What is meant by extracurricular activities. Report “extracurricular activities as an important condition for the implementation of the federal state education

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Extracurricular Activities in Questions and Answers Author: Lecturer of the State Public Educational Institution “SSPK” Lebakina N. A. MINISTRY OF EDUCATION AND SCIENCE OF THE SAMARA REGION STATE BUDGETARY PROFESSIONAL EDUCATION INSTITUTION OF THE SAMARA REGION “SAMARSKOGO SALOGO SALOGO. Samara, 2017

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What is meant by extracurricular activities? Extracurricular activities in the framework of the implementation of the GEF should be understood as educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program

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What is the main goal of extracurricular activities? Extracurricular activities, like the activities of students in the framework of lessons, are aimed at achieving the results of mastering the main educational program. But first of all, it is the achievement of personal and meta-subject results. This also determines the specifics of extracurricular activities, during which the student not only and not so much needs to learn how to learn to act, feel, make decisions, etc. If objective results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests, motives.

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What are the main tasks of extracurricular activities? Tasks of extracurricular activities: to ensure favorable adaptation of the child in school; optimize the learning load of students; improve conditions for the development of the child; take into account the age and individual characteristics of the student.

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What regulatory documents govern the organization of extracurricular activities? The Law of the Russian Federation “On Education” (as amended); Federal state educational standard of elementary general education; Federal requirements for educational institutions regarding the minimum equipment of the educational process and educational equipment; SanPiN 2.4.2. 2821 - 10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”; Sanitary and epidemiological rules and regulations “Sanitary and epidemiological requirements for institutions of additional education SanPiN 2.4.4.1251-03”

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Federal requirements for educational institutions in terms of protecting the health of students and pupils; The concept of spiritual and moral education of Russian schoolchildren; The program of education and socialization of students (primary general education); Requirements for the conditions for the implementation of the basic educational program of primary general education (hygiene requirements); Methodological materials on the organization of extracurricular activities in educational institutions implementing general education programs of primary general education.

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What local OS acts provide for the implementation of extracurricular activities under the GEF NOU? Charter of an educational institution; Rules of the internal regulations of the educational institution; The agreement of the educational institution with the founder; Provisions on the forms of self-government of an educational institution; Agreement on cooperation of general educational institutions and institutions of additional education for children; Regulation on an extended day group (“full-day school”);

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Job descriptions of employees of an educational institution; Orders on the approval of work programs for training courses, disciplines (modules); Regulation on the distribution of the incentive part of the remuneration fund of employees of educational institutions; Provisions on various facilities of the institution’s infrastructure, taking into account federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational facilities.

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How many hours are devoted to organizing extracurricular activities? The number of hours allocated to extracurricular activities is not fixed, which allows rational planning of students' employment during the day. Total hours at NOU level Up to 1350 hours Number of hours per year Up to 338 hours Number of hours per week Up to 10 hours

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Do all students have to attend all extracurricular activities? Hours allocated to extracurricular activities are used at the request of students. The number of courses attended for extracurricular activities is chosen by the student and his parents (legal representatives).

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What are the basic principles for organizing extracurricular activities? The main principles of the organization of extracurricular activities: taking into account age-related characteristics; combination of individual and collective forms of work; the connection between theory and practice; accessibility and visibility; inclusion in an active life position.

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What models of extracurricular activities exist? Based on the basic model, several basic types of organizational models of extracurricular activities can be proposed: a model of supplementary education (based on the institutional and (or) municipal system of supplementary education for children); full-day school model; optimization model (based on the optimization of all internal resources of an educational institution); innovative educational model.

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What conditions for the organization of extracurricular activities should be taken into account in the OS? scientific and methodological support (Methodical Council, SHO, PDS, etc.); material and technical support (equipment of classrooms, a gym, a leisure center, etc.); information support (availability of modern multimedia equipment and Internet access); external relations and partnership (cooperation with parole, cultural and sports institutions, parents).

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What areas of extracurricular activities are enshrined in the GEF NOU? sports and fitness; spiritual and moral; social; general intellectual; general cultural.

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What types of extracurricular activities exist? gaming activities; cognitive activity; problem-value communication; recreational activities; art creation; social creativity; labor activity; sports and fitness activities; tourist and local history activity.

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What are the forms of organization of extracurricular activities? Extracurricular activities are organized in such forms as excursions, circles, sections, round tables, conferences, disputes, school scientific societies, olympiads, competitions, search and research, socially useful practices and others. Classes should not be more than 50%

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What are the main results of extracurricular activities? The educational results of extracurricular activities of students are divided into three levels. The first level of results is the acquisition by a schoolchild of social knowledge (about social norms, the structure of society, socially approved and unapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life. The second level of results is a student gaining experience of experiencing and having a positive attitude to the basic values \u200b\u200bof society (person, family, Fatherland, nature, peace, knowledge, work, culture), and a value attitude to social reality in general. The third level of results is a student gaining experience of independent social action.

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What are the main methods for diagnosing the effectiveness of extracurricular activities? The purpose of diagnostics is to find out whether and to what extent those types of extracurricular activities that a student is engaged in are educational. Diagnostic objects: personality of the pupil himself, children’s team, professional position of the teacher. Diagnostic methods: observation, questionnaire, testing.

With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it has received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which emphasized its importance in the new educational concept. One of the main tasks that extra-curricular work at school was intended to solve was the opportunity to open access to additional forms of education for primary school children, who for various reasons could not attend sports, music, and art schools. In addition, it is the extracurricular process that makes it possible to implement the notorious individual approach to the child, giving him the right to choose classes according to the content and form of the meeting, taking into account his desires and interest.

Organization of extracurricular activities in accordance with GEF

A student who studies without desire is a bird without wings.

Saadi

Regulatory issues

The federal state educational standard in clause 16 considers extracurricular activities as a full part of the educational process along with the compulsory curriculum.

The introduction of the Federal State Standard of the new generation provides for the widespread use of extracurricular activities

Extracurricular activities - all types of educational work that are not implemented in the form of a lesson.

The methodological guide indicating the goals, content and algorithm of organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09–3564 “On extracurricular activities and the implementation of additional general educational programs”.
Order of the Ministry of Education and Science of Russia of October 6, 2009 N 373 “On the approval and enactment of the federal state educational standard of primary general education” sets the total number of hours of extracurricular activities at the level of primary education in the amount of up to 1350 hours.
Decree of the Chief State Sanitary Doctor of the Russian Federation of November 24, 2015 No. 81 “On Amending No. 3 to SanPiN 2.4.2.2821-10“ Sanitary and Epidemiological Requirements for the Conditions and Organization of Training and Maintenance in General Educational Organizations ”regulates the maximum allowable weekly load.

The meaning of extracurricular activities is the development of intellectual, creative abilities due to the project activities of schoolchildren

We draw your attention to the fact that 10 hours is the maximum permissible level of the weekly load, unfortunately, the lower limit is not indicated, therefore, on the ground, parents may encounter a situation where the educational institution plans extracurricular activities, focusing on the maximum load level, referring to the requirements of the new standard. At the same time, the letter clearly states that the school itself determines and regulates the amount of hours allocated to extracurricular activities in accordance with the characteristics and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.

