Requirements for additional general educational general development programs. Guidelines for the preparation of an additional general educational general developmental program Requirements for the development of programs for additional adult education

"Education Center No. 13

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

REQUIREMENTS FOR ADDITIONAL GENERAL EDUCATIONAL DEVELOPMENT PROGRAMS

Tambov 2017

Compiled by: O.V. Kobozeva

senior methodologist for additional education

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

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

Introduction

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

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

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

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

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

Variability, flexibility and mobility of educational programs;

Different levels (gradation) of educational programs;

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

Orientation to meta-subject and personal results of education;

Creative and productive nature of educational programs;

Open and network nature of the implementation.

technical, natural science, physical culture and sports, artistic, tourist and local history, social and pedagogical.

Formation and development of creative abilities of students;

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

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

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

Identification, development and support of talented students, as well as individuals who have shown outstanding abilities;

Professional orientation of students;

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

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

Socialization and adaptation of students to life in society;

Formation of a common culture of students;

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

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

Organization Requirements educational process according to additional general developmental programs, SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children” are standardized

Level differentiation of additional

general educational general developmental programs

According to the Concept, one of the principles for designing and implementing additional general educational programs is the diversity of levels.

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

on abilities and level of general development. Diversity refers to the observance in the development and implementation of additional education programs of such principles that allow taking into account different levels of development and different degrees of mastery of maintenance by children. Such programs involve the implementation of parallel processes of mastering the content of the program at its different levels of depth, accessibility and varying degrees of complexity, based on the diagnostics and starting capabilities of each participant in the program under consideration.

1. "Starting level". It involves the use and implementation of public and universal forms of organization of the material, the minimum complexity of the content of the program proposed for mastering.

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

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

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

Each participant in the program should have the right to start access to any of the levels presented, which is realized through the organization of conditions and procedures for assessing the initial readiness of the participant (where this or that degree of readiness for mastering the content and material of the level declared by the participant is determined).

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

Additional general education program must have own matrix describing the system of difficulty levels of the content of the program and the corresponding achievements of the participants.

Organizational design model

additional general educational general developmental programs

	Level	Indicators		Implementation specifics
			massive	group	microgroup		individual
			programs	programs	programs
							programs
	"Starting"	Quantity
	(introductory)	students
		students
		learning
				no more than 1-2 hours per week
		Minimum
		programs
		Peculiarities	Homogeneous - heterogeneous (mixed);				For students with
			constant - variable;
		students	with the participation of students with special educational programs, disabilities - without participation				(gifted,
			students with special educational needs, disabilities, children who find themselves in
			difficult life situation				disabled people)
		learning
		Peculiarities	traditional form;
		organizations
		educational
		process
		Implementation specifics
	Level	Indicators	massive	group	microgroup		individual
			programs	programs	programs
							programs
	"Base"	Quantity
		students
		students
					from 1 year to 3 years
		learning
					from 3 to 5 o'clock. in Week
		Minimum		Eg: 132h (with 44 weeks of classes)
		programs

		Peculiarities		homogeneous - heterogeneous;					for students
				constant;			participation
		students		students					(gifted, with
				found themselves
				life situation					disabled people)
				full-time - full-time / part-time - part-time
		learning
		Peculiarities		traditional form;
		organizations		based on network interaction;
		educator-		using remote technologies;
		process		through the organization of e-learning;
				based on the implementation of a modular approach
		Implementation specifics
	Level	Indicators	massive	group		microgroup			individual
			programs	programs		programs
									programs
	"Advanced"	Quantity
	(in-depth)	students
		students
		Training period				from 2 years of study
		Class mode			from 4 to 8 hours. in Week
		Minimum		Eg: 176 hours (with 44 weeks of classes)
		programs
		Peculiarities		homogeneous - heterogeneous;					for students with
				constant;			participation
		students		students					nye, with disabilities,
				found themselves					disabled people)
				life situation
				full-time - full-time / part-time - part-time
		learning
		Peculiarities		traditional form;
		organizations		based on network interaction;
		educator-		using remote technologies;
		process		through the organization of e-learning;
				based on the implementation of a modular approach

The structure of the additional general education

general development program

Additional general educational general developmental program

should include the following structural elements:

Title page

Block No. 1. "A complex of the main characteristics of an additional general educational general developmental program"

1.1. Explanatory note

1.2. Purpose and objectives of the program

1.4. Planned results

Block number 2. "Complex of organizational and pedagogical conditions

implementation of an additional general educational general developmental

programs"

2.1. Calendar study schedule

2.2. Conditions for the implementation of the program

2.3. Forms of attestation

2.4. Evaluation materials

2.5. Methodical materials

2.6. Bibliography

Title page of the program

Example:

Education Committee of the Tambov City Administration

Municipal Autonomous General Educational Institution

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

Additional general educational general development program

artistic orientation

" the name of the program "

(program level)

Age of students: 10-12 years old

full name,

additional education teacher

Tambov 2017

Information card:

Example

Requirements for additional general educational general development programs

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

1.1. Explanatory note

Reveals orientation additional general education

general development program.

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

Orientation (profile) of the program: technical, natural science, physical culture and sports, art, tourist and local history, social and pedagogical (Procedure of item 9).

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

The level of education-primary general education

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

Program novelty

Example:The novelty of the program is What... Next, using reflective degree of novelty the words “for the first time”, “concretized”, “supplemented”, “expanded”, “deepened”, etc., it is briefly explained what the compiler contributed significantly when developing the program in comparison with programs similar in content, methods and organizational forms of implementation the proposed material (the reasons for these innovations are explained in the section "Pedagogical expediency").

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

Relevance of the program

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

Relevance can be based on:

analysis of social problems;

scientific research materials;

analysis of pedagogical experience;

analysis of child or parental demand;

modern requirements modernization of the system of additional education;

potential educational institution;

social order of the municipality and other factors.

Examples:

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

Among the most pressing issues are...

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

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

Pedagogical expediency

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

selected forms;

methods of educational activity;

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

organization of the educational process.

It briefly explains why the funds offered in the program are most effective for those children for whom it is designed. What changes will occur in children if they are included in the proposed activities, if they learn the proposed content, if their work is organized in the proposed forms.

Examples:

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

professional activities: research, search, literary criticism, museology.

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

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

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

Distinctive features

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

Examples:

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

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

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

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

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

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

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

The proposed program is _______. It is based on ____.

Program recipient

At this point, you must specify:

What age of children is the program aimed at? the intended composition (of the same or different ages);

Examples:

The program is addressed to children from ___7____ to ___10____ years old.

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

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

Finally, the expediency of the composition of the group of different ages can be justified, indicating the features of working with each of the ages (or age groups).

Conditions for recruiting students

Everyone is accