacher can use nouns:

- creation, development, provision, involvement, prevention, strengthening, interaction, formation, etc.

Tasks must correspond to the purpose and be divided into groups:

- educational tasks, that is, answering the question of what he learns, what he will understand, what ideas he will receive, what he will master, what the student will learn by mastering the program;

- developmental tasks, that is, those associated with the development of creativity, capabilities, attention, memory, thinking, imagination, speech, volitional qualities, etc. and indicate the development of key competencies to be emphasized in training;

- educational tasks, that is, answering the question of what value orientations, attitudes, personal qualities will be formed in students.

Tasks should be formulated in a single way, adhering to one grammatical form in all formulations:

Verbs

Nouns

contribute

help

develop

development

introduce

initiation

bring up

upbringing

educate

education

to form

shaping

to provide

security

to support

support

to expand

extension

deepen

deepening

acquaint

acquaintance

provide an opportunity, etc.

providing an opportunity, etc.

DISTINCTIVE FEATURES OF THE PROGRAM

Distinctive features of this additional general education program from the already existing general education programs.

This subsection should describe the presence of previous similar additional general education programs and the difference between this program and the programs of other authors, whose experience has been used and generalized. It is necessary to indicate how accents are placed in this program, which priority areas have been selected. The author - the compiler of the modified general education program should indicate the previous similar programs taken as a basis for the development.

CHILDREN'S AGE

It is desirable to include the following information in this subsection:

for which category of children is the program intended, the degree of preliminary training and the level of basic education; the level of formation of interests and motivation in a given subject area, the presence of abilities, physical health and gender of children, etc.;

what age of children is the program addressed to(the range that covers the age of students from the beginning to the end of the period of study), a brief description of the age and individual characteristics of the children involved in the association;

occupancy of groups(the number of students in each study group is determined in accordance with the charter of the institution, sanitary and hygienic requirements for this type of activity and regional regulatory documents in the field of additional education for children);

estimated group composition(of the same or different ages);

conditions for admitting children(including the conditions for additional recruitment of children to the team for vacancies, for the second, third and other years of study), the recruitment system based on the results of testing, listening, interviews, viewing works, having basic knowledge in a certain area, etc. etc.

TIME OF IMPLEMENTATION OF THE PROGRAM

Terms of implementation of the additional general education program

- time limits, for how many years the program is designed, its duration,

- stages of the educational process, training period at each stage;

- the number of hours for each year.

The variability of the duration of the course in any year of study is allowed, which must be justified and all the proposed options must be listed.

FORMS AND MODE OF TRAINING

Forms and mode of training

Possible forms of organizing student activities in the classroom:

Individual

Group

Frontal

individual-group

ensemble, orchestral

subgroup work

Possible forms of conducting classes: action, round table, gathering, auction, cruise, seminar, benefit performance, laboratory lesson, fairy tale, conversation, heuristic lecture, bride show, opening day, master class, competition, quiz, "brainstorming", performance, meeting with interesting people, observation, studio, exhibition, olympiad, creative meeting, gallery, open class, creative workshop, living room, gatherings, creative report, dispute, discussion, discussion, hike, training, lesson-game, holiday, tournament, project defense , practical lesson, factory, business game, performance, festival, travel game, presentation, championship, role-playing game, production team, show, game program, profile camp, exam, class concert, hike, excursion, KVN, meditation , expedition, competition, raid, experiment, consultation, rehearsal, relay race, conference, ring, fair, concert, salon and others

Lesson mode. This subsection indicates the duration and number of classes per week with all options and the rationale for choosing an option. When determining the mode of study, you must indicate the duration of the academic hour, if it differs from the academic hour (45 minutes). At the same time, you should write for what reasons, in accordance with what regulations, sanitary standards, age and other characteristics of children, the duration of the school hour has been changed.

EXPECTED RESULTS AND METHODS FOR DETERMINING THEIR PERFORMANCE

The expected (predicted) result is a specific characteristic of knowledge, abilities and skills that the student will master.

The expected result should be correlated with the goal and objectives of training, development, upbringing. If the tasks say "to teach expressive reading", then the results should include "the student will learn to read expressively."

To achieve the goal of the program, it is necessary to solve certain problems: educational, developmental, educational. Each task will lead to the expected result, therefore, the expected results should be spelled out according to the educational, developmental, educational component of the program. In addition to the expected results, there are real results of the program, so the degree of compliance of the real result with the expected will be the effectiveness.

Methods for measuring performance

This subsection should indicate methods of tracking (diagnosing) the success of students mastering the content of the program.

It is possible to use the following methods of tracking performance:

- Pedagogical supervision.

- Pedagogical analysis of the results of questionnaires, testing, credits, offsetting, surveys, students' performance of diagnostic tasks, pupils' participation in events (concerts, quizzes, competitions, performances), project defense, solving search problems, students' activity in the classroom, etc.

- Monitoring. To track performance, you can use:

Pedagogical monitoring

Monitoring the educational activities of children

control tasks and tests

pupil's self-esteem

diagnostics of personal growth and advancement

record book keeping

questioning

keeping a student's creative diary

pedagogical reviews

registration of sheets of an individual educational route

keeping a record book or pedagogical diary

record keeping

introduction of a grading system

registration of photo reports

FORMS OF SUMMARIZING THE PROGRAM IMPLEMENTATION

Summing up forms implementation of an additional general education program

Some forms of debriefing:

Survey, control lesson, concert, test, independent work, exhibition, exam, defense of abstracts, competition, olympiad, open lesson for parents, competition, test game, presentation of creative works, introspection, offsetting, collective analysis of works, feedback, essays, collective reflection, etc.

Documentary forms of summing up the results of the implementation of the general education program are necessary to confirm the reliability of the obtained results of mastering the program and can be used for timely analysis of the results by the teacher, parents and educational authorities.