To create optimal conditions for the harmonious development of pupils, all areas of extracurricular activities should be reflected in the basic general educational program of the school, while it is important to note that the participants in educational activities, which are students, the teaching staff, and also parents as legal representatives of children, have the right to choose directions and forms of work.

Extracurricular activities are mandatory for educational organizations and are implemented in the interests of harmonious and comprehensive development of the student’s personality.

Exciting and informative quizzes, olympiads bring the spirit of competition between classes, allow children to experience a sense of joy of victory

Please note that for some categories of students an exception can be made and they can take advantage of selective or complete exemption from compulsory attendance of extracurricular activities.

In accordance with paragraph 7 of part 1 of article 34 of the Federal law of December 29, 2012 N 273-ФЗ "On education in the Russian Federation"

Children attending institutions of additional education, for example, sports, music, art schools, in this case, the child may not be present at extracurricular activities in these areas. The class teacher develops an individual route for the student’s extracurricular activities, after which a local act or, more simply, an agreement is drawn up between the child’s parents (legal representatives) and the school’s administration represented by the principal.
The health status of the student, which requires a special diet or control of the general educational load. In such a situation, the exemption is issued at the request of the parents in the name of the school principal and medical certificates confirming the child's need for a special approach to the organization of the educational process.

Sample application addressed to the principal.

Director ________ No.
from
Statement.

I, ____________________________________________________________, parent __________________________________________, student (s)

The class, taking into account the views of the child, chose the following classes as extracurricular activities for the 2016-2017 academic year:

___________________________________________________________________________________________________,

Also, my child has already made his free choice of the type of extracurricular activities in accordance with GEF, and is attending

___________________________________________________________________________________________________.

In accordance with parts 1 and 3 of article 44 of the Federal Law N 273-ФЗ, the parents of a minor have a pre-emptive right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

Thus, the student or his parents (legal representatives) reserve the right to consider the programs proposed by the school and to choose the directions and forms of extracurricular activities based on their requests.

If the school’s administration ignores the student’s legal right to make choices and insists on compulsory attendance of all extracurricular activities, that is, violates the child’s legal rights and interests, parents can contact the executive authorities of the subject of the Russian Federation for clarification.

Directions and forms of extracurricular activities

Extracurricular activities are implemented by the educational organization according to the key vectors of the student’s personality development:

general intellectual;
general cultural;
spiritual and moral;
social;
sports and fitness.

Tourslet for younger schoolchildren was organized as part of the Safety School program, which is aimed at developing the right behavior skills in everyday life, in dangerous and emergency situations

Forms of extracurricular work should differ from the classroom lesson form of organization of the educational process. The most popular forms of extracurricular activities:

tours;
cool watches;
electives and circle work;
round tables and scientific sections;
role and business games;
olympiads, quizzes and contests;
exhibitions and concerts;
sports competitions and "Health Days";
holidays and theatrical performances;
visiting the theater and art exhibitions;
socially useful activities;
social projects, for example, as part of environmental education.

Usually a game consists of 8-12 stages of various forms: there are tasks and puzzles for attentiveness, logic, quick wit, physical activity, dexterity, and also rallying exercises

By the scale of the forms of extracurricular activities are divided:

Individual - the main goal is to master the child’s skills of self-organization and self-control, it can be the development of an individual project, preparation of a story, report, initiative number, design, etc. It is noted that it is possible to use extracurricular activities for more detailed consideration and consolidation of individual program moments in the study of general educational items.
Kruzhkovaya - visiting hobby groups and sections, discovering and improving the intellectual and creative potential of students.
Massive traditional school events aimed at moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

The guys showed a Christmas play. On holidays, young actors were able to present the most valuable gift: they tried very hard, invested a piece of their soul, which means they shared their love with the audience

Tasks and ways of implementing extracurricular process in primary school

The main tasks that extra-curricular activities are designed to solve:

to improve the conditions for the development of the child’s personality by expanding and enriching the standard range of programs and forms of work;
efficiently distribute the teaching load, taking into account the individual intellectual and creative needs of students;
to contribute to the favorable passage of the child at the stage of adaptation to school life;
provide corrective assistance to children with learning difficulties.

Ways of extracurricular activities:

a variable part of the basic curriculum (20%) in the format of modules, special courses, classes conducted in extracurricular form;
the system of extracurricular education of the school, based on additional programs that are developed by teachers of the school on the basis of copyright or sample programs recommended by the Ministry of Education and Science of the Russian Federation, and approved by order of the director;
the work of institutions of continuing education, such as sports, music, art schools;
activities of extended day groups;
the activities of the organizer teacher, psychologist teacher, social educator;
classroom management (socially useful activities, excursions, competitions, projects).

Project activities help to achieve increased motivation for learning, the formation of scientific thinking, the skills of independent work and self-education, as well as the ability to present the results of their work

Extracurricular educational process submits to a separate work plan approved by the school’s directorate and agreed with parents (in the form of a survey), according to which a timetable is developed that is evenly distributed throughout the working week or on Saturdays. Classes have a pronounced individual orientation, since when choosing forms of conducting it is recommended to rely on modern innovative technologies, such as project activities of students, research, experiment, etc.

An example of selection of extracurricular activities programs for grades 1-2.

Directions of personality development	Name of work program	Hours per week		the class	Total
Sports and fitness	ABC of Health Outdoor games Rhythmic mosaic	3 hours		Grades 1 and 2	6 hours
Spiritual and moral	Good road We are patriots School etiquette Why are you Me and the world	2 hours		Grades 1 and 2	4 hours
Social	Psychology and we	1 hour.	Grades 1 and 2		2 hours
General intellectual	Cognitive development	1 hour	1 class
	Entertaining computer science 2 class Informatics in games	1 hour	2nd grade
	Entertaining english	1 hour	1 class
General cultural	Museum in your class From game to performance Nature and artist The magic of creativity	2 hours 1 hour 1 hour	Grade 1.2 2nd grade 1 class
Total					20 hours

The program “In a healthy body - a healthy mind” is designed to provide the opportunity to preserve the health of children during school, to teach children to be healthy in mind and body

An algorithm for implementing an individual approach in the selection of priority areas and forms of extracurricular activities of the child.

Stage 1. Parent meeting, the purpose of which is the presentation of programs in all areas of extracurricular activities.
Stage 2. The school psychologist conducts diagnostics (testing) of the level of intellectual and psychological readiness of students for systematic training, as well as individual abilities and inclinations of the child.
Stage 3. Consultation of parents on the results of a test study, providing recommendations of a psychologist, individual discussion of the optimal program for the development of the child.
Stage 4. Based on the recommendations of the psychologist and the study of programs, parents make a voluntary conscious choice of the amount and content of extracurricular activities for their child.

To exclude possible overloads, an individual extra-curricular employment plan is drawn up taking into account the sections and circles that the child attends outside of the comprehensive school. The teacher has an electronic version of the schedule of extracurricular activities of each pupil and can make the necessary adjustments. Parents of students also have an individual route sheet for their child, so they have full information about the whereabouts of the child during the day.

An example of the individual route of a primary school student.

Days of the week / destination extracurricular the activities	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
General intellectual		My first discoveries 13.45 - 14.25
Social
General cultural	Theater studio "Shorties" 13.45 - 14.20			Theater studio "Shorties" 13.00 - 13.35
Spiritual and moral	Young journalist 13.00 - 13.35			Our land is native 13.45 - 14.20
Sports and Fitness		FOK "Karate" 12.30		FOK "Karate" 12.30		FOK "Karate" 12.30

Parents are also given a kind of “homework”, that is, recommendations for the family education of the child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, watching children's educational gears, documentaries. Control is carried out through conversations and observation of the child.

At planned parent-teacher meetings, the teacher conducts a questionnaire to monitor the level of parents' satisfaction with the quality of teaching and the results of extracurricular activities. A similar survey is carried out among children, the forms and areas of work that cause the greatest interest among the pupils are being clarified. Based on the final conclusions, the teacher makes changes to the planning of extracurricular activities.

Extracurricular activities are recorded in a special journal, which contains information about the teacher, the composition of students, time, form and content of classes. If the educational organization cannot carry out extracurricular activities due to staffing shortages, then you can attract the help of parents, use the opportunities of sports, music or art schools. Extracurricular work can be carried out as part of school summer playgrounds or thematic shifts for children during the holidays, as well as combined with the work of an extended day group, but in this case their schedule should not coincide.

In the summer, a children's language playground for elementary school students is traditionally organized, which works according to programs developed by school teachers

He supervises the extracurricular activities carried out by class teachers and school teachers, the head teacher of educational work or the head teacher of further education, and he, in turn, reports to the school principal.

Report Forms:

A report that includes the teacher’s work plan indicating hours, topics, forms, content and results of classes or events held; individual routing list of extracurricular activities of the child; extracurricular activities journal.
The report of the organizing teacher, psychologist teacher, social educator indicating the activities and results of the work done.
Open classes, reporting concerts, art exhibitions, presentations of all teachers involved in extracurricular activities.

Extracurricular benefits

Within the framework of the modern concept of education, sets of textbooks and additional manuals for extracurricular activities on developing educational systems of L.V. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Grape, a set of textbooks "Harmony". The manuals are independent textbooks for optional subjects (Theater, Economics in Fairy Tales, etc.), as well as additional materials for extracurricular reading and workbooks for individual work on the disciplines of the basic curriculum (reading book on the subject world"). A set of benefits is not mandatory, the teacher decides on the appropriateness of their use.

The team of authors proceeded from the humanistic belief that every child can succeed in learning if the necessary conditions are created. The main thing is the implementation of an individual approach to the personality of the child, relying on his life experience. The concept of a child’s life experience includes not only the characteristics of developmental psychology, but also the worldview, which is formed under the influence of the natural and social environment. Such an environment can be a modern city with a fast pace of life and a developed information infrastructure, or it can be a village in the outback, respectively, with a calm, often patriarchal way of life in natural conditions. As planned by the authors, each child should feel that the textbook was written for him personally, so that he could find answers to his questions in a language that he understood.

Description of several manuals for extracurricular activities for the 2nd grade (textbooks, workbooks).

Polyakova A.M. Transformations of words, Russian in crosswords and puzzles. Grades 1–4	The book contains task cards on the main topics of the Russian language course in elementary school. The game form, diverse language material, non-standard questioning allows children to test themselves: their knowledge, ingenuity, attention, determination, and the teacher to diversify the teaching of the subject.
Benenson E.P., Volnova E.V. The world of lines. Workbook	Prepares younger students for the study of geometry in the main link of the school. This workbook introduces elementary school children to the lines seen on the plane and in space. Interesting creative tasks are aimed at the development of logical thinking, the formation of initial knowledge and skills in geometry. Notebook can be used for independent work at home, as well as in the classroom at school.
Benenson E.P., Volnova E.V. Plane and space. Workbook.	Children get an idea of \u200b\u200bsuch concepts as planar and three-dimensional figures, learn to work with scans, and develop spatial thinking. Interesting creative tasks are aimed at the development of logic, the formation of initial knowledge and skills in geometry.
Smirnova T.V. Amazing adventures of Ani in the country of Frostfever. Book to read. The world	In a fascinating fairy-tale form, the book tells about the amazing journey of a little girl, teaches to overcome unforeseen life situations, not to lose heart, not to stop in difficulties, to be able to make friends ... The secrets of medicinal herbs, the healing properties of plants, folk wisdom, signs - all this is plainly woven into the plot of the story . The book can be used for extracurricular reading lessons in elementary grades.
Tsirulik N.A., Prosnyakova T.N. Technology	Students work with various materials, the tasks of the textbook vary in complexity. The book consists of four thematic blocks - “The World of Nature”, “A Gift with Your Own Hands”, “The World of Fairy-Tale Heroes”, “A Cozy House”, inside which there are the following sections: “Modeling”, “Application”, “Mosaic”, “Origami” , “Weaving”, “Modeling and designing from geometric shapes”, “Sewing and embroidery”, “Three-dimensional modeling and designing”.
Smirnova T.V. Squirrel and company. Economics for children in fairy tales, games	In the form of fairy tales accessible for children, the basic concepts of economics are revealed. To consolidate and assimilate the material are game tasks, puzzles and tasks.
Generalova I.A. Theatre	The textbook for additional education at the optional course “Theater”, developed as part of the educational system “School 2100”, is focused on the development of the child’s creative abilities through introducing him to the world of theater.
Prosnyakova T.N. Butterflies Encyclopedia of Applied Creative Technologies	The book offers an interesting form of interesting natural science information, tales, puzzles about butterflies. But the main thing is that it tells and shows how children can embody their images in various techniques (applique, mosaic, sculpting, weaving, origami, etc.) from a variety of materials.
Savenkov A.I. I am a researcher. Workbook	The manual is designed specifically for dialogue with the child and allows not only to teach observation and experimentation, but also contains a full range of research activities - from defining the problem to presenting and protecting the results.
Prosnyakova T.N. Magic secrets. Workbook	During the lessons, children learn new methods of working with paper: tearing, crimping various geometric shapes, rolling paper into a lump and twisting into a bundle, learn new weaving techniques, and perform compositions using the origami technique from squares and circles.

Photo Gallery of Extracurricular Activities Manuals for Grade 2

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook Generalova I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson EP, Volnova EV The world of lines A. Polyakova Transformations of words Smirnova T.V. The amazing adventures of Ani in the country of Oznobysha Smirnova T.V. Squirrel and company. Economics for children in fairy tales, games Prosnyakova T.N. Butterflies Encyclopedia of Applied Creative Technologies

Determination of the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the result of extracurricular activities is not subject to mandatory and systematic monitoring. Implementation of student development programs is aimed at achieving the three steps towards which the GEF NOU focuses.

The first stage involves the acquisition by children of knowledge about acceptable norms of social behavior, the structure of society, the formation of students' understanding of everyday reality and the world around them of social relations between people. Of great importance is the relationship with teachers, who in the eyes of children are an authoritative source of social knowledge, it is important that the personality of the teacher is respected by the pupils. Only in such conditions is it possible for the student to adopt the teacher’s life experience.
The second stage determines the level of understanding of the significance of basic moral and spiritual values, which are the semantic core of society’s life, such as family, the value of human life, peace and stability, love for the Fatherland, respect for work, respect for nature, etc. To achieve the pupil At the second level level, it is important to create a friendly social environment based on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that the child receives the first serious experience of social adaptation, at this age his self-esteem and picture of the world are formed, therefore it is extremely important that he obtains a full-fledged experience that allows him to form the qualities of a worthy personality.
The third step raises to the level of independent and responsible social action. A child goes beyond the boundaries of school life into a large social world, faces new challenges, learns to overcome new problems, solve the tasks of self-realization and self-determination, and to find his place in society.

The “Portfolio” technique, which provides for the creation of an individual folder with the characterization of personal traits of character, indicating the interests and inclinations, and the creative successes of each child, can become an effective method for assessing student achievements. Such a portfolio may include the sections “My hobbies”, “My projects”, “Family”, “Friends”, “What I am”, “Travel”, “My achievements”. An interesting and revealing collection of works that will clearly demonstrate the progress of the child’s skills and abilities in one form or another of cognitive or artistic activity, search work and can become a source of pride and inspiration. Note that the student himself takes part in the selection of materials that will make up his report, teachers and parents only help him, thus, the skills of introspection so necessary in adult life, the objective perception of the results of his efforts and adequate self-esteem are laid down.

Children are invited to fill out their personal folder, which will include a report on successes and creative achievements, as well as an introspection page where the child will write qualities of character that he would like to develop in himself

Diagnosis is carried out at the beginning and end of the school year in each direction and includes such a list of criteria:

The degree of personal participation and activity in the affairs of the school.
The general level of behavioral culture, good breeding.
Assessment of the degree of adequacy of self-esteem.
The level of openness and sociability.
Assessment of the level of physical and psychomotor development.
The development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, the ability to highlight the main thing.
Development of creative imagination, aesthetic perception of the world.

In the process of research, they resort to the help of proprietary testing methods:

vV technique Sinyavsky to identify organizational abilities;
test A. Criulina on the formation of interaction skills;
game methods (game "Leader");
methods of sociometry to assess the psychological climate of the class.

The favorable atmosphere in the classroom consists of the relations of students to each other, which can be estimated using sociometry

Extracurricular programs developed in accordance with the requirements of GEF

Teachers of the school develop extracurricular activities based on copyright programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school principal.

The complex of programs developed by the educational center “School 2100”:

“I will be a real reader” (authors E.V. Buneeva, O.V. Chindilova).
“I discover knowledge” (authors E.L. Melnikova, I.V. Kuznetsova).
“I learn to evaluate myself” (authors D. D. Danilov, I. V. Kuznetsova, E. V. Sizova).
“I know everything, I can do everything” (authors A.V. Goryachev, N.I. Iglina).
“Theater” (author I.A. Generalova).
"Rhetoric" (authors T. A. Ladyzhenskaya, N. V. Ladyzhenskaya, etc.)

Programs of the educational-methodical complex (curricula, guidelines, textbooks, workbooks for independent and additional work) "Promising elementary school":

“Museum in your class” - a museum pedagogy course, will prepare the child for the skills of independent perception and analysis of a painting (image as a reproduction).
Clubs of scientific experimentation "We and the world" - the awakening of interest in research activities.
"Settlement and Design Bureau" - implements the tasks of acquaintance with the laws of the world using mathematical tools (diagrams, drawings, construction from different materials). “What is inside volcanoes?”, “How much salt is there in sea water?”, “Is it far to Mars?”
"Journey to the Computer Valley" - the development of modern projects based on information technology. “Who am I?”, “Family Tree”, “Merry Letters”.
“Nature of the native land” - acquaintance with the natural world of a small homeland.
"World of ecology" - the formation of environmental consciousness, the use of intersubject communications.
"City of Masters" - a complex of creative laboratories, mastering the skills of modeling, origami, design, learning the basics of design.

Key points:

the relationship between the lesson and inopportune parts of the program as variable;
extension of the basic level;
development of other programs by teachers of the school is possible, but with a focus on the content of the teaching materials of the “Promising Primary School”.

A master class "Decorating Confectionery" was held for younger students by students and college teachers

The program "City of Masters".

	1 class	2nd grade	3rd grade	4th grade
Toy Library Workshop	2	3	3	2
Modeling workshop	5	4	2	3
Floristry Workshop	4	5
Workshop of Santa Claus	6	4	4	4
Idea Collection Workshop	8	10	3	7
Origami Workshop	4	4
Design and modeling	4	4	3
Puppet Theater Workshop			5
Design workshop			11	5
Isonity workshop			3
Soft Toy Workshop				4
Magic Spider Web Workshop				5
Paper Plastic Workshop				4
Total:	33	34	34	34

An example of sets of manuals developed by a team of authors of the UMK “Promising School” (R. G. Churakova, N. A. Churakova, N. M. Lavrova, O. A. Zakharova, A. G. Pautova, T. M. Ragozina, etc. . d.)

This set of manuals can be used in the classroom of a literary or mathematical circle, for independent work of students of the entire class, as well as in individual work with the aim of consolidating and deepening the educational material of the general education program, preparing for olympiads and competitions.

Literary reading grade 3 Reader Ed. ON. Churakova	The goal is to arouse interest in the knowledge of the world through reading, to introduce exotic plants and animals. Illustrations, assignments and questions to the texts contribute to the formation of a culture of meaningful reading.
Literary reading. 3rd grade. Notebook number 1	Acquaintance with the history and genre differences of the fable, the aesthetic nature of the comic, the peculiarities of the poetic worldview. Studying the genre of the story, practical skills to describe the character of the main character of the tale. By selecting and demonstrating paintings, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is laid.
Literary reading. 3rd grade. Notebook number 2	Included in the CMC “Literary Reading”, includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill the skills of perceiving the text as a useful and interesting source of information, and teach how to work with text.
Maths. 2nd grade. Notebook number 1	He trains the skills to perform addition and subtraction operations within hundreds, teaches a short method of recording tasks, introduces the arithmetic effect of multiplication. "The table of multiplication."
Maths. 2nd grade. Notebook number 2	Designed for individual work in order to consolidate skills, develops the ability of bitwise addition and subtraction, multiplication.
Maths. 2nd grade. Notebook number 3	It is aimed at the formation of practical skills of arithmetic operations of subtraction and addition, multiplication and division of single digits, gives initial geometric representations.
Maths. 2nd grade. School Olympiad.	Notebook for extracurricular activities. The tasks for mathematical olympiads, circles, individual forms of work with gifted students are included.
Maths. 2nd grade. Practical tasks	Notebook Teaches you how to work with diagrams, tables, measurements, constructions. It is recommended for work in extracurricular activities and in preparation for olympiads of various levels.

Photo gallery of teaching aids for extracurricular activities of the UMK “Perspective School”

T.A. Baykova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in questions and tasks O.V. Zakharova Mathematics in practical tasks R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics

Examples of classes in the areas of extracurricular activities

The game “By the road of good” (based on the plot of the fairy tale by G.Kh. Andersen “The Snow Queen”) - spiritual and moral direction

Purpose: the formation of ethical ideas, awareness of the importance of moral qualities of the individual, understanding of the importance of confirming kind words and wishes with good deeds.

the formation of communication skills, the development of the correct perception of a real life situation, adequate assessment and reaction;
to promote the manifestation of a feeling of friendly participation, support and mutual assistance, to learn to value friendship and value warm relations;
to cultivate tolerant relations to each other, built on respect and mercy and the desire to help others, to do good deeds;
involvement in the world of universal values.

Action Plan:

Guess the hero. The teacher describes the character of the fairy tale and asks the children to give his name.
Each team is given a set of cards with the names of the characters that need to be described.
The children are offered to consider illustrations depicting scenes from life, and are asked to sort them by the principle of good-bad and explain their decision.
The next stage of the game will require the children to combine fragments of proverbs or aphorisms about good and evil.
Children have to write a wish on a postcard to their relatives, friends, teacher or fairy-tale hero.

Video: Classroom hour for the 4th grade “We are different - this is our wealth” - social direction

“Opening a Children's Cafe” - research area, 2nd grade

Purpose: development of children's initiative, creative imagination and modeling skills.

the formation of the ability to set a task, plan activities, dividing it into stages;
training in the skills of organizing teamwork in a group;
the development of attention, thinking, the ability to reason, compare, see the reason for what is happening;
improvement of intellectual, communicative skills, awakening of creative potential, research activity.

The children received an important and interesting task to design a cafe in which children of the whole city could have fun celebrating holidays. The teacher precedes the receipt of the assignment with a story in which the context sounds a problem that children themselves must identify and formulate.
The planning stage is framed in the form of a game of cards that must be placed in the correct sequence (the issue of land lease, conclusion of contracts for the right to build, building materials, equipment, a team of builders, design, advertising, etc.).
Children are given large sheets of Whatman paper and pictures with furniture, flowers, dishes, interiors, etc. The children model their cafe in a fun and fervent manner with energetic music, and then present their stage of work.

Video: Class hour on the topic “Conflict” - a social area

"Healthy Nutrition" project presentation of the ABC of Health course, 2nd grade - wellness area

Purpose: to give an idea of \u200b\u200bthe principles and rules of healthy eating.

develop the skills of attentive perception of the interlocutor's speech, the ability to listen to the teacher or classmates;
contribute to gaining experience of self-esteem and introspection, free initiative and responsible behavior;
to form the ability to properly conduct conversations, the ability to listen, engage in dialogue on time, hold the thread of conversation, track logic;
teach you to plan your actions, adjust preliminary plans depending on the situation, monitor your behavior and emotional reaction, look for effective ways to overcome difficulties.

Scenario:

The teacher reads a letter from Carlson, in which he reports that he is extremely ill and asks the guys to help him become cheerful and cheerful again.
Determination of the causes of illness of the literary hero, discussion of the problem of malnutrition and lifestyle.
Recommendations to Carlson for a speedy recovery: daily routine, healthy diet, physical activity, hygiene, etc.
Guessing riddles, conducting a discussion about harmful and healthy cuisine.
Summing up, systematization and generalization of the acquired experience.

Video: Technical Modeling circle - a general intellectual direction

“Open space and architecture” - a general cultural direction

Purpose: to give an idea of \u200b\u200bsuch a form of art as architecture, to master the skills of the artistic technique of drawing using cardboard.

explore the concept of open space and architecture;
learn to portray the nature of native places;
master the search skills for working with information;
learn to express their opinion on works of art, show an emotional reaction;
analyze the reasons for success or failure in achieving the goal;
soberly evaluate your actions and timely make adjustments to the plans, taking into account earlier mistakes made.

Assignment: draw a picture on the theme "My favorite corner of nature."

Game scenario:

An exposition of children's works in various genres of art is being prepared.
"Who is bigger?". Children should carefully analyze the exhibited works and correctly determine their genre affiliation (natural, rural, urban, architectural landscape, open space). The name of each term is accompanied by a demonstration of the corresponding slide.
Working with explanatory dictionaries, the teacher asks to find the word architecture.
Discussion of future work, conversation around the theme of the landscape, thinking over the appropriate name for your drawing.
Children start to create. The thickest brushes paint the surface of the sheet, passing the horizon line dividing the sky and the earth. The teacher suggests experimenting using cardboard as a drawing tool, for example, a wide strip of cardboard will help to depict the house with a flick of the wrist, while narrower ones are useful for drawing a window, doors or a fence. Finally, with thin brushes we finish the drawing of the landscape details.

Homework: to paint a sea or mountain landscape.

Video: Lesson of the Little Genius circle, solving inventive problems - a general intellectual direction

Unfortunately, many parents perceive electives, classroom hours, game techniques and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student’s activity outside the traditional form of the lesson that liberates and opens up new horizons for the child to learn and experiment, attracts and captivates, inspires confidence and helps him successfully realize himself, finds his own self, allows the school to leave the routine of daily monotony monotonously replacing each other friend lessons. Let us hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in the Russian school, to the delight of children and their parents.

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Extracurricular activities in the GEF.

Introduction

The Russian education system of the XXI century recognizes the need to return to the original domestic traditions in the education of the younger generation. Over the past few centuries, our country has accumulated enormous experience in moral education, methods of educational work have been developed and successfully implemented that allow continuous monitoring of qualitative changes in the development of a child’s personality. However, in recent decades, in the educational process, there have been significant changes in the goals and content of the activities of subjects of education.

The modern domestic educational system of the younger generation is characterized by a variety of educational practices, the variability of psychological and pedagogical technologies; the subjects of the educational process are given great freedom in the choice of methods of educational work by children. The strategy for the development of education involves a comprehensive, interconnected change in all components of the educational system, its training and educational components. The creation of each school's own unique educational system is actively declared.

And at the beginning of the 21st century, the Russian pedagogical community came to the understanding that it is upbringing in the education system that should be given priority attention. It is necessary to educate a new generation of people who deserve to be called citizens of Russia, who love their family, their labor, the Fatherland, who are ready to fulfill their civic duty.

the issue of organizing extracurricular activities comes first.

In the context of the demographic decline, the transition to regulatory funding, and increased competition between educational institutions of the country, their leaders are urging today to pay the most serious and close attention to the problem of modernizing the educational process in general education system. Education is one of the most important components of education in the interests of man, society, and the state.

The modernization process is designed to direct the efforts of the teaching staff to create such a model of the school’s open educational environment that comprehensively takes into account the essence, content, organization, as well as the conditions and factors of the productive education process, combined in the following orientations:

1. Parenting for personal development.It is through education that it is possible to provide such components of human life as practical skills, critical thinking, knowledge, communication standards and the basics of physical health.

2. Education for the knowledge of the world and the processes occurring in it.Education helps to build the ability in a person: to develop and transmit cultural heritage to future generations, to be tolerant and open to understanding and cooperation with people of different views.

Education for the development of creativity.Education is a necessary condition for personal self-development.

Parenting for the futurewill increase the degree of adaptation of graduates to an ever-changing world and ensure their ability to transform it.

5. Quality of educationit implies increased requirements for teachers, their qualifications, continuous professional growth, providing a variety of varied programs and methods of educational work that will meet the individual needs of the student and teacher.

Diversification of educational activities.Educational activities should be diverse, flexible, able to quickly respond to changes in the world around them.

Personification of education.The teacher should be encouraged in his desire to use a variety of internal resources, to have all the conditions for self-expression in the process of targeted educational activities.

8. Humanization of the educational process.

However, speaking about the development of the educational system of a comprehensive school, one cannot but touch upon the problem of preserving national traditions in upbringing. The educational system of the school, ideally, should be based on the value orientations and motives of the nation’s behavior, formed over the thousand-year history of the development of the state; to rely on their own pedagogical traditions corresponding to the Russian mentality. Currently, these issues are only beginning to be recognized. Formed over the past 20 years, the “consumer society” promotes new personality traits necessary for survival in a market economy (excessive self-esteem, greed, aggressiveness, enterprise, etc.), while displacing categories such as “spirituality”, “ collegiality, morality, universal values, patriotism, citizenship, collectivism.

