Second generation basic school program. Federal educational standard of the second generation

Sample programs for academic subjects

Foreign language grades 5-9

M, Education, 2010 (Second generation standards)

Explanatory note

An approximate foreign language program for a primary school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, and maintains continuity with the exemplary programs of primary general education.

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

The approximate program for a basic school provides for the further development of all the main types of student activities presented in the programs of primary general education. However, the content of exemplary programs of basic general education has features determined, firstly, by the tasks of development, training and education of students, given social requirements for the level of development of their personal and cognitive qualities; secondly, the subject content of the general secondary education system; thirdly, the psychological age characteristics of the students.

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

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

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

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

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

Students begin to master the highest forms of mental activity - theoretical, formal, reflective thinking. The basis of the ability to reason hypothetico-deductively and operate with hypotheses is formed; think abstractly and logically (in verbal terms), without resorting to relying on actions with specific objects.

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

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

The requirements for the development of these abilities are determined by the system of requirements for personal and meta-subject actions and the program for the formation of universal educational actions. A key role in their formation is played by the content of academic subjects and ways of organizing educational activities and educational cooperation, determined by the approximate program for academic subjects, including a foreign language.

This sample program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, approximate thematic planning indicating the minimum number of hours allocated to study topics, and defining the main types of educational activities of schoolchildren; recommendations for equipping the educational process.

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

Goals and educational results are presented at several levels - meta-subject, personal and subject. In turn, substantive results are designated in accordance with the main spheres of human activity: cognitive, value-oriented, labor, physical, aesthetic.

The “Main Content” section includes a list of the content being studied, combined into content blocks, indicating the minimum number of teaching hours allocated for the study of each block.

The section “Approximate thematic planning” presents an approximate list of topics in a foreign language course and the number of teaching hours allocated to the study of each topic, a description of the main content of the topics and the main types of student activities (at the level of educational activities).

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

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

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

In the cognitive sphere:
- explore the world through a visual artistic image, imagine the place and role of fine art in human life and society;
- master the basics of visual literacy, features of figurative and expressive language of different types of fine arts, artistic means of expression;
- acquire practical skills and abilities in visual arts;
- distinguish between the studied types of plastic arts;
- perceive and analyze the meaning (concept) of the artistic image of works of plastic arts;
- describe works of fine art and cultural phenomena, using special terminology, give definitions of the concepts studied;

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

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

In the aesthetic sphere:
- to realize creative potential in one’s own artistic and creative activity, to carry out self-determination and self-realization of the individual on an aesthetic level;
- develop artistic thinking, taste, imagination and fantasy, form the unity of emotional and intellectual perception based on the material of the plastic arts;
- perceive aesthetic values, express an opinion about the merits of works of high and popular fine art, be able to identify associative connections and realize their role in creative activity;
- show a strong interest in art, the artistic traditions of their people and the achievements of world culture; to form an aesthetic outlook;

In the labor sphere:
- use various means of expression, artistic materials and techniques in their creative activities.

The main content lines in the study of fine arts are:
the emergence and types of plastic arts; language and genres of fine arts;
artistic image and artistic and expressive means of painting, graphics, sculpture, decorative and applied arts; connection of times in art using the example of the evolution of artistic images.
The main types of educational activities of students are: perception of works of plastic arts; practical creative activity in various genres, types, artistic materials and techniques.
Sample programs of basic general education in the fine arts are compiled based on the hours specified in the Basic Curriculum of educational institutions of general education.
The subject “Fine Arts” is recommended to be studied in grades 5-7 for at least 105 hours (35 hours in each grade).
Art
The study of art makes a great contribution to achieving the main goals of basic general education. In basic school, students are introduced to fine arts and music. Previously formed skills of active dialogue with art become the basis for the process of generalization and reflection; within the framework of the training course, the results of the study of world artistic culture are rethought. Thus, the content of studying the “Art” course in primary school is the result of the first stage of aesthetic development of the individual and represents an integral link in the system of lifelong education.
When studying the subject “Art,” the task of perceiving works of art by students, revealing to them the laws of historical development, features of the figurative language of art, and the formation and development of artistic and imaginative thinking is brought to the fore.
A special place is given to the study of Russian art. Art in which the native word sounds, the feelings and aspirations of compatriots are captured, is closer, more understandable and is perceived more sharply. This makes it possible to create conditions for dialogue between cultures not only of different historical eras, but also within one era (domestic and foreign art); helps to identify what is common and unique, which is determined by the historical fate, psychological make-up, traditions, and uniqueness of the spiritual life of each people; contributes to the achievement of social consolidation and harmony in the context of the growing social, ethnic, religious and cultural diversity of our society.
The activities of an educational institution of general education in teaching art should be aimed at achieving the following personal results by students:
development of figurative perception and mastery of methods of artistic, creative self-expression of the individual;
harmonization of intellectual and emotional development of the individual;
formation of a worldview, a holistic idea of ​​the world, of the forms of existence of art;
development of skills and abilities of cognition and self-knowledge through art, accumulation of diversity and unique experience of aesthetic experience;
formation of a creative attitude to problems, preparation for a conscious choice of an individual educational or professional trajectory.

