What should be included in the school curriculum. Bashkiria: how parents can defend the required curriculum. X. Financial support and material and technical equipment

The Federal Law “On Education in the Russian Federation” gives parents (legal representatives) of minor students the right to choose an educational organization. When studying in a general education organization (hereinafter referred to as the organization), such a need may arise, for example:

• when enrolling a child in first grade;
• if the parents (legal representatives) of the student are not satisfied with the quality of education in this organization;
• after receiving a certificate of basic general education.

When choosing an organization, it is important to have information about what and to what extent children are taught there. This information can be obtained by contacting educational program of the organization , in particular with its component – organization curriculum .

The educational program of the organization must be posted on its website on the Internet. With an educational program, the administration of the organization obliged to familiarize students and their parents (legal representatives) upon admission to study.

What is the school curriculum

An organization's curriculum is a document that determines the list, labor intensity, sequence and distribution by periods of study of academic subjects, courses, disciplines (modules), practice, other types of educational activities and, unless otherwise established by the Federal Law on Education, forms of intermediate certification of students.

Thus, the curriculum of a general education organization (hereinafter referred to as the Curriculum) is its main document, which determines:

• duration of study ( in academic years): general and for each of its levels of study;
• list of educational subjects, mandatory for study at each level of education;
• between individual subject areas and academic subjects;
• distribution of study time between the federal, regional and school components (for BUP-2004);
• distribution of study time between the mandatory part and the part formed by participants in the educational process (for the Federal State Educational Standard);
• maximum volume classroom load of students.

The curriculum is developed by the organization on one's own , is accepted and approved in accordance with the procedure determined by its charter. The organization may have one (single) Curriculum or some curricula. Education within the curriculum is free.

The curriculum is implemented through a timetable and is mandatory document. Organization bears responsibility for the implementation of the Curriculum in in full and with high quality.

How the school curriculum is formed

The curriculum must ensure compliance with the requirements of educational standards. The curricula of state and municipal educational organizations are developed on the basis of exemplary federal or regional curricula.

The peculiarity of the curriculum for the 2014-2015 academic year is that the primary school has completely switched to federal state educational standards (hereinafter referred to as the Federal State Educational Standard); in a basic school - grades 5 and 6 can work according to the Federal State Educational Standard, and the rest of the classes - according to state educational standards (GOS) or the basic school operates entirely according to the GOS; The secondary school operates entirely according to state educational standards with the implementation specialized training .

How to determine what is taught at school

To do this, you should look at what academic subjects included in its curriculum. Academic subjects (subject areas) are divided into mandatory (invariant part, federal component) and items, determined by the organization independently (the part formed by the participants in educational relations for the Federal State Educational Standard, the regional, school component for the State Educational Standard). The organization can organize in-depth study of a number of subjects. At the same time, more teaching time is allocated for advanced level subjects than for the same ones at the basic level.

The list of required subjects (subject areas) provides unity of educational space . Having mastered the compulsory subjects, the student must obtain the amount of knowledge provided for by the state standard at the basic level.

Thus, the compulsory subject areas in elementary school are: philology, mathematics and computer science, social studies and natural science, the foundations of religious cultures and secular ethics, art, technology, and physical education.

Compulsory academic subjects, for example, in 8 grades, are: Russian language, literature, foreign language, mathematics (algebra, geometry), computer science and ICT, history, social studies, geography, physics, chemistry, biology, art (music and fine arts), technologies, basics of life safety, physical education.

The list of secondary school subjects is formed taking into account the profiles introduced in the organization and consists of general education and specialized subjects . Profiles can be, for example, universal, physical and mathematical, chemical and biological, linguistic, technological, etc., and are determined by the organization on one's own taking into account its specifics.

Compulsory subjects in secondary school are: Russian language, literature, foreign language, mathematics (algebra, geometry), computer science and ICT, history, social studies, geography, physics, chemistry, biology, World Art Culture (WAC), life safety, physical education. Depending on the profile of the school, they can be studied at basic or profile level. For example, at the basic level, literature, algebra and the beginnings of analysis, geometry, history, physical education, life safety are studied, and optionally at the basic or profile level, geography, physics, chemistry, biology, computer science and ICT, Moscow Chemical Culture, Russian language, law, foreign language, social studies.

Organization beyond the curriculum Extracurricular activities are carried out in the areas of personal development: sports and recreational, spiritual and moral, social, general cultural, general intellectual. Classes can be conducted in the form of excursions, clubs, sections, round tables, studios, intellectual games, competitions, organization of project activities, search routes, etc. and not only by teachers of the organization, but also by teachers of additional education institutions.

Besides, beyond the curriculum the organization can offer students a set of additional educational services, incl. paid. Choice of additional educational services, incl. paid, as well as participation in extracurricular activities is voluntary.

The part of the Curriculum formed by participants in educational relations, regional, school components, a set of additional educational services, training profiles, areas of extracurricular activities - determine individuality educational organization, its competitiveness, and students - allow them to form an individual educational trajectory.

How to determine the extent to which a school provides knowledge to students

The volume and depth of knowledge a student obtains depends on the duration of training, the number of school weeks per year, the length of the school week, the number of study hours per week, the duration of the lesson, and the content of the main educational programs.

Duration of training in Russia it is established by educational levels: in primary school – 4 years(I – IV grades), in primary school – 5 years(V-IX grades, in secondary school - 2 years(X-XI grades).

Duration of the academic year determined by school on one's own and can range from 34 before 37 school weeks.. For example, in 1st grade it is 33 weeks; in grades 2-4 - 34 weeks, etc.

Duration of the school week determined by the organization as well on one's own and can be 5 or 6 school days. The longer the school week, the more class hours are devoted to studying the subject.

determined SanPiN 2.4.2.2821-10 . For example, the maximum weekly load in primary school should not exceed: in grade 1 – 21 hour (5-day only); at 2-4 – 23 hours during a five-day period and 26 hours during a six-day period; in 5 grades – 29 an hour during a five-day period and 32 an hour during a six-day period; in grades 10-11 - 34 and respectively 37 hour.

For each academic subject, in accordance with the main educational program, the Curriculum provides a certain number of hours (lessons) per week, depending on the class.

It is important to note, that educational organization cannot reduce the number of compulsory academic subjects and hours, allocated by educational standards for the study of subjects at the basic or specialized levels and bears responsibility in case of violation of this requirement.

In accordance with SanPiN 2.4.2.2821-10 lesson duration cannot exceed 45 minutes and is set by the organization on one's own .

Thus, Syllabus :

• guarantees students receive a mandatory minimum education in accordance with the state standard;
• provides students have the opportunity to more fully realize their potential, satisfy their educational needs and interests, and develop diverse abilities;
• provides maintaining a single educational space.

So, having studied Organization curriculum , you can get an idea of ​​what and at what level training is carried out there .

The operating hours of the organization, the duration of academic quarters, vacations, lessons, the schedule of lessons and clubs, extracurricular activities, etc. are determined by it annual calendar schedule for the academic year, developed by the organization independently.

For your information. In accordance with the Procedure for admission to general education organizations, local authorities until February 1 are required to issue an administrative act on assigning territories to organizations. After this, registration of children in 1st grade begins. Children living in a designated territory have a priority right to admission to an educational organization. Children from other territories can enroll in this organization if there are free places after June 30. Earlier admission is also possible if all children living in the assigned territory are enrolled and there are still free places in the organization. The transfer of children from one organization to another is possible if there are free places in the latter.

Sample forms of application for admission and consent to the processing of personal data are posted on the information stand and (or) on the official website of the educational organization on the Internet.

Algorithm for transferring students from school to school

1.Contact to the administration of the general education organization to which it is planned to transfer the child, to obtain information about the availability of free places in it. If available, obtain consent (preferably in writing) about the possibility of admitting the child to study at this organization.

2.Apply addressed to the director of the organization in which the child is studying, indicating the reason for the transfer, the name and address of the organization to which the transfer is planned. It is advisable to attach to the application a document confirming consent to accept the child into the new organization.

3. After issuing an order to expel a child from the organization in which he studied, get following documentation :

• private bussiness;
• certificate of training according to the sample independently established by the organization;
• list of current marks.

Documents must be signed by the head of the organization and with its seal.

4.To write an application addressed to the director of the new organization about admission to study, attaching to it the documents received in the previous organization, other documents at the discretion of the parents (legal representatives) of the child. When submitting an application, an identification document of the applicant (parent (legal representative)) must be presented.

5.Familiarize yourself with the order to enroll your child in a new organization.

In preparation we used:

• Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
• Federal basic curriculum, approved by order of the Ministry of Education and Science of the Russian Federation dated March 9, 2004 No. 1312;
• Orders of the Ministry of Education and Science of Russia: from 03/05/2004 No. 1089, from 10/06/2009 No. 373, from 12/17/2010 No. 1897, from 08/30/2013 No. 1015, from January 22, 2014 N 32, from 03/12/2014 N 177, from 15.0 2 .2012 No. 107 (as amended on July 4, 2012);
• Draft order of the Ministry of Education and Science of Russia on amendments to the order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373;
• Letter from the Department of General Education of the Ministry of Education and Science of Russia dated May 12, 2011. No. 03-296;
• Letter from the Ministry of Education and Science of Russia dated July 28. 2012 No. IR-535/03;
• Letter from the Ministry of Education and Science of Russia dated March 4, 2010. No. 03-413.