Therefore, today, as the main idea of \u200b\u200bthe development of education, the need for a change in the educational paradigm is put forward, the essence of which is the implementation of humanistic ideas and nationally significant guidelines for education.

The humanization of the educational process involves the observance of a number of conditions, among which, first of all, we note the following:

a) recognition of the personality of the pupil as self-worth, understanding and acceptance of the uniqueness and originality of each subject of the educational process;

b) the development of each person and the entire new generation of youth as subjects of culture and their own life-making, from the standpoint of self-determination, self-affirmation, self-realization;

c) assisting children and youth in the development of their inclinations and abilities, in the formation of their national identity;

d) social protection and protection of health, dignity and rights,
social environment of life of pupils;

e) familiarization of subjects of the educational process with the values \u200b\u200bof universal and national culture.

Therefore, in the educational process of the school, the main focus should be on creating an effective system of socialization of children and youth (taking into account the social characteristics of each region), focused on the formation of citizenship, patriotism, a healthy lifestyle and other positive qualities of a young contemporary.

The sharpest contradiction between the new system of requirements and the capabilities and abilities of a person who actually exists today gives rise to the need for a young person and the young generation as a whole to develop such qualities as viable nost.

Viability is the ability of a person (generation) to survive, without degradation, in the “harsh” and worsening conditions of the social and natural environment, to develop and spiritually excel, reproduce and raise offspring, no less viable in biological and social terms. The task of a viable person is to become an individual, to form his life attitudes, to assert himself, to realize his makings and creative possibilities, while transforming the environment in his interests, without destroying or destroying it. In socio-cultural terms, vitality is manifested in how the individual and generation meets the pressing needs of society at this historical stage and how much they can take responsibility for its future.

No less significant today is the idea of \u200b\u200bforming national (civic) identitypersonality in the educational process, allowing to provide:

the formation of civic and cultural identity of students as citizens of Russia;

achievement of social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of a multinational state;

Spiritual and moral development of a person based on the assimilation of universal human moral norms and values \u200b\u200band the formation of moral competence;

Formation of legal culture and socio-political competence among schoolchildren; the formation of an active life position, independence and ability to act in accordance with the legal and socio-political system of the state;

education of patriotism;

education of tolerant consciousness.

Based on the ideas formulated, it is assumed that the educational space of a comprehensive school should be oriented towards the achievement of common educational goals, among which the following are most relevant:

Orientation of a person to humanistic attitudes and life-values \u200b\u200bin the new socio-political and economic conditions of life of the country, determination of one’s place and goals of life, the formation of self-consciousness and humanistically directed higher needs;

Formation of national self-awareness, citizenship, patriotism, respect for law and order, internal freedom and self-esteem;

The upbringing of the youth’s needs for mastering the values \u200b\u200bof universal and national culture, the formation of aesthetic ideals, and the desire for
the creation and enhancement of the values \u200b\u200bof spiritual culture, participation in the cultural life of the country;

familiarizing young people with universal human moral standards, national traditions, codes of professional honor and moral values \u200b\u200bof relevant social strata and groups, fostering an adequate self-assessment of the results of their activities;

the identification and development of inclinations, the formation on their basis of general and specific abilities, personality of an individual, the elevation of her creative potential and ability to self-development;

nurturing the need for labor as the first vital necessity, the highest vital value and the main way to achieve vital success, commitment and enterprise, competitiveness in all spheres of life;

nurturing the need for physical education and a healthy lifestyle, the desire to create a family, procreation, material support and education of a new generation in the spirit of humanism and democracy.

Today we are witnessing the modernization of the education system in Russia, and it should be recognized that the effectiveness of this process directly depends on its compliance with the cultural and educational traditions of Russian pedagogical thought. The state and society are increasingly becoming aware of the detrimental consequences of the tendency to prefer material values. Education of a spiritually rich person with a highly developed sense of civic duty, patriotism , understanding of one’s responsibility to the family, society, and the state is the social order of Russian society of the 21st century.

History has proved that the education system formed in society ensures the assignment by children of certain abilities, moral standards and spiritual guidelines is effective only for existence in this particular society. With the country's transition to a new socio-political system, obsolete means and methods of organizing educational work become unproductive, and the transformation of the entire educational system is required.

Therefore today for an educational institution the question of organizing extracurricular activities comes first . Right now, students should be involved in research projects, creative activities, sporting events, during which they will learn to invent, understand and learn new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. This opportunity is provided by the Federal State Educational Standard of the second generation (GEF).

Extracurricular activities of schoolchildren - a concept that unites all types of activities of schoolchildren (except for school), in which it is possible and expedient to solve the problems of their education and socialization (D.V. M.: Education, 2010. ").

Extracurricular activities are an integral part of the educational process and one of the forms of organization of students' free time. It is understood today mainly as an activity organized outside of school hours to meet the needs of students in meaningful leisure, their participation in self-government and socially useful activities.

Currently, in connection with the transition to new standards of the second generation, there is an improvement in extracurricular activities.

Extracurricular (extracurricular) activities of schoolchildren is one of the innovations of the Federal State Educational Standard of the second generation. According to the draft of the new Basic Curriculum, it becomes an obligatory element of school education and sets the task of organizing a developing environment for students to the teaching staff.

The fundamental difference between the educational standards of the second generation is the strengthening of their orientation on the results of education as a system-forming component of the design of standards. The new FSES concretizes the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational and extracurricular.

The main objectives of extracurricular activities on GEF are:

creating conditions for students to achieve the necessary for life in

society of social experience and the formation of society accepted

value systems;

creating conditions for the multifaceted development and socialization of each student;

the creation of an educational environment that ensures the activation of the social, intellectual interests of students in their free time;

development of a healthy, creatively growing personality with a formed civic responsibility and legal self-awareness, prepared for life in the new conditions, capable of socially significant practical activities, the implementation of voluntary initiatives.

In practice, when organizing extracurricular activities, many problematic questions arise. For example, the distribution of extracurricular hours on a schedule, the efficient use of external resources, etc.

Extracurricular activities of schoolchildren are the totality of all types of activities of schoolchildren, in which, in accordance with the main educational program of an educational institution, the tasks of upbringing and socialization, the development of interests, and the formation of universal educational activities are solved.

Extracurricular activities are an integral part of the educational process in the school, allowing to fully implement the requirements of the federal state educational standard. The features of this component of the educational process are providing students with the possibility of a wide range of classes aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities with specific content.

On the one hand, organizing extracurricular activities for a school is not a new thing. The system of educational work of the school has always included a set of measures aimed at the implementation of certain educational goals and objectives. The school also organized activities of creative, intellectual, sports associations. Nevertheless, upbringing often comes down to events and is actually separated from the social and informational environment, from the content of the child’s activities in school, in the family, in a group of peers, in society. Thus, the main task of teachers carrying out extracurricular activities becomes the formation of the learner’s personality, which is a fundamental condition for his self-determination in a particular sociocultural situation. The school’s interest in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum, but by a different look at educational results. If objective results are achieved in the process of mastering school disciplines, then in the achievement of meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests and motives.

Extracurricular activities allow the child to reveal himself as individuals.