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

In the value-orientation sphere:
- represent a system of universal human values;
- realize the value of the art of different peoples of the world and the place of domestic art;
- respect the culture of another people, master the spiritual and moral potential accumulated in works of art, show an emotional and value-based attitude towards art and life, navigate the system of moral norms and values ​​presented in works of art;
in the communication field:
- to form communicative, informational and social-aesthetic competence, including mastering the culture of oral and written speech;
- use methods of aesthetic communication, master interactive forms of communication with works of art;
in the aesthetic field:
- develop individual artistic taste, intellectual and emotional spheres;
- perceive and analyze aesthetic values, express an opinion on the merits of works of high and popular art, see associative connections and realize their role in creative activity;
- show a strong interest in art, the artistic traditions of one’s people and the achievements of world culture, and expand one’s aesthetic horizons;
- understand the conventions of the language of various types of art, create conventional images and symbols;
- determine the dependence of the artistic form on the purpose of the creative concept;
- realize your creative potential, carry out self-determination and self-realization of the individual on aesthetic (artistic and figurative) material;

In the labor sphere:
- use various artistic materials, use expressive means of art in their creativity, both in traditional and innovative (information) technologies.
The main content lines in the study of art: the role and place of art in the life of man and society, the artistic image and its specificity in various types of art; types and genres, styles and movements in art; history of art of different eras (primitive art, art of the Ancient World, the Middle Ages, the Renaissance, the Enlightenment; general characteristics of the art of the 19th century); art of the peoples of Russia and the world artistic process; 20th century art; new types of art (cinema, television, computer art and its aesthetic features).
The main types of educational activities of students are: perception of works of art (listening to music, perception of works of plastic arts, watching films, theatrical performances, etc.); creative activity in various types of art, genres and artistic techniques; carrying out research projects using new information and communication technologies.
Sample programs for basic general education in the arts are based on the hours specified in the Basic Curriculum of General Education Institutions.
The subject “Art” is recommended to be studied in grades 8 and 9 for at least 35 hours in each grade.

Second generation standards."

Fundamental core of general education content: project

edited by ,

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

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

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

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

Compiled by

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

Biology. 5-9 grades

An approximate biology program for a basic school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, and maintains continuity with exemplary programs of primary general education.

Sample programs for academic subjects.

Biology. 6-9 grades Natural science 5th grade.

The programs were prepared within the framework of the project “Development, testing and implementation of federal state standards of general education of the second generation”, implemented by the Russian Academy of Education by order of the Ministry of Education and Science of the Russian Federation and the Federal Agency for Education.

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

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

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

Physics 7-9.

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

Variation" href="/text/category/variatciya/" rel="bookmark">variable component of educational content. Authors of work programs and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detail) of content , as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students.Work programs compiled on the basis of an example program can be used in educational institutions of different profiles and different specializations.

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

The approximate Russian language program for primary school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education presented in the Federal State Standard of General Education of the Second Generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for basic general education, continuity with exemplary programs of primary general education.

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

The programs were prepared within the framework of the project “Development, testing and implementation of federal state standards of general education of the second generation”, implemented by the Russian Academy of Education by order of the Ministry of Education and Science of the Russian Federation and the Federal Agency for Education.

Foreign languages" href="/text/category/inostrannie_yaziki/" rel="bookmark">foreign language for primary school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the Federal State Educational Standard for General Education of the Second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, and maintains continuity with the exemplary programs of primary general education.

Sample programs for academic subjects.

History 5-9 grades.

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

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

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

Today it is necessary to know what educational requirements the second generation standards impose and to use new approaches in work. The program offers modified content of education in the subject, for the first time provides forms of educational activity for schoolchildren in the social studies course, and also contains recommendations for equipping the educational process.

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

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

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

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

Sample programs for academic subjects.

Chemistry. 8-9 grades

A sample chemistry program for a primary school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for basic general education, and maintains continuity with the exemplary programs of primary general education.

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

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

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

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

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

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

The Federal State Educational Standard is a set of three systems of requirements:

• requirements for educational results,
• requirements for the structure of basic educational programs (how the school organizes its educational activities),
• requirements for the conditions for implementing the standard (personnel, finances, material and technical base, information support, etc.).

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

The fundamental difference between the new standards is that the goal is not subject, A personal result. What is important, first of all, is the personality of the child himself and the changes that occur with him during the learning process, and not the amount of knowledge accumulated during his time at school. Distinctive feature The new Federal State Educational Standard for primary school is its activity-based nature, which sets the main goal of developing the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulation of the standard indicates the real types of activities that the student must master by the end of primary education.

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

An integral part of the core The second generation standard is universal learning activities (ULA). UUD is understood as “general educational skills”, “general methods of activity”, “supra-subject actions”, etc. A separate program is provided for UAL - the program for the formation of universal learning activities (UAL). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic educational program of primary general education sets the activity approach in the educational process of primary school.

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

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

What requirements for student results does the Standard establish?

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

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

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

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

The graduate will have the opportunity to learn how to create a text based on the proposed title.

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

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

Project tasks play a special role in the development of educational cooperation in small groups. By interacting in groups, children understand that in order to achieve a common goal, all participants need to agree with each other, develop a common strategy for solving the problem, distribute responsibilities, and provide mutual assistance in the process of solving the problem. Thus, solving project problems contributes to instilling a sense of responsibility, developing the skills to communicate, negotiate, and be sensitive to peers.

What is extracurricular activity, what are its features?

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

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

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

How will students' work be assessed?

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

The portfolio should show how the student is developing, how his potential is increasing, what problems he had. Let's say why a schoolchild is doing well in the artistic and aesthetic areas, but he is still excellent in mathematics. Or why his health is deteriorating.

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

The standard includes the main results of primary general education:

• the formation of universal and subject-specific methods of action, as well as a supporting system of knowledge that ensures the possibility of continuing education in primary school;
• nurturing the foundations of the ability to learn - the ability to self-organize in order to formulate and solve educational, cognitive and educational-practical problems;
• individual progress in the main areas of personality development - motivational-semantic, cognitive, emotional, volitional, self-regulation.

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

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

Main task: creating a comfortable developing educational environment,

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

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