Read also on the topic in this blog

What the school curriculum will tell you about: 130 comments

It’s not clear what it means “at the basic level, literature, algebra and the beginnings of analysis, geometry, history, physical education, life safety are studied, and optionally, at the basic or profile level, geography, physics, chemistry, biology, computer science and ICT, MHC, Russian language , law, foreign language, social studies.” please explain this statement

Hello!
Is it mandatory to study the SECOND core subject in grades 10-11 at school with in-depth study of individual subjects?
We chose the specialized study of social studies, the school management obliges us to choose a second specialized subject, or move to another school where there is no compulsory study of specialized subjects. Where is it stated that there should be exactly two specialized subjects? Social studies is enough for us to enter the university of our choice. Are the actions of the school management towards us legal? Or do we have the right to choose for ourselves what we need?

Fine. The subjects that we need to enter the university of our choice are social studies and literature. We chose literature as our second major subject, to which the school management refused, since they couldn’t organize it because of one person. What is the minimum number of students in a core subject?
Is the school management obliged to provide us with literature as a subject for specialized training? If not, do we have the right to choose social studies for specialized study, and complete the remaining hours of the curriculum through electives?
Best regards, Lilia.

One addition - we study according to an individual curriculum, we study in the 10th grade.
Thank you.

Good afternoon In social-economy class, 3 hours are allocated for geography. Is it possible to reduce the number of hours on this subject and transfer it to another subject?

Hello! I would like to clarify: we were given certificates and forms to fill out an individual curriculum (this was in June), everything was returned to the school. Is it possible to make changes to the curriculum in August? You can come to school and add/drop a certain subject. In general, make changes before September?

Hello. Can a school change the major in 11th grade if these children had a different major in 10th grade?

Thanks for the answer. We have the following situation: last academic year, in the 10th specialized class in the chemical and biological group, the curriculum included 3 hours of biology and chemistry, as well as 1 hour of an elective course on the subject. This academic year, in the 11th grade, in the same group according to the curriculum, 1 hour of biology and chemistry and 1.5 hours of elective courses are left. To what extent is this legal, can such a distribution of hours be called specialized training? What arguments can be given to the inspector of the education committee who approves the curriculum and insists on reducing hours?

Hello. Thanks for such a blog!
Help with advice, please. The number of hours per subject per year is determined based on the calendar schedule and schedule? There is no “required 35 hours” per year, right? And then every year we argue about this. I believe that since there is a schedule and calendar, the number of hours is determined from this, and not from the Sample Programs.

Good afternoon Can the school change the curriculum structure at its discretion? The school director said that the Bashkir language, which was in the part “* the hours allocated by the educational organization for teaching the subject “Bashkir language” as a state language, are counted in the part formed by the participants in educational relations” will now be in the compulsory part and all children will be required to learn Bashkir language.

Good afternoon. Please tell me. In our school there is no division into specialized classes, all are the same, but for some reason the program for all 8th grade is different. The curriculum for the year is for everyone. Is it the same or can each class study according to its own curriculum? Thank you.

We study in 2nd grade. second year on second shift. Now they want to introduce a 6-day school week. Parents verbally appealed to the director with a request to leave a 5-day school week, but we were refused without justification. What can we parents do to continue our 5-day education?

Good afternoon Please tell me what needs to be done to ensure in-depth study of individual subjects at school? Can parents be initiators? Where should I contact? Thank you.

Hello! In the 6th grade, the child does not have a Computer Science subject in the gymnasium and never has. Cl. hands says that this is not a compulsory subject, but an optional one. That 3 people chose their native Bashkir, then the remaining 24 chose their native Russian. Those. everyone learns their native languages. To introduce computer science, it is necessary for those three to refuse to study their native Bashkir. Is this up to standard? If not, how should we go about getting children to study Computer Science? Thank you.

Good afternoon
Please tell me, can the subject “pre-profile preparation of economics” for the 7th grade be included in the curriculum of a school with in-depth study of a foreign language?
When included in the school curriculum, the requests of participants in the educational process were not taken into account; questionnaires and written surveys were not conducted. The load is off the charts. The subject in the pre-profile volume does not cause interest.
Is it possible to switch to an individual training plan, replacing this subject with independent in-depth training, for example, of the same foreign language or any compulsory subject of the Federal State Educational Standard?

Good afternoon. Please tell me what is the minimum workload for a 10-11 grade student with a 6-day school week.

Hello! This is the situation we have at school. A 6-year-old child studies in a specialized school, specialized class “Socio-economic”. This year we are finishing 6th grade and moving on to 7th grade. The school management said that our specialized class was being closed. They explain that this was experimental and there are legal grounds. Is this possible? We parents disagree; we want our children to study in a specialized class. Tell me, please, what should we do in this situation? And in general, can they just close the class? If this is possible, can I have links to legislation? Thanks in advance for your answer.

Good afternoon The following situation developed at school. The subject “History” is taught by a teacher who has a preschool-age child and is studying for a master’s degree. During the school year, the teacher was periodically absent (sick leave, session, etc.), there were no replacement lessons, and the plan for the history course for the 6th grade was not fulfilled. The history course for the 6th grade includes the history of the Middle Ages - 32 hours, the history of Russia - 27 hours, 9 hours for control and generalization lessons, a total of 68 hours. As a result, 20 hours of the history of the Middle Ages were recorded in the journal; in fact, 8 hours were spent in students’ notebooks! Now the history of Russia is underway, which in theory should have already ended. Where to file a complaint about non-compliance with the curriculum, what documents regulate this? A conversation with the director and head teacher did not yield anything; the head teacher said that a 10% failure to complete the curriculum was allowed. Thank you!

Please tell me, is the curriculum really drawn up by the school administration and not agreed upon anywhere? Neither the city council, nor a lawyer?

Hello! Please tell me how to create a curriculum for grades 1-4 in order to achieve 20% variability if the minimum student load does not allow this.

Can a life safety course be implemented according to the curriculum in 34 hours in grades 10-11 over 2 academic years?

Hello. In the approximate OOP NEO dated April 8, 2015 No. 1/15 in the curriculum (option 2) in the part formed by the participants of the educational process in the 4th grade with a six-day school week, the load is 2.5 hours. Then the maximum load is 26.5 hours, and in SANPIN it is 26. Is this a typo or a new norm?

Hello! Is it possible to use textbooks designed for in-depth study of a subject at a specialized level in grades 10-11? We will not have enough textbooks for specialized education for the 2017-2018 academic year, since the parallels are greatly increasing and we are forced to purchase new textbooks, although we have not yet switched to the Federal State Educational Standard. The Federal List of Textbooks does not include textbooks for specialized training; there is only in-depth study. Please give a specific answer whether we can use it or not! Thank you!

Another question. I noticed that in the Federal List of Textbooks approved by Order of the Ministry of Education and Science of Russia dated March 31, 2014 No. 253, there is no link between textbooks and any textbook system. Are there regulatory documents that prohibit a teacher from choosing textbooks from different “UMKs”? For example: Use a mathematics textbook from the Planet of Knowledge system while studying according to the Elkonin-Davydov system? If such a document exists, please provide a link to it.

Hello! When distributing the workload for the new school year, I learned that 1.5 hours of individual instruction in mathematics were taken from me. I teach according to the 8th type program. These hours are passed on to another teacher. They explain that if a student is studying in the 7th grade (8th grade!), then the 7th grade teacher should teach the clock. I have been teaching my child mathematics for three years and I know that the 7th grade curriculum at a correctional school is vaguely similar to 5th grade mathematics. But I didn’t receive any clear explanations about this from the director. Are his actions legal?
And another question. Should the administration provide teachers with the curriculum for the upcoming school year? The director refused to introduce me to the curriculum.

This year, parallel 7 classes will be taught according to the Federal State Educational Standard, the administration removed one hour on technology, leaving one hour per class, explaining this by the standard. At the same time, in other schools it is 2 hours. What documents should you rely on to justify two hours of teaching a subject?

In the 2017-2018 academic year, they said that it was possible to change the number of hours from the compulsory part of the curriculum. Is it so? It turns out that the maximum load does not change, but we lower the clock to the part formed by the participants of the mod. process to meet the 80 percent to 20 ratio.

According to our school's plan in 4th grade:
Russian language – 4 hours
mathematics - 4 hours
reading - 1 hour
surrounding world - 2 hours
ORKSE - 1 hour
iso-labor - 1 hour.
But other
English. - 3 hours
second foreign - 2 hours
chess – 1 hour
ICT robotics - 1 hour.
Plus 5 hours of not the most successful extracurricular activities.
The director gathered the primary teachers and said that she must pay everyone at least 60 thousand, and because... no one earns this money, everyone is obligated to work in a paid leisure and development center.
but these are different budget items...
I'm a humanist, it's hard to figure it out. Why not let the elementary teacher work his full time plus extracurricular hours - and there would be no need to be tricky...
Please explain where I am wrong.
And one more question (off topic). Is there a single teacher salary calculator so that you can calculate your salary yourself?

There are several options for sample curriculums for primary schools, for example, a curriculum with the Russian language of instruction and an option with the study of the native language. Should the school take into account the opinion of the students' parents if the parents request a curriculum with Russian language of instruction, but the school offers only one option with the native language of instruction?

Good afternoon Tell me what to do! 11th grade. The curriculum for history and social studies (one teacher) actually does not coincide at all with the actual lessons. For example, according to the plan for social studies there should be economics, but philosophy is taught, which is not in the plan in principle. History shows the same picture. The administration and teacher took a hostile position.

Hello! In the approximate curriculum for the Federal State Educational Standard in the 7th grade in 2013 (see OOP LLC), 1 hour was allocated in the field of “Technology”, and in 2016 - 2 hours. Did the administration have the right to devote 1 hour to “Technology” in this academic year 2017-2018, based on the fact that the approximate program for this subject according to the Federal State Educational Standard defines a minimum of hours - 170 for the 5th-9th grade level. Thank you.

Hello! A parent of a 1st grade student is writing, please help me figure this out. All schools in our city are connected to the AIS “Network City. Education." Parents were required to register in this system, which was done. Having become acquainted with this system, I was very happy that I would be able to completely control the process of my child’s education. In fact, it turned out that the schedule shows only the main lessons and not a single class of extracurricular activities, the bell schedule is also false (the schedule of the main school is indicated, our school is its division). As a result, when I log into the AIS, I do not receive true information about my child’s daily routine at school. The school management responded that it was not possible to enter information on extracurricular activities into the AIS. Is this legal?

Good afternoon, I have the following question. Which government body should I contact to check whether an additional school subject complies with state standards? Our school has introduced distance learning. It is, to put it mildly, illiterate. A huge number of spelling errors or information that is not age appropriate. Who should inspect the school in this case?

Please explain, if the curriculum says 35 hours of geography, but actually 43 hours are given, is that correct? What needs to be done in such a situation, the lessons were actually carried out by replacing the subject “mathematics”.

Good afternoon Please tell me the regulatory document that defines the hours (their number) for subjects and classes. The approximate BASIC EDUCATIONAL PROGRAM OF BASIC GENERAL EDUCATION IS APPROVED by the decision of the federal educational and methodological association for general education (protocol dated April 8, 2015 No. 1/15) and is recommended, but not mandatory.
On what basis did you decide that the compulsory academic subjects, for example, in 8 grades, are: Russian language, literature, foreign language, mathematics (algebra, geometry), computer science and ICT, history, social studies, geography, physics, chemistry, biology, art (music and fine arts), technology, basic life safety, physical education?

Good afternoon
A philological profile has been chosen for the school. 6 hours are allocated for in-depth study of the profile language (according to the Federal Budgetary Educational Institution 2004) - a regional component.
Is it possible to reduce the number of hours in the regional component and transfer the hours to another subject?

Is it possible to transfer hours from a school component to strengthen another subject?

Good afternoon. I am the Deputy Director for Academic Affairs. I live in the region, but in a Russian-speaking city. I have a question. According to the new law “On Education...” the school ITSELF determines the choice of curriculum. However, the local Ministry of Education STRONGLY recommends using the version of the curriculum for schools studying a regional language. The parents of our students DO NOT want their children to learn a regional language (confirmation is a statement from the parents of ALL students). After the latest inspections of the curriculum by the Russian Prosecutor's Office, the native regional language was replaced with native Russian. For what?!! Why should our children study Russian as two different subjects: simply “Russian language” and “Native language (Russian)” Of course, this subject will not be superfluous for the development of children, but the same can be said about the lessons of history, social studies, physical education, etc. .d. And here’s the actual question: can a school, DESPITE THE RECOMMENDATIONS OF THE LOCAL MINISTRY OF EDUCATION, CHOOSE A CURRICULUM OPTION FOR RUSSIAN-SPEAKING SCHOOLS (option 1,2). Then the question of learning a regional language will disappear by itself - it simply isn’t there.
Sincerely, Tatyana Alekseevna

Good afternoon. Please tell me whether it is possible to use the part formed by the participants in educational relations for optional courses or elective courses, i.e. not for all students, thereby building a linear educational trajectory for each? Thank you.

Good afternoon
I wrote to you earlier on the issue of organizing IEP training for an 11th grade student. More precisely, my question was the following: is it possible to make changes (exclude a subject from the variable part, i.e., elective subjects) to the already existing IEP compiled for the 10-11th grades of the natural sciences for the period of study in the 11th-11th grades? m class. IEP for the period of study in the 10th grade has been implemented, intermediate certification without debts.
In the document indicated to you (order of the Ministry of Education of the Russian Federation dated 03/09/2004 N 1312 (as amended on 02/01/2012) there is no information regulating such issues for the developed IUP of secondary general education.
I would be very grateful for your help. What documents can I turn to and find unambiguous, comprehensive information on the question?

Good afternoon. Help me understand the situation: a disabled child was educated at home according to an individual curriculum and mastered the general education program. The 9th grade certificate does not include the following subjects: music, art, technology, life safety, physical education. Problems arose when submitting documents to the vocational training institution. What should parents do?

Good afternoon) We are at a family school. Can a family school not be guided by the standards of the federal basic curriculum?

Good evening. They are trying to change the number of hours in the curriculum of the Federal State Educational Standards of NOO, Federal State Educational Standards of LLC. Is this legal on the part of the RAO? After all, for failure to comply with the curriculum there can be considerable fines!

Good afternoon. Please tell me whether it is possible, when studying according to the Federal State Educational Standard, to use the part formed by the participants in educational relations for optional courses or elective courses, i.e. not for all students? Thank you.

Good hour!
MAOU secondary school with in-depth study of individual subjects, grade 5, physics and mathematics profile, 5-day school week. The actual schedule, as I understand it, was drawn up in violation of SanPiN, since it includes 34 hours of weekly workload in general education subjects (mathematics 7 hours, literature 3 hours, Russian 5 hours, English 3 hours, history 2 hours, science 1 hour, biology 1 h, geography 1 h, music 1 h, physics 1 h, social studies 1 h, economics 1 h, life sciences 1 h, computer science 1 h, technology 2 h, physics 3 h). In all these subjects, children are certified and receive educational qualifications. And of course, you are required to attend all these 34 hours. At the same time, the curriculum is compiled correctly: 29 hours of compulsory subjects (in which 7 mathematics and physics are perfectly integrated as FM subjects) + 5 hours of extracurricular activities with funny names (entertaining economics, games - physics module, etc...). Parents came to the director with a legitimate request - that the actual classes clearly comply with the curriculum and SanPiN: compulsory subjects, then a 45-minute break, then extracurricular activities. The director categorically does not agree to this. Will regulatory authorities be able to oblige the school administration to change the actual schedule in strict accordance with the curriculum? If so, how soon - from the next quarter or from the next school year? And will it be possible to put the school “under control”, since all grades from 5 to 11 have exactly the same violations of SanPiN for the maximum load (inconsistency with the actual schedule of the educational program)?

Good afternoon, in our school in the 11th grade in UP there is a 2nd language (2 hours). A girl came to the 11th grade who had not studied 2 in. before. language. She will not be able to study it, but then she will have 35 hours in the UP, and not 37 like others. Is this possible?

Dear Mr. Inspector! Thank you very much for your blog. I have a question. Can a public school, having recruited a class with extended teaching of subjects through a competition, a couple of months after the start of the school year, make changes to the educational program and curriculum, reduce hours and turn the class into a general education class? Are there any legal restrictions to prevent such developments, which obviously infringe on the rights of students, but may for some reason be beneficial to the school or its founder?

Appeal on the issue of curriculum design(hereinafter referred to as OO) is not accidental, but is caused by an urgent need.

Firstly, part 4 art. 10 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (hereinafter referred to as Federal Law No. 273-FZ) establishes the levels of general education:

• preschool education,
• primary general education,
• basic general education,
• secondary general education.

Each level of general education corresponds (hereinafter - the Federal State Educational Standard) of general education, which approves the requirements for the structure and content of the basic educational program (hereinafter - the BEP), including the curriculum of the educational organization of general education (the exception is the Federal State Educational Standard for preschool education).

Secondly, at the level of basic general and secondary general education, public education institutions currently work within the framework of two existing standards - the federal component of the state standard (hereinafter - FKGOS 1) and the Federal State Educational Standard of general education (by level of general education), which entails significant differences in approaches to curriculum development.

Third, the second half of the academic year is the time for correction 2 and (or) creation for the next academic year of basic general education programs at levels of general education, developed both within the framework of the Federal State Educational Standard of General Education and within the framework of the Federal State Educational Standards in accordance with the requirements of Federal Law No. 273-FZ (Article . 12, 28).

As a rule, it concerns the following sections:

• content-based (work programs of academic subjects, courses on the compulsory part of the curriculum, the part formed by participants in educational relations, on extracurricular activities, etc.;
• analysis of educational and methodological (software and methodological) support);
• organizational (development of a curriculum, a plan for extracurricular activities, as well as the work of the administration on personnel placement (preliminary tariffication)).

The issues outlined above are brought to a meeting of the educational council of the public organization for discussion, following which a decision is made, as a rule, confirmed by an administrative act of the head of the public organization, for example, the order “On the correction (development) of the main educational program ________ (level indicated) general education OO for 20___ / ____school. "or "On the development of a curriculum as part of the implementation of the Federal State Educational Standards for the 20_____/______ academic year. G. ".

As for the educational program, adjusted (developed) within the framework of the Federal State Educational Standards, there is some difference - the requirements for its structure and content are not established by law, therefore OOs independently determine them, but otherwise the logic of action and the content of the work are similar to those proposed above.

Fourth, changes have been made to all Federal State Educational Standards of general education:

• by order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1643 to order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 “On the approval and implementation of the federal state educational standard for primary general education”;
• by order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1644 to order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 “On approval of the federal state educational standard of basic general education”;
• by order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1645 to order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 “On approval of the federal state educational standard of secondary (complete) general education.”

And also two new standards were approved - the requirements of the Federal State Educational Standard for the primary education of students with disabilities (hereinafter referred to as HES) 3 and the Federal State Educational Standard for students with mental retardation (intellectual impairment) 4.

Fifthly, The strategic and conceptual documents adopted in the field of education over the past year 5 at the state level significantly influence approaches to determining the content of education in public education.

At sixth, from September 1, 2015/16 school year. All educational institutions of the Russian Federation at the level of basic general education must switch to training according to the Federal State Educational Standard for general education.

Before we begin to consider the main issues, we note that the article focuses on general approaches to the formation of the curriculum of basic general education and secondary general education and private approaches within the framework of the requirements of the Federal State Educational Standard of basic general education and the Federal State Educational Standard of Secondary General Education.

The concept of "curriculum"

Having outlined above the relevance of addressing the issue of designing the curriculum of an educational organization of general education at the basic and secondary levels, let us move on to consider the key, in our opinion, positions. Let's start with the conceptual apparatus - actually concepts of "curriculum" and its constituent terms, the understanding of which is also important during its development and implementation.

According to paragraph 22 of Art. 2 of Federal Law No. 273-FZ “the curriculum determines the list, labor intensity, sequence and distribution by periods of study of academic subjects, courses, disciplines (modules), practice, other types of educational activities and, unless otherwise established by this Federal Law, forms of intermediate certification students."

The definition includes concepts that are found both in educational practice and in Federal Law No. 273-FZ (without disclosing their content). Therefore, below we present definitions of individual terms:

1. Work program of an academic subject, course, discipline (module)– a regulatory and management document of an educational institution that characterizes the system (model) of educational activities of teachers and students to achieve the planned results of mastering the educational program of the appropriate level of general education.

2. Academic subject– the main structural unit of the educational process; one of the means of implementing the content of education in the system of general education and vocational educational institutions. The list and relationships of educational subjects, their distribution by years of study or individual periods of the academic year are determined by the curriculum of the relevant educational institution 6.

3. Academic discipline- the same as an academic subject. A course in which, in accordance with the program and curriculum, students are trained within the framework of the educational profile and their chosen specialty 7 (in educational practice, it is more often used in the system of vocational education - secondary, higher and additional).

4. Training course– this is the completed period of a student’s education, a concept synonymous with an academic subject and academic discipline.

5. Training module– this is a logically completed part of the material of an academic subject (discipline, course), necessarily accompanied by the control of students; didactic system (teaching technology).

6. Practice– type of training sessions that provide practice-oriented training for students (specially organized activities of students to master various types of activities).

7. Interim certification- this is the establishment of the level of achievement of the results of mastering educational subjects, courses, disciplines (modules) provided for by the curriculum of an educational organization (more correctly - OOP).

Development of a curriculum for an educational organization within the framework of the Federal State Educational Standards and the Federal State Educational Standards

At curriculum development educational organization within the framework of the Federal State Educational Standards of General Education and the Federal State Educational Standards There are common approaches 8 and significant differences that need to be taken into account 9 (Table 1).

Table 1

Differences between the Federal State Educational Standards of general education and the Federal State Educational Standards in approaches to curriculum development

Federal State Educational Standard of General Education	FKGOS
Regulatory and legal basis for development
Requirements of the Federal State Educational Standard (the corresponding level of general education) for the curriculum
Basic (approximate) curriculum of an exemplary educational program (corresponding level of general education)**	Regional curriculum of a constituent entity of the Russian Federation
Curriculum structure
Mandatory part and part formed by participants in educational relations	Invariant part: federal component. Variable part: national-regional component and educational institution component
Number of hours in academic subject(s)
The number of hours of the compulsory part of the curriculum is not fixed; the minimum and maximum volume of hours of training for the level of general education is determined	The number of hours of the federal component is strictly fixed
The guideline for the minimum or maximum number of hours of the compulsory part is the approximate curriculum of the approximate OOP, the approximate program for the academic subject***	The guideline for the minimum number of hours is the hours of the federal component BUP-2004
The number of hours can be varied both upward and downward, as well as according to the years of mastering OOP within the level of general education	The number of hours can only be varied upward
Commonalities in approaches to curriculum development
Mandatory subjects for study are determined at the federal level
Requirements of the Procedure for organizing and carrying out educational activities in OOP - educational programs of primary general, basic general and secondary general education, approved. by order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015 to the curriculum
It is impossible to exclude, replace or transfer an academic subject from the compulsory part of the curriculum (Federal State Educational Standard of General Education) and from the federal and national-regional component of the curriculum (FKGOS)

* Order of the Ministry of Education of the Russian Federation dated March 9, 2004 No. 1312 “On approval of the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs.”

** The concept of “basic curriculum” is applicable only for curricula formed as part of the implementation of the Federal State Educational Standard, and when forming curricula that meet the requirements of the Federal State Educational Standard for general education, it does not carry the usual semantic load.

*** Proposed by the publishing house “Prosveshcheniye” for the subjects of the curriculum, and also see letter of the Ministry of Education and Science of Russia dated September 11, 2014 No. 08-1253 “On the approximate work program for the academic subject “Music””.

Number of curricula

Clause 18.3 of the Federal State Educational Standard for basic general education and clause 18.3.1 of the Federal State Educational Standard for secondary general education note that the educational program at the appropriate level of general education may include one or several curricula. And also, if, in order to master the level of basic general or secondary general education, training is organized in educational institutions according to individual curricula, including for students mastering general education at home, in full-time and (or) correspondence forms of education , then they must be presented in the educational program of the appropriate level of general education for the current academic year.

This approach has a justification - in an educational institution, at each level of general education, one educational program is developed and approved (an exception will be if the educational institution implements adapted basic educational programs (hereinafter referred to as AOEP)), and the form of development is determined by the student independently and (or) his parent (legal representative), since the role of parents in the educational process according to the Federal State Educational Standard is significant.

Question number of curricula educational organization of general education and their presentation is logical, since the practice of work and analysis of PEP by levels of general education, posted on the websites of educational institutions, shows that most of them contain the curriculum developed at the time of adoption of the PEP, and the developed and adopted curricula for subsequent academic years are not included all OO.

The logic of the approach to determining the number of curricula in the context of the implementation of the Federal State Educational Standard for general education is presented in Table. 2, the content of which allows us to conclude that the curriculum for classes implementing the Federal State Educational Standard of the corresponding level of general education is developed for each level of education and is its component, and not a separate independent document.

table 2

An approach to determining the number of educational plans of an educational organization in the context of the implementation of the Federal State Educational Standard

Level of general education	Federal State Educational Standard		Syllabus educational organization
Primary general education	Federal State Educational Standard for Primary General Education	OOP of primary general education	Curriculum for primary general education according to the Federal State Educational Standard (organizational section of the educational program). Individual study plan(s) (if available)
Basic general education	Federal State Educational Standard for Basic General Education	OOP of basic general education	Curriculum of basic general education. Individual study plan(s) (if available)
Secondary general education	Federal State Educational Standard of Secondary General Education	OOP of secondary general education	Curriculum for secondary general education. Individual study plan(s) (if available)

Approval of the curriculum of an educational organization is carried out as part of the educational program, i.e. changes made to it, as a rule, through the order “On amendments to the main educational program (level indicated) general education OO in 20 / school. G. ".

The curriculum for classes implementing the Federal State Educational Standard is developed separately in accordance with the requirements of BUP-2004, i.e. for those classes that have not switched to training in the Federal State Educational Standard of General Education, it is approved by a separate order for the public organization “On approval of the educational plan of the public educational system within the framework of the implementation of the Federal State Educational Standard for General Education” 20 / student G. ".

However, understanding and accepting the existing practice and traditions in education, that the curriculum of an educational organization of general education is an independent document, which is necessarily included in the range of affairs of OO 10, then its design (purely technically) can be as follows. The title page indicates the name of the organization and the text “Curriculum for 20 / academic. G. ". Next is the curriculum for primary general education (explanatory note, schedule of hours for the curriculum), and on the page where the level for which the curriculum is developed is indicated, the output data is indicated: the number and date of the order that made changes to the OEP of primary general education for the current academic year; date and number of the protocol of collegial governing bodies - the pedagogical council and the governing council (or others whose competence includes the development and approval of the curriculum). Then - the curriculum for basic general education (explanatory note, curriculum schedule), designed on a page similar to the approach presented above, then - the curriculum for the remaining classes working according to the Federal Educational Standards, designed in accordance with the requirements. Thus, the number of curricula of an educational organization of general education will be determined by the number of basic general education programs being implemented, taking into account the fact that at this stage in each educational institution there are classes operating in the FKGOS mode.

Interim certification of students

According to clause 10, part 3, art. 28 of Federal Law No. 273-FZ, the competence of PAs includes the implementation of ongoing monitoring of academic performance and intermediate certification, establishing the forms, frequency and order of its implementation. Therefore, the PA administration performs the following functions:

deals with all issues related to the organization and conduct of intermediate certification of students and accordingly fixed by local regulations - the Regulations on the forms, frequency, procedure for ongoing monitoring of progress and intermediate certification of students in OO 11; determines approaches to reflecting intermediate certification of students in the curriculum of OO, and independently on what educational standard the educational institution operates at a particular level of general education; establishes forms of intermediate certification, which may include: a comprehensive test; final test; written and oral examinations; testing; protection of an individual or group project; other forms determined by the OEP, including and (or) individual curriculum(s).

The following 12 points must be taken into account:

intermediate certification in primary school is carried out starting from the 2nd grade;

Interim certification in OO:

• students mastering the general education program of primary general education, basic general education, and secondary general education in all forms of education are required to undergo; as well as students mastering EO educational programs according to individual curricula, including those carrying out accelerated or other training taking into account the characteristics and educational needs of a particular student 13 ;
• at the request of their parents (legal representatives), students mastering the general education program of primary general education, basic general education, in the form of family education (externs), secondary general education in the form of self-education; a list of academic subjects, courses, disciplines (modules) submitted for intermediate certification, form and frequency of their implementation are determined by the relevant educational program and curriculum(s).

The obligation to conduct intermediate certification in all subjects of the curriculum is indicated in paragraph 1 of Art. 58 of Federal Law No. 273-FZ, because:

• the results of the intermediate certification of students, reflecting the dynamics of their individual educational achievements, in accordance with the planned results of mastering the educational educational program, are a component of the final assessment of the students’ mastery of the educational educational program of the corresponding level of education;
• the results of the final assessment of the mastery of general education at the appropriate level of education are used to make a decision on transferring students to the next grade and (or) to the next level of education;
• OOP OO establishes the planned results of mastering educational programs in the subjects of the curriculum;
• intermediate certification of students should also be carried out in academic subjects, courses, classes included in part of the curriculum formed by participants in educational relations (if the curriculum is developed in accordance with the requirements of the Federal State Educational Standard of general education) or a component of the educational institution (if the curriculum is developed in accordance with the requirements of the Federal State Educational Standard), forms , frequency, etc. are determined by the organization and are prescribed in the relevant documents.

Reflection of forms of intermediate certification of students in the curriculum educational organization

Let's consider several approaches to reflecting forms of intermediate certification of students in the curriculum educational organization of general education from the position of its own understanding 14. The proposed approaches are applicable for educational institutions that implement both the Federal State Educational Standards of basic general education and the Federal State Educational Standards of secondary general education, as well as the Federal State Educational Standard (FKGOS) (taking into account its specifics).

1st approach. In the explanatory note of the general education curriculum of the appropriate level, in the “General Provisions” section, a separate paragraph indicates information about the forms of intermediate certification of students.

For example, it might look like this:

• the conduct of intermediate certification of students in educational institutions is regulated by the following local regulatory framework: (and further in the text the name of the local regulatory act (or acts) is indicated with output data, for example, Regulations on the forms, frequency, procedure for ongoing monitoring of progress and intermediate certification of students in educational institutions and Regulations about the assessment system for students in educational institutions, etc.);
• the amount of time allotted for intermediate certification of students is determined by the calendar educational schedule of the educational institution for the 20____ /_____ academic year. G. ;
• The forms of conducting and educational subjects of intermediate certification of students are as follows (hereinafter they are listed in the text, with possible timing and frequency).

Let us comment on a fragment of the explanatory note of the first approach: “...the amount of time allotted for the intermediate certification of students is determined by the calendar educational schedule of the educational institution for the 20___/____ school year. G. ".

Firstly, the presence of a calendar schedule in educational institutions is not new in general education, since it was enshrined in previous legislation, but the presence in educational educational programs, especially in the curriculum, is determined by Federal Law No. 273-FZ and changes made, for example, by the Federal State Educational Standards of the basic general education (clause 18.3.1.1) - the academic calendar schedule should determine the alternation of educational activities (classroom and extracurricular) and planned breaks during education for recreation and other social purposes (vacations) according to the calendar periods of the academic year:

• by the start and end dates of the academic year; duration of the academic year, quarters (trimesters);
• terms and duration of vacations; terms of intermediate certifications 15.

Secondly, in the text of the explanatory note of the curriculum, the calendar educational schedule can be presented as a fragment or separate output data (number and date of the order), a link to the site where it is posted 16, because there is no point in including it all (according to paragraph 9, paragraph 10 of Art. 2 of Federal Law No. 273-FZ, it is included in the OOP), however, as practice shows, it is published as a separate document on the OOP.

2nd approach. Forms for intermediate certification of students, at the discretion of the administration of the educational institution, can be presented in another format - not in an explanatory note, but in the schedule of hours of the curriculum. In this case, at least two options are possible.

1st option. In the curriculum hours grid, a vertical column “Forms for intermediate certification of students” is added and opposite the academic subject that is designated for intermediate certification, the corresponding form is indicated (Form 1 – curriculum hours grid, corresponding to the requirements of the Federal State Educational Standard of General Education, and Form 2 – educational hours grid plan that meets the requirements of the Federal State Educational Standard).

Form 1

educational organization according to Federal State Educational Standards

Subject areas	Academic subjects
Mandatory part
Philology	Russian language				Composition
Extracurricular activities
	Forms of organization

Form 2

Representation of intermediate assessment in the curriculum educational organization according to FKGOS

2nd option. A horizontal line “Forms for intermediate certification of students” is added to the curriculum clock grid. At the intersection of this horizontal line and the vertical “class” column, the selected subjects for the intermediate certification of students for the current academic year are indicated (Form 3 and Form 4).

Form 3

Grid of curriculum hours that meets the requirements of the Federal State Educational Standard

Subject areas	Academic subjects	Class/hours per week
Mandatory part
Philology	Russian language
Total:
Part formed by participants in the educational process
Extracurricular activities
Areas of extracurricular activities
Forms of intermediate certification of students		Mathematics – online testing, ...	Russian language - dictation, ...

Form 4

Curriculum clock grid that meets the requirements of the Federal State Educational Standards

When reflecting the forms of intermediate certification in the curriculum, it is necessary to take into account the current local regulations governing the assessment and recording of educational achievements of students, as well as the content of the section “System for assessing the achievement of the planned results of mastering the general education program (the corresponding level of general education).”

Ethnocultural component

In individual educational institutions that implement general education educational programs, as a rule in the republics of the Russian Federation, constituent entities of the Russian Federation with a native (non-Russian) language (the language of the people of Russia), they include in the curriculum ethnocultural component. This right is enshrined in a number of state documents, as well as the current Federal State Educational Standards of General Education and the Federal State Educational Standards (FKGOS) (Table 3).

Table 3

Inclusion of an ethnocultural component in the curriculum

Federal State Educational Standard		FKGOS
basic general education	secondary general education
Curricula provide teaching and learning of the state language of the Russian Federation, the opportunity to teach and study the state languages ​​of the republics of the Russian Federation and the native language from among the languages ​​of the peoples of Russia, and also establish the number of classes allocated for their study by grade (year) of study		BUP-2004 establishes the relationship between the federal component, the regional (national-regional) component and the component of the educational institution: regional (national-regional) component - at least 10%

The inclusion of an ethnocultural component in the curriculum of an educational organization through the teaching and study of the state language, the state languages ​​of the republics of the Russian Federation and the native language of a particular people of Russia allows for the formation of multicultural competence of students of basic general and secondary general education. That is, we are talking about the formation of the foundations of civic identity, ethnicity of the student in the form of awareness of himself as a member of the family, a representative of the people, a citizen of Russia, a sense of belonging and pride in his homeland, people and history, awareness of a person’s responsibility for the general well-being 17.

The introduction of relevant subjects, with a specific number of hours for their study in a certain period(s) of study, will allow:

• introduce students to the history and trends of modern development of their native land;
• to form in students an idea of ​​various aspects of life of people living in their native land;
• develop in students the desire to receive information about their homeland, to know its history;
• create conditions for students to study the problems of regional development, develop their vision of their place in solving these problems, and establish the need to make a personal contribution to improving life in their native land.

The ethnocultural component in the curriculum of an educational organization, developed within the framework of the Federal State Educational Standard, is reflected in the national-regional component, and can also be introduced into the component of the educational institution.

In the curriculum of an educational organization, designed in accordance with the requirements of the Federal State Educational Standard of General Education, the opportunity to study the state language of the Russian Federation, the native language (the language of the people of Russia) can be represented by the 3rd and 4th options 18.

The 3rd option is intended for educational institutions in which instruction is conducted in Russian, but along with it one of the languages ​​of the peoples of Russia is studied (form 5).

Form 5

Syllabus educational organizations , in which instruction is conducted in Russian and one of the languages ​​of the peoples of Russia is studied

Subject areas	Academic subjects		Classes/hours per week
								Total
Mandatory part
Philology	Russian language
	Literature
	Native language and literature
	Foreign language
Total:
Part formed by participants in the educational process
Maximum permissible weekly load
Areas of extracurricular activities		Forms of organization
Forms of intermediate certification of students

* The time allocated for extracurricular activities is determined by the educational institution.

4th option - for public organizations in which education is conducted in the native (non-Russian) language, including in public organizations of a constituent entity of the Russian Federation, where state bilingualism is legally established (Form 6).