Diaries of pupils' achievements, maps for assessing the results of mastering the program, diaries of pedagogical observations, student portfolios, etc. - documentary forms in which the achievements of each student can be reflected.

EDUCATIONAL AND THEMATIC PLAN

The curriculum-thematic plan is drawn up in the form of a table, which includes:

- list of sections, topics;

- the number of hours on each topic, broken down into theoretical and practical types of classes.

Themes

Total hours

Including

Theory

Practice

Introductory lesson

At the bottom of the table, the number of hours is summarized in the "Total", "Theory", "Practice" columns. The total number of hours per year depends on the number of lessons per week and their duration.

The curriculum should be compiled for each year of study and reflect its features.

The teacher has the right to independently distribute hours on topics within the established time, paying attention to the fact that in additional education the practical activity of children in the classroom should prevail over theory (in an approximate ratio of 60% to 30%). Also, in the curriculum, it is necessary to lay the hours:

- for an introductory lesson (introduction to the program);

- concert, exhibition or competition activities;

- educational and educational activities;

- final lesson, reporting event.

The curriculum plan identifies the main sections and topics, it does not need to be turned into lesson planning

Depending on the age of the children, their abilities, the specifics of the children's association, it is possible to use variable educational-thematic plans.

CONTENT OF THE PROGRAM

The content of the program of additional education for children can be reflected through a brief description of the topics (theoretical and practical types of activities).

The content of the program must indicate:

- title of the topic (numbering, number and title of sections and topics must match the listed sections and topics of the curriculum plan);

- all questions that reveal the topic are listed in telegraph style (without a methodology);

- the basic theoretical concepts (without description) and practical activities of students in the class are indicated;

- when excursions, game activities, leisure and public events are included in the additional general educational program, the content indicates the topic and location of each excursion, game, event, etc.

METHODOLOGICAL SUPPORT OF THE PROGRAM

This section indicates:

- providing the program with methodological types of products (development of games, conversations, hikes, excursions, competitions, conferences, etc.);

- didactic and lecture materials, methods of research work, topics of experimental or research work, etc.

In the section for methodological support, you can include a description of techniques and methods of organizing the educational process, didactic materials, technical equipment for classes.

Types of teaching products:

methodical guidance, methodological description, methodological recommendations, methodological instructions, methodological manual, methodical development, methodical instruction;

abstract, bulletin, information and methodological collection, article, abstract, report, abstracts of speeches at the conference, etc.

Types of didactic materials

To ensure the clarity and accessibility of the material being studied, the teacher can use visual aids of the following types:

natural or natural (herbariums, samples of materials, living objects, stuffed animals, cars and their parts, etc.);

volumetric (operating models of machines, mechanisms, apparatus, structures; models and dummies of plants and their fruits, technical installations and structures, product samples);

schematic or symbolic (decorated stands and tablets, tables, diagrams, pictures, graphs, posters, diagrams, patterns, drawings, sweeps, templates, etc.);

picture and picture-dynamic (pictures, illustrations, filmstrips, slides, transparencies, banners, photographic materials, etc.);

sound (audio recordings, radio broadcasts);

mixed (TV programs, video recordings, educational films, etc.);

didactic aids (cards, workbooks, handouts, questions and tasks for an oral or written survey, tests, practical tasks, exercises, etc.);

educational applied programs in electronic form (CD, floppy disks);

textbooks, teaching aids, magazines, books;

thematic selections of materials, texts of songs, poems, scripts, games.

Didactic material is selected and systematized in accordance with the curriculum-thematic plan (for each topic), age and psychological characteristics of children, their level of development and abilities.

Material and technical support of the general education program

The section should indicate all the necessary components for the implementation of the program:

information about the room in which the classes are held (classroom, computer class, workshop, laboratory, choreographic class, sports or assembly hall, etc.);

information on the availability of utility rooms (storerooms, wardrobe rooms, changing rooms, etc.);

a list of equipment for the classroom, office (blackboard, tables and chairs for students and teachers, cabinets and shelves for storing teaching aids and teaching materials, mirrors, decorations, costumes, etc.);

a list of equipment required for conducting classes (special devices, etc.);

a list of technical teaching aids (computer, printer, multimedia projectors, interactive whiteboard, TV, music center, DVD player, etc.);

a list of technical and other instruments, devices, musical instruments, etc .;

a list of materials required for classes: Whatman paper, fabrics, threads, accessories, clay, glue, paint workpieces made of wood, metal and other materials, etc.;

an educational kit for each pupil (notebook, pen, pencil, markers, set of colored paper, album, etc.);

requirements for special clothing of students (sportswear, clothing for choreography, etc.).

Methodological support of the program can be presented in the form of a table:

Chapter

or topic

programs

Forms

occupations

Techniques and methods

organization

educational

process (in

within the lesson)

Didactic

material

Technical

equipment

occupations

Forms

summing up

the outcome

BIBLIOGRAPHY

When writing and formatting this section, it is recommended to create several lists:

Bibliography drawn up in alphabetical order and numbered. When writing a list of references, it is recommended to use the following scheme for describing publications:

- title;

- information about the place of publication, publishing house and year of publication;

- information about the number of pages of the edition or indication of page numbers.

Surname I.O. The title of the publication. - Place of publication .: Publisher, year. - number of pages.

To delimit areas and elements of description, a single system of dividing marks is used:

... - (period and dash) - precede each, except for the first description area;

: (colon) - is placed before the information related to the title, before the name of the publisher;

/ (forward slash) - precedes information about authorship (authors, compilers, editors, translators, as well as organizations that took part in the publication);

// (two forward slashes) - placed before information about the document in which the article or section is placed.