School-wide affairs according to the program of the educational system are included in the general annual cyclogram and are a component of extracurricular activities. Preparation for participation and participation in a school-wide event allow the child to master the universal methods of activity (competencies) and demonstrate the level of their development. The child’s participation in school-wide affairs is carried out on a voluntary basis, in accordance with interests and inclinations.

Extracurricular activities in the main areas include the following forms of work:

1. Spiritual and moral

Leading forms of activity:

Conversations, games of moral and spiritual-moral content.

Needlework and all kinds of creative artistic activities of children.

Conducting joint school holidays and the public.

Use of audio recordings and technical training aids.

Excursions, targeted walks (to the district, to the regional center).

Children's charity.

Thematic evenings of an aesthetic orientation (painting, music, poetry).

Organization of exhibitions (joint activities of children and parents).

Organization of a shared experience of events between adults and children.

2. Educational

Leading forms of activity:

Quizzes, educational games and discussions;

Children's research projects;

Out-of-school actions of cognitive orientation (Olympiads, intellectual marathons);

Subject weeks, holidays, Knowledge lessons, contests.

3. Project activities

Project development.

Fitness and Health

Leading forms of activity:

Mass sports and fitness, school-wide

events: school sports tournaments, competitions, Health Days.

Monitoring compliance with hygiene requirements.

Making corners for safety, briefing with children. Thematic conversations, conversations - meetings with medical workers, the school assistant.

Classroom sports contests, quizzes, projects

Encouragement of students demonstrating a responsible attitude to sports, demonstration of sports achievements of students in the class.

Campaigning and enrolling class students in sports sections.

Organization of weekend trips,

Hiking trips.

Artistic and aesthetic

Leading forms of activity:

Cultural trips to theaters, museums, libraries, exhibitions;

Concerts, stage performances, holidays at the class and school levels;

Art exhibitions, art festivals, performances in the classroom, school;

Festive decoration of the school and classrooms.

Socially useful activity

Leading forms of activity:

Work under the project "Improvement of the school territory";

School greening work;

Organization of duty in the classrooms;

Career guidance conversations, meetings with representatives of various professions;

Exhibitions of crafts and children's art;

Labor landings, subbotniks;

Role-playing games.

Expected Results

∙ the introduction of effective forms of organization of recreation, rehabilitation and employment of children;

∙ improving psychological and social comfort in a single educational space;

∙ strengthening the health of students;

∙ development of creative activity of each child;

∙ Strengthening the bond between family and school.

Conclusion

We agree that the educational system is a complex and lengthy process, as the ongoing changes in the life of society, an educational institution, a class, a student, require constant adjustments to the originally created model.

Modern educational practice of schools indicates that the problems of education require a comprehensive solution. Today, educational work is not only the responsibility of the education system, it is the sphere of interests of all subjects of the social life of a city, region, and state. Parenting is called upon to become one of the main mechanisms of social development, the formation of the culture of the nation as a whole.

The introduction of new educational standards has led to a change in views on educational work. These changes are associated not only with the setting of a new pedagogical goal of education, these changes are primarily associated with the personality of the teacher himself, a change in his views on the very concept of "education". Only a “winged” teacher can raise a “winged” child; only a happy teacher can raise a happy one, and only a modern one can raise a modern one.

Indeed, after school, a school is a world of creativity, manifestation and disclosure by each child of their interests, their hobbies, their "I". The child, making a choice, freely manifests his will, reveals himself as a person. It is important to interest him in his studies after school, so that the school becomes his second home, which will make it possible to turn extracurricular activities into a full-fledged space of upbringing and education.

And this is confirmed by the words of W. Glasser “... a person will never succeed in life in the broad sense of the word, if one day he does not know success in something important for him ... If a child manages to succeed in school, he has every chance of success in life ".

Literature

1. Extracurricular activities of schoolchildren in the context of the Second-Generation Federal State Educational Standard / Compiled by S. V. Nizova, E. L. Kharchevnikova.-Vladimir, VIPKRO, 2010.-32с.

2. Grigoriev D. V, Stepanov P. V. “Extracurricular activities of schoolchildren. Methodical constructor: a manual for the teacher "- M .:" Education ", 2010.,

3. Nedvetskaya M.N. “Modernization of the educational system of the school. Analysis. Directions. Content. Toolkit"CA "PROSPECTIVE" - M. 2011

4. The federal state educational standard of elementary general education / M. of education and science Ros. Federation - M .: "Education", 2010.

5. Feshchenko T.S. Handbook of the deputy director for educational work. Toolkit / UC “PERSPECTIVE” - M. 2011

6. Chernousova F.P. “Monitoring and diagnostics in the management of the educational process at school.” / EC “PERSPECTIVE” - M. 2011

Extracurricular (extracurricular) activities of students is one of the innovations of the Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes an obligatory element of school education and sets the task of organizing a developing environment for students to the teaching staff.

The new FSES concretizes the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational and extracurricular.

The main goals of extracurricular activities on GEF are to create conditions for students to achieve the social experience necessary for life in society and to form a system of values \u200b\u200baccepted by society, to create conditions for the multifaceted development and socialization of each student, and to create an educational environment that will enhance the social and intellectual interests of students in their free time , the development of a healthy, creatively growing personality with a formed civic responsibility and legal identity, under otovlennoy to life in the new environment, capable of socially significant practical activities, the implementation of voluntary initiatives.

According to the requirements of the Federal State Educational Standard of basic general education extracurricular activities it is organized in the areas of personality development (sports and fitness, spiritual and moral, social, general intellectual, general cultural).

Extracurricular Objectives

Creating conditions for the development and upbringing of students' personalities, ensuring the formation of the foundations of civic identity: a sense of ownership and pride in their homeland, respect for the history and culture of the people, the upbringing of the child’s morality, the development of basic social roles, norms and rules.

The creation of an educational environment that ensures the activation of the social, intellectual interests of students in their free time, the development of a healthy person with a formed civic responsibility and legal self-awareness, prepared for life in the new conditions, capable of socially significant practical activities.

Extracurricular Activities

Organization of socially useful and leisure activities of students in close collaboration with society.
Inclusion of students in versatile extracurricular activities.
Organization of student employment in their free time.
Developing skills of organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems.
The development of a positive attitude to basic social values \u200b\u200b(person, family, Fatherland, nature, peace, knowledge, work, culture) for the formation of a healthy lifestyle.

My class from the first class goes on GEF. In primary school - the third year. Extracurricular activities, like the activities of students in the framework of lessons, are aimed at achieving the results of mastering the main educational program. But first of all, it is the achievement of personal and meta-subject results. This also determines the specifics of extracurricular activities, during which the student not only and not so much needs to learn how to learn to act, feel, make decisions, etc. Every year, while developing a program of extracurricular activities, we keep directions, use different forms.

So, for example, in the first year we tried to cover all five areas through group work at school - 10 hours a week. I must admit, it was hard for everyone: schoolchildren, parents, and teachers. But everything new, unexplored always causes difficulties. We successfully completed fifth grade. The most successful for the children were the programs “Tourism”, “Local history”, “I am a researcher”. The research activity of schoolchildren implied acquaintance with the basics of creating projects, research works, so only two works were the best. Since I am teaching Russian language and literature in this class, therefore the works were on literary criticism, they were published on the website of the Student's Portfolio.