Form 6

Syllabus educational organizations , in which education is conducted in the native language and (or) state bilingualism is legally established

Subject areas		Academic subjects/classes	Number of hours per week
								Total
Mandatory part
Philology		Russian language and literature
		Native language and literature
		Foreign language
Total:
Part formed by participants in the educational process
Maximum permissible weekly load
Extracurricular activities (clubs, sections, project activities, etc.)*
Areas of extracurricular activities	Forms of organization of extracurricular activities
Forms of intermediate certification of students

* Websites of NGOs of the Republic of Tatarstan, the Republic of Sakha (Yakutia), the Udmurt Republic, etc.

The practice of implementing the ethnocultural component in public education organizations of the constituent entities of the Russian Federation (according to the analysis of curricula posted on the public organizations’ websites) has shown the following:

1. OOs conduct training in Russian, but along with it they also conduct training in their native language (the language of the peoples of Russia); the 3rd version of the model curriculum is taken as the basis for the formation of the curriculum. Note that this approach is preferable in the constituent entities of the Russian Federation.

2. Public organizations provide training according to several curricula, one of which provides for training in the native (non-Russian) language, the formation is carried out according to the 4th version of the exemplary curriculum.

Let us note that in both the first and second cases, the design of an educational curriculum with an ethnocultural component is also realized through the part formed by the participants in educational relations, which includes subjects, courses, classes in the native (non-Russian) language, and (or) through the integration of educational content (see point 3 below).

3. In educational institutions, the implementation of the ethnocultural component is carried out only through integration through inclusion in individual academic subjects (literature, history, geography, social studies, etc.) or subjects (courses) chosen by participants in educational relations, i.e. inclusion in part of the educational plan formed by the participants in educational relations, as well as extracurricular activities and additional education (classes (clubs) in folk dance, folk singing, etc.).

Presentation of the ethnocultural component

In the explanatory note of the curriculum of the educational organization the ethnocultural component must be reflected mandatory, and in the clock grid - depending on the chosen option for its implementation. Let's consider a fragment (generalized, approximate) of an explanatory note that can be used when constructing a curriculum in the descriptive part, regardless of what educational standard the educational institution operates according to, but taking it into account (for example, in the “General Provisions” of a curriculum that meets the requirements FKGOS, an order is indicated approving FKGOS and BUP-2004, and not the Federal State Educational Standard for primary general education, and vice versa).

EXAMPLE

Fragment of the explanatory note of the curriculum educational organization with an ethnocultural component using the example of basic general education

1. General Provisions

1.3. In classes of basic general education, instruction is organized in the native (specify which) language in accordance with:

With Federal Law No. 273-FZ;

Law “On State Languages ​​of a Subject of the Russian Federation” (the exact name (if any) of the regulatory legal act of the subject of the Russian Federation is indicated);

Federal State Educational Standard for Basic General Education, approved. and put into effect by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 (as amended on December 29, 2014);

An approximate (basic) curriculum for an approximate general education program of basic general education (output data is indicated) 19;

1.5. The part formed by participants in educational relations, including extracurricular activities, includes courses, classes, etc. (there is a general listing for the level of basic general education, details will be presented in the second part of the explanatory note), providing in-depth study of the native language and literature , knowledge about the culture, history, etc. of peoples.

1.6. Extracurricular activities are implemented in areas and include (directions, forms of organization, name, etc. are indicated) for the purpose (specified specifically) or to solve the following tasks (tasks are indicated).

2. Basic general education

2.1. The content of basic general education in ________ class(es) is implemented through (the educational system is briefly described) using textbooks included in the federal list of textbooks recommended for use in the implementation of state accredited educational programs of primary general, basic general, secondary general education of public organizations, as well as teaching aids approved for use in the implementation of the specified educational programs by such organizations 21 (specified at what level, part of the list - federal or regional), corresponding to the achievement of educational results (if necessary, they are prescribed or a link is given to the PEP of basic general education) defined by this PEP .

About the individual curriculum

The educational institution has the right, including at the request of students and (or) their parents (legal representatives), to ensure the development of general education at any level of general education through individual curriculum(hereinafter referred to as IUP).

According to Federal Law No. 273-FZ, paragraph 23 of Art. 2 “individual curriculum – a curriculum that ensures the development of an educational program based on individualization of its content, taking into account the characteristics and educational needs of a particular student.”

The text of the Federal State Educational Standard for basic general education (clause 18.3) determines that the IUP is developed to develop the potential of students, primarily for gifted children and children with disabilities, without fail with the participation of the students themselves and their parents (legal representatives). An important element of their implementation is the provision of tutor support.

The Federal State Educational Standard for Secondary General Education (clause 18.3.1) provides students with the opportunity to formulate individual curricula.

As part of the implementation of the Federal State Educational Standards, an individual curriculum is understood as a set of educational subjects (courses) selected for mastering by students from the educational curriculum compiled on the basis of PUP-2004 22 .

However, in order to implement the IEP in an OO, the Regulations on the IEP in an OO must be developed and adopted in the prescribed manner (see Part 3, Part 4, Article 30 of Federal Law No. 273-FZ, Clause 5 of the Procedure for organizing and implementing educational activities in the main general education programs – educational programs of primary general, basic general and secondary general education, approved by order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015, clause 19.34, clause 20 of the letter of the Ministry of Education and Science of Russia dated April 1, 2013 No. IR-170/17 “On the Federal Law “On Education in the Russian Federation” (together with Recommendations to the constituent entities of the Russian Federation on preparation for the implementation of the Federal Law “On Education in the Russian Federation”).”

The approaches to the development of the IEP, its structure and content are similar to the “regular” curriculum: that is, there must be an explanatory note and a schedule of hours 23.

Considering the issue of IEP, we focus on the recently adopted Federal State Educational Standard for primary general education of students with disabilities, which:

provides for the implementation of the AOEP of primary general education, taking into account the educational needs of groups or individual students with disabilities on the basis of specially developed curricula, including individual ones, which ensure the development of the educational program based on the individualization of its content, taking into account the characteristics and educational needs of a particular student (p . 2.2); is the basis for determining the requirements for the conditions for the implementation of the AOEP of primary general education, including on the basis of the IEP (clause 1.7).

Therefore, if an organization implements the AOEP of primary general education, it must study the requirements for the conditions for their implementation on the basis of the IUP, since this form of mastering the educational program (home education) is always in great demand for students with disabilities, and the Federal State Educational Standard for primary general education provides students with disabilities with such an opportunity for parents (legal representatives) when students with disabilities receive primary general education.

Formation of a curriculum for an educational organization of a specific training profile

In the constituent entities of the Russian Federation, the majority of educational institutions continue to operate in accordance with the requirements of the Federal State Educational Standard, and accordingly the curriculum for secondary general education is developed on the basis of BUP-2004, which, in turn, provides for specialized and universal training, as well as the possibility of receiving it through an individual educational program (trajectory) , through the choice of specialized subjects or in-depth study.

Design process curriculum for a specific profile and (or) an individual educational program is clearly and understandably covered in the PUP-2004. The problem arises when drawing up a curriculum with different profile groups and (or) an individual curriculum.

To draw up a curriculum for an educational institution, class, group, studying in specialized training based on the federal basic curriculum, you should:

• include compulsory academic subjects at the basic level (invariant part) into the curriculum;
• include in the curriculum at least two academic subjects at the profile level (from the elective part), which will determine the direction of specialization of education in this profile.

The curriculum may also include other academic subjects at the basic or specialized level (from the variable part of the federal component).

If the selected academic subject at the profile level coincides with one of the compulsory academic subjects at the basic level, then the latter is excluded from the invariative part.

The total study time allocated in the curriculum for academic subjects of the federal component (basic compulsory + specialized + basic electives) should not exceed 2100 hours for two years of study. If, after the formation of the federal component, a reserve of hours remains (up to 2100 hours), then these hours are transferred to the component of the educational institution. It is possible to include a regional (national-regional) component in the curriculum (in the amount of 140 hours over two academic years).

The preparation of the curriculum ends with the formation of the educational institution component (in the amount of at least 280 hours over two academic years). The hours allocated to the educational institution component are used for teaching academic subjects offered by the educational institution; conducting educational practices and research activities; implementation of educational projects, etc.

They can also be used to increase the number of hours allocated to teaching basic and specialized subjects of the federal component.

Below we will consider, using a specific example, an approach to the formation of a curriculum for two individual educational plans (trajectories). Note that the design of the IUP within the profile is similar to that discussed above, as well as in the example below.

EXAMPLE

Students of the same class chose various academic subjects at a specialized and advanced level. Is it necessary to study world artistic culture and technology? How, in this case, should the work program for the subject be implemented?

The study of the academic subjects “World Artistic Culture” and “Technology” will be determined by the profile of study, regardless of how many trajectories are chosen. BUP-2004 defines the following logic for the formation of the curriculum. The inclusion of these subjects in the curriculum will be determined by the profile of study: if students have chosen a physics and mathematics profile, then neither world artistic culture nor technology is studied, but if social, humanitarian or philological, then world artistic culture is studied without fail, and technology is not is being studied. If the basis for the formation of an individual trajectory is an approximate curriculum of universal education (i.e., subjects are selected at an in-depth level of study that are not “tied” to a specific educational profile), then both technology and world artistic culture are studied without fail.

If some students in a class at the profile level have chosen one academic subject, for example, social studies, and the rest have chosen a foreign language, physics, chemistry, biology, literature, geography (randomly), then to determine which route it is necessary to study the academic subject “Technology” and “World artistic culture”, we use the following logic of reasoning.

To determine the direction (profile) of study, we group academic subjects without taking into account the academic subject “Social Studies”, taking as a basis two or more subjects at the profile level. As a result of this grouping, we obtain the following areas (profiles) of training:

• philological (major subjects – English, literature);
• natural science (major subjects – physics, chemistry);
• biological-geographical (major subjects – geography, biology).

We compare the resulting profiles with the sample curricula of BUP-2004 and find out that the educational subject “Technology” is not included in the basic educational subjects of the federal component of the curriculum of the above-mentioned profiles, and the educational subject “World Artistic Culture” is included in the basic part of the federal component of the philological profile, i.e. . i.e. those students who have chosen English language and literature at the profile level, in addition to social studies.

Requests from participants in educational relations

When forming the curriculum of an educational organization of general education, it is very important to satisfy the requests of participants in educational relations, therefore it is necessary to clearly understand the basis on which the hours of the component of the educational institution (FKGOS) and the hours of the part formed by the participants of educational relations (FSES of general education) are distributed. Therefore, the distribution of these hours in the educational institution must be established / determined (mandatorily) with the involvement of participants in educational relations (you can conduct a survey, questionnaire, etc.).

Why can a public organization issue an order “On identifying requests from participants in educational relations when forming a curriculum” 24, where this position is consolidated or the issue is brought up for discussion by collegial bodies, which is formalized by an appropriate decision.

It should be taken into account that when monitoring the quality of education, they take into account the recommendations of the letter of Rosobrnadzor dated July 16, 2012 No. 05-2680 25 - the indicator “Taking into account the educational needs and requests of students and their parents (legal representatives) when forming educational plans of an educational institution.”

On the shortcomings in the formation of the curriculum

Talking about shortcomings encountered in OO when designing a curriculum basic general education, it should be noted:

1. Until now, the administration of the PA, the Founder of the PA, as well as the control (supervision) bodies have the point of view that the curriculum of the PA is an independent document, and not part of the PEP of basic general education. From which follows its independent approval, and not as part of changes (additions, corrections) of the educational program of the corresponding level of general education for the next academic year. Proof is the orders issued by the public organization, for example, “On approval of the educational plan of public education for 20 / academic year. ", and not the order "On introducing changes (corrections) of the general educational program of basic general education for 20/school. g.,” in which it is approved as a separate paragraph 26.

2. In certain constituent entities of the Russian Federation, the founder of a public organization currently coordinates the curriculum of an educational organization, which runs counter to the norms of Part 5 of Art. 12 of Federal Law No. 273-FZ: “Educational programs are independently developed and approved by the organization carrying out educational activities, unless otherwise established by this Federal Law” and Part 10 of Art. 13: “Federal state bodies, government bodies of the constituent entities of the Russian Federation, exercising public administration in the field of education, local government bodies, exercising management in the field of education, do not have the right to change the curriculum of basic general education and the academic calendar of organizations carrying out educational activities.” We note that the coordination of the curriculum as a component of the general education program of basic general education in accordance with the norms of Art. 26 of Federal Law No. 273-FZ can be carried out by the governing council, and adopted by the pedagogical council, unless otherwise stated in the Charter of the public organization and (or) its local regulations.

3. In the explanatory note of the curriculum of basic general education, implemented within the framework of the Federal State Educational Standard for basic general education, there is a reference to BUP-2004, which is incorrect in the context of the implementation of the Federal State Educational Standard for basic general education.

4. In the text of the explanatory note of the curriculum and the clock grid, the term “steps” is still used instead of “levels,” which contradicts Federal Law No. 273-FZ.

5. A description of software and methodological support is included in the curriculum of an educational organization, without taking into account that it is a component of the content section of the OOP.

6. In the explanatory note of the curriculum, a schedule of hours for academic subjects, presented in the numbers of the clock grid, is transferred descriptively (verbally).

1 Order of the Ministry of Education of Russia dated 03/05/2004 No. 1089 “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education.”

2 By correction of the educational program we mean making changes and (or) additions to it based on the results of the appropriate analysis.

3 Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598 “On approval of the federal state educational standard for primary general education of students with disabilities.”

4 Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1599 “On approval of the federal state educational standard for the education of students with mental retardation (intellectual impairment).”

5 For example, the Concept for the development of mathematics education in the Russian Federation, approved. Decree of the Government of the Russian Federation dated December 24, 2013 No. 2506-r, etc.

6 Bim-Bad B.M. Pedagogical encyclopedic dictionary. M., 2002. P. 302.

7 New dictionary of methodological terms and concepts (theory and practice of language teaching). M.: IKAR Publishing House. E.G. Azimov, A.N. Shchukin. 2009.

8 Features of the formation (design) of the curriculum of an educational institution within the framework of the implementation of the Federal State Educational Standard for basic general education // Directory of the deputy director of the school. 2013. No. 6. P. 5–21.

9 Gubanova E.V., Logvinova I.M. Designing the curriculum of an educational institution within the framework of the implementation of the Federal State Educational Standard for primary general education // Primary school management. 2013. No. 8. P. 5–18.

10 Let us note that the curriculum will be included as an independent document in the list of cases until all classes of educational institutions switch to training according to the Federal State Educational Standard of General Education.

11 The presence of this local regulatory act is provided for by the Methodological Recommendations presented in the letter of the Ministry of Education and Science of Russia dated 04/01/2013 No. IR-170/17 “On the Federal Law “On Education in the Russian Federation””.

12

13 Clause 5 of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of primary general, basic general and secondary general education, approved. by order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015.

14 Bodyakina T.P., Gubanova E.V. Current issues of intermediate certification of students // Directory of the deputy director of the school. 2014. No. 5. pp. 58–77.

15 Order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1644 “On amendments to the order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897 “On approval of the federal state educational standard of basic general education.”

16 Requirements for the structure of the official website of an educational organization on the Internet and the format for presenting information on it, approved. by order of Rosobrnadzor dated May 29, 2014 No. 785 (clause 3.4: subsection “Education” must contain information about the academic calendar with a copy attached).

17 For more details, see: electronic system “Education” – www.e-mcfr.ru.

18 Letter of the Ministry of Education and Science of Russia dated November 1, 2011 No. 03-776 “On the approximate basic educational program of basic general education”; Approximate basic educational program of an educational institution. Basic school / (compiled by E.S. Savinov). M.: Education, 2011. 342 p. (Second generation standards).

19 It is planned to place example OOPs in the registry of exemplary OOPs. For more details, see: http://Ministry of Education and Science.rf/%D0%BD%D0%BE%D0%B2%D0%BE%D1%81%D1%82%D0%B8/4985.

20 Indicated if it was used in the design of the curriculum, since if the document is of a recommendatory nature, it is applied at the discretion of the administration and (or) by collegial decision, which is preferable.

21 As a rule, textbooks are not prescribed, but a link is given to the OOP section of basic general (or secondary general education), where software and methodological support is presented.

22 Information letter of the Department of General and Preschool Education of the Ministry of Education of Russia dated April 20, 2004 No. 14-51-102/13 “On sending recommendations on the organization of specialized training based on individual curricula of students.”

23 Gubanova E.V. Approaches to organizing training according to an individual curriculum // Directory of the deputy director of the school. 2014. No. 6. pp. 13–33.

24 The electronic system “Education” has a template for this order. For more details see: www.e-mcfr.ru.

25 Letter of Rosobrnadzor dated July 16, 2012 No. 05-2680 “On the direction of methodological recommendations.”

26 Gubanova E.V., Logvinova I.M. Design of the educational plan of educational institutions within the framework of the implementation of the Federal State Educational Standard for primary general education // Management of primary school. 2013. No. 8. P. 5–18.

Sections: School administration

The school curriculum is one of the main documents of an educational institution. Purpose of the curriculum:

• guarantee that students receive a mandatory minimum education in accordance with the state standard;
• provide schoolchildren with the opportunity to more fully realize their potential, satisfy their educational needs and interests, and develop diverse abilities;
• maintaining a single educational space.

The school curriculum is developed at the educational institution and agreed with the municipal education authority. Its development begins with a study of the Core Curriculum. Approved by the Ministry of Defense of the Russian Federation and science.

The basic curriculum establishes:

• duration of training at each level of training;
• students' weekly academic load, which includes classes in academic subjects, as well as mandatory extracurricular activities;
• the number of teaching hours financed by the state;

Curriculum structure:

• federal,
• national-regional,
• op-amp component.

When designing school curricula, it is necessary to remember that the Basic Curriculum provides educational institutions with the following opportunities: the presence of an invariant (mandatory for all schools) and variable parts.

The task of the educational institution:

• design the variable part of your curriculum so that it takes into account the characteristics and interests of students;
• capabilities of the teaching staff;
• reflected the main purpose of this school;
• results of educational and methodological work over the past years;
• plans for the development of the educational process;

UE status:

• universal,
• base,
• profile

That is, focused on the implementation of basic education standards in the field of state procurement and in the field of procurement of the student, parent and local community

COE and extracurricular activities are sections of the curriculum that allow the school to build its content, dictated by the specifics and characteristics of the school. Those. they determine the direction of the school

When designing a software program it is necessary:

• an order from the school director on the formation of a draft curriculum and educational program, where the heads of the Moscow Region are instructed to study the requests of students and determine the social order.
• in the 3rd quarter, a survey of students and parents from grades 2 to 10 is conducted in order to identify the needs of students to study the subjects allocated to the component of the educational institution, as well as subjects of extracurricular activities and consultation.