In the second year, we continued our circle work, as most of the extracurricular activities were designed for two years of study. And again, research has paid off. The guys, having mastered the basics, became researchers in biology, history, of course, and in literature. The works are published on the school website and on the website “Student Portfolio”.

In this academic year, the goal of the program was to create conditions for the child to manifest and develop his interests on the basis of free choice, comprehension of spiritual and moral values \u200b\u200band cultural traditions.

Tasks for organizing extracurricular activities

1. The development of spiritual and moral guidelines for life choices, instilling respect for elders and others.

2. Expanding the scope of communication with society, assistance in self-determination, the acquisition of social knowledge, a primary understanding of social reality and everyday life, assistance in finding "yourself."

3. The personal formation of students, the development of intelligence.

4. Development of general cultural abilities, aesthetic knowledge, development of experience in creative activities, creative abilities.

5. Improving the process of physical education and promoting a healthy lifestyle and a safe lifestyle.

6. The formation of environmental culture.

All events are held in close connection with the library, museum, the House of children's creativity, children's sports school, music school. I must say that all the events are at a high level, which can already be said about the results and effects of extracurricular activities

Extracurricular Activities

1. The “social order” of today's and tomorrow’s society for a graduate of a basic school consists of the following components:

Love for one’s land, its culture and spiritual traditions;

Awareness and understanding of the values \u200b\u200bof human life, family, civil society, multinational Russian people, humanity;

Respect for other people, the ability to conduct a constructive dialogue, achieve mutual understanding, collaborate to achieve common results.

2. Personal results

Orientation in the system of moral norms and values;

Orientation in the features of social relations and interactions, the establishment of the relationship between social and political events;

Consciousness, recognition of the high value of life in all e? manifestations; knowledge of the basics of a healthy and safe lifestyle.

Civil patriotism, love for the motherland, a sense of pride in one’s country;

Respect for history, cultural and historical monuments;

Respect for personality and e? dignity, friendly attitude towards others, intolerance to all forms of violence and willingness to confront them;

Respect for family values, love of nature, recognition of the value of health, one's and others, etc.

3. Communicative results:

Coordination of various positions in cooperation;

Formulation and argumentation of one’s own opinion and position;

Argumentation of one’s point of view, ability to defend one’s position in a manner not hostile to opponents;

Adequate use of speech for planning and regulation of their activities;

The ability to work in a group is to establish a working relationship.

4. Cognitive results:

Implementation of design and research activities;

Observation and experiment under the guidance of a teacher;

Implementation of an advanced search of information using the resources of libraries and the Internet.

Principles and features of the organization of extracurricular activities

1. The principle of success and social significance. The efforts of the organizers of extracurricular activities are directed towards the formation of children's need for success. It is important that the results achieved by the child are not only personally significant, but also valuable to others, especially for his classmates, members of the school team, and representatives of the immediate social environment of the institution.

2. The principle of social order.

3. The principle of integrity.

4. The principle of personal-activity approach.

5. The principle of detocentrism (in the center is the personality).

6. The principle of humanistic orientation. To the maximum extent, the interests and needs of children are taken into account, the processes of formation and manifestation of the individuality and subjectivity of schoolchildren are supported.

7. The principle of variability. A wide range of types (directions), forms and methods of organizing extracurricular activities is being cultivated, presenting real opportunities for children to freely choose and voluntarily participate in it, to exercise their own strengths and abilities in various types of activities, to find their own niche to meet their needs, desires, and interests.

8. The principle of creativity. In extracurricular activities, teachers support the development of creative activity of children, the desire to engage in individual and collective life-creating.

Educational results and effects of extracurricular activities

The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child due to his participation in one form or another of extracurricular activities. The educational results of extracurricular activities of students are divided into three levels:

The first level is the acquisition by a schoolboy of social knowledge, a primary understanding of social reality and everyday life. To achieve this level, the interaction of the student with the teacher is of particular importance;

The second level is the student’s gaining experience of experience and a positive attitude to the basic values \u200b\u200bof society, a value attitude to social reality in general. To achieve this level, the interaction of students among themselves at the class level is of particular importance. Achieved in a child friendly environment.

The third level is a student gaining experience of independent social action. To achieve this level, the interaction of the student with social actors outside the school is important. Achieved in collaboration with social actors.

Laconic formulation of three levels of results of extracurricular activities of students:

1st level - the student knows and understands social life;

2nd level - the student appreciates social life;

3rd level - the student independently acts in public life.

Achieving all three levels of the results of extracurricular activities increases the likelihood of the educational effects of this activity (the effects of parenting and socialization of children), in particular:

Formation of communicative, ethical, social, civic competence of schoolchildren;

Formation of children's sociocultural identity: country (Russian), ethnic, cultural, gender, etc.

In the framework of extracurricular activities on the occasion of the 110th birthday of M.A.Sholokhov in the first half of the year an event was held in the form of a literary and musical drawing room “Cossack gatherings”. This is an integrated event: subjects - literature, music, extracurricular activities. The experience in the regional component of two teachers is presented: a music teacher and a literature teacher.

The purpose of the event: creating conditions for the manifestation and development of the child’s interests on the basis of free choice, comprehension of spiritual and moral values \u200b\u200band cultural traditions of the Don region. Without false modesty, I’ll say that we have achieved the goal. Since this is GEF, the tasks were, first of all, aimed at the formation of UUD. Especially of a personal nature - familiarization with national traditions, the study of the culture of the Cossacks (folklore: songs, proverbs) were all presented in a variety. Particular attention was paid to the anthem of the Rostov region and the Don army, as one of the symbols of the region, the education of pride in their small homeland. We are proud to have been born and live here.

By the performance of the anthem the student could see the depth of penetration into the meaning of the words; it was not by chance that the performance was acapalous. Particular emphasis is placed on the joint performance of students and teachers, because nothing affects education so much as a personal example of a teacher or any adult. Returning to the GEF, I will say that I especially drew attention to the activity basis of the event, the variety of forms: immersion in the life of Cossacks - “Cossack Chamber”, familiarization with the customs — gathering a Cossack on campaign, making tea, expanding the scope of communication — two teachers, close cooperation and students and teachers.

All stages were optimally filled with content, a variety of educational methods were applied. Each student participated in a different degree. Not one was left on the sidelines, moreover, this is the will of the student.

The event was clear, at a pace, the students were undoubtedly active, cheerful, cheerful, and showed genuine interest. High enough emotional mood.

Reflection is now an obligatory element for both students and teachers, passed quickly, concisely, sincerely. I am sure that no one was indifferent, everyone left a trace of the event in their souls.

In conclusion, I would like to say that extracurricular activities should be interesting to students, only then can it bring tangible positive results. And therefore, the most important task of teachers is to make extracurricular activities useful and attractive for each student.

Literature

1. The federal state educational standard of basic general education. Art. thirteen.

2. Extracurricular activities of students. Methodical designer: a manual for the teacher. / D.V. Grigoriev, P.V. Stepanov. - M .: Education, 2010.

3. The law of the Russian Federation “On education” dated 29.12. 2012 No. 273-FZ.

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

5. National educational initiative “Our New School”.

6. GEF of basic general education - Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 (registered by the Ministry of Justice of Russia on February 1, 2011, reg. No. 19644).

7. An approximate basic educational program of basic general education.