• Hours of extracurricular activities 2011-12 academic year (afternoon)

The results of the survey are discussed at the school methodological council

Based on the results of the analysis of student surveys, updated analysis of the SCS and social survey, it is possible to determine the subjects necessary for introduction into the curriculum. After determining the subjects of choice, subject teachers develop programs that are considered at the school’s ES meeting.

The op-amp component is determined:

• taking into account the problems of maintaining the institution component;
• the justification can be a large percentage of choice, the specifics of the school, formed from a consolidated analysis of the SCS and resource support for the quality of education.

In this case, the components of the hours of the educational institution and the hours of extracurricular activities distributed based on the school’s problem “Personally oriented approach to teaching and education”, taking into account the needs of students and their parents

Application(Curriculum of the Municipal Educational Institution of the Sulgachin Secondary School).

Collage by Larisa Vetlugina.

29.08.2013 13:04:36

Today, schools and parents have the right to determine what disciplines children will study in primary school and how many hours to spend on a particular subject. However, freedom of choice is limited by educational standards, legal frameworks, the real capabilities of schools and the need to take into account the opinions of other parents.

“The educational institution independently chooses the curriculum and coordinates it with the parent community,” explains Ramilya Ishemgulova, head of the department of general education and final certification of the Ministry of Education of the Republic of Belarus.

Schools in the republic teach according to four types of plans. The first one is with Russian language of instruction. The second is with Russian as the language of instruction, along with the study of native languages. The third - with the Bashkir language of instruction and the fourth - with the native non-Russian language of instruction.

However, it happens that parents choose the first option of the plan, and for some reason their children study according to the second. Dissatisfaction is caused by the reduction in the number of Russian language hours due to the emergence of a national component. Members of the Internet group “Education and the Russian language in schools in Bashkiria” told Elektrogazeta about this very common phenomenon.

Let's look at the situation using the example of Ufa secondary school No. 18. In April 2011, parents of first-graders declared their desire to teach their children according to the first version of plans, and to conduct native language lessons as an elective.

The school director and the head of the city education department are informed about their decision.

In May, parents of first-graders contacted RONO, who assured that their wishes would be taken into account when drawing up plans for the upcoming school year.

Meanwhile, in September it turns out that training is proceeding according to the second option. It's too late to change anything. The adopted plan was agreed upon with RONO. A year later, history repeats itself. And now this year the children are going to the fourth grade, and parents are afraid that their legal demands will most likely not be fulfilled.

Let's try to figure out whether the parents are right in their demands. And what needs to be done to comply with them?

First, let’s listen to the position of school director Irina Biktimirova:

When adopting the curriculum, the school administration must take into account all the wishes of the students. However, there are one and a half thousand children studying at the school and it is impossible to agree on it with every parent. The plan is approved by the governing council, which includes 10 parents; this is an elected body. The procedure is as follows: at the meeting, the director proposes a curriculum, the council makes its own adjustments. There were no special requests from the parents of this parallel group for the upcoming school year.

Thus, according to the adopted plan, in the fourth grade four hours are allocated for studying the Russian language, two hours for literary reading and one hour for the native language. At school, Russian, Bashkir and Tatar languages ​​are taught as native languages. In groups in which, at the request of parents, children study their native Russian language, a total of five hours a week are allocated for its study. Children manage to complete the entire educational program.

We do not have the right to remove our native language from the plan at all,” explains the director, “since there is a law on languages. If you have received a statement about reluctance to learn your native language from one class, then you should not forget that the school has seven classes in parallel, for which a single curriculum is adopted.

However, we, understanding the well-known concerns of parents, have increased the Russian language hours as much as possible. In fourth grade, children will study their native language for only one hour (instead of two) per week. This is a compromise solution. Understand that the school cannot infringe on the rights of the non-Russian population of the republic. After all, there are people who want to study their native Bashkir and Tatar languages. In this class, four people study Tatar as their native language. This choice is voluntary.

In response to the director’s explanation, parent Nadezhda Starkova remarks:

Absolutely right: in our class, Russian-speaking children learn Russian as their native language. However, the main program is mastered in Russian language lessons as part of the basic course, which, in my opinion, is not enough. And in the lessons of their native language they study according to a different program and other textbooks, actually receiving only elective knowledge. At the same time, children a year younger study according to the first version of the plan, devoting more class hours to the Russian language and literature.

Why was the second version of the plan adopted in our school district, despite the wishes of the parents? - Nadezhda Starkova asks.

The head of the education department of the Kirov district administration, Lidia Ponomareva, answers the question: “Children of different nations live and study in Bashkiria, therefore multinational classes are presented. If the school has opportunities to study native languages, then they are provided to the children. 14 children from this parallel study Tatar as their native language, the rest study Russian. At the same time, it is important to understand that Russian language hours are not transferred anywhere and are not lost. The Russian language is studied as part of the federal component, and the native language as part of the school component.

In order to understand the educational components, we again turned to the republican Ministry of Education to the head of the department, Ramila Ishemgulova:

The current fourth grades are taught according to the old standards, according to which the curriculum consists of three components: educational institution, national-regional and federal. The ministry recommends a sample curriculum for the school.

According to the new standards, which came into force in September 2011, the curriculum includes only two components - federal and school. Although the so-called national-regional component is present, it is in a slightly different capacity. That is, in each subject area there should be 80 percent of the federal component and 20 percent of the regional one. This means that when compiling a program for all subjects, the teacher includes a regional component. For example, in mathematics it is necessary to calculate the territory of the republic, in music lessons you need to listen to folk instruments, in physical education you need to pay attention to national games.

If, according to the 2004 standards, the Ministry of Education “lowered” sample curricula, then according to the new standards, schools are not recommended to have any curriculum at all. It is developed and adopted independently by the educational institution in accordance with the Federal State Educational Standards.

In any case, the official sums up, in the republic’s schools the number of hours allocated to studying the Russian language and literature is no less than in any other Russian region. Another thing is that according to the new Federal State Educational Standards, an educational institution from the school component can allocate training hours for any subjects at its discretion.

So, the positions of the key players are clear. The wishes of the students’ parents did not find support in the educational departments; the school’s proposed compromise solution does not suit the parents. What to do in this case? All that remains is to contact the regulatory authority - the Office for Control and Supervision in Education. In response to our request, the following conclusion was received:

“During the consideration of the appeal, the fact of adoption and approval of the curriculum for the 2011-2012 academic year was established without taking into account the request of parents (legal representatives) of minor students, which is a violation of Article 9 of the Law of the Russian Federation of July 10, 1992 No. 3266-1 “On Education” .

Unfortunately, the parents of fourth grade “A” students did not complete the work they started in 2011. As they say, they gave up.

In such situations, Obrnadzor advises parents to:

1. Write a collective statement on the choice of curriculum (the decision is made by a majority vote).

2. Submit the application to the school administration in advance, before the pedagogical council.

3. If a curriculum is accepted that is unsatisfactory to parents, contact the Obrnadzor.

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The Education Law gives the school staff the opportunity to choose their own curriculum and determine the type of school.

This can be a general education school, a school with in-depth study of a number of subjects, it can be a gymnasium, lyceum, college or private school.

It is allowed to open correction classes for weakened children and children lagging behind in development.

It is allowed to introduce additional paid services (foreign language learning, music clubs, sports sections, rhythm, chess, etc.).

The Ministry of General and Vocational Education provides a wide range of options for obtaining education; it has developed instructions, rules for obtaining certificates, etc.

However, leaders should be warned against thoughtless fashionable hobbies and unfounded decisions on holding competitive exams for admission to high school, and the desire to turn so-called alternative schools into the main way to obtain a full-fledged school education. Since the adoption of the Law of the Russian Federation “On Education,” thousands of non-state educational institutions, including private schools, have been opened.

The Ministry of General and Professional Education of Russia has prepared a number of legislative acts regulating the activities of gymnasiums, lyceums, colleges, various types of private schools, etc. A regulation has been issued on such schools, their rights and responsibilities, the procedure for their opening, certification, accreditation and licensing.

Does this mean that the future belongs to alternative schools and that they should be preferred to regular public schools? There are two ways. The first is to rename all high schools as gymnasiums. There is nothing bad about this. This was the case in Russia, and this is the case in many countries. The second is the parallel existence of different types and types of schools, which is also acceptable. Gymnasiums and lyceums are institutions for gifted children, colleges provide appropriate education and professions for everyone else.

When considering ways to modernize school education in all types of schools, special attention should be paid to the ratio of compulsory and optional subjects studied in them. More recently, we have seen a tendency towards a sharp reduction in compulsory subjects, while referring to the experience of developed capitalist countries. Yes, there was such a hobby, but it led to a sharp decline in the quality of education. For example, in US schools, 35% of students did not study physics, 32% chemistry, etc. Currently, many countries have abandoned this practice. For example, in France, all secondary school students are required to study their native language,

mathematics, foreign language, history, geography, physics, biology, geology, civil law, physical education. Simply put, 70-90 percent of school time is used for compulsory subjects. In the USA 70 percent, in England 7585 percent, etc. This is justified.

The right to open one or another type of educational institution is granted to local authorities and public education authorities.

Pedagogy. Textbook for students of pedagogical universities and pedagogical colleges / Ed. P.I. Faggot. - M: Pedagogical Society of Russia, 1998. - 640 p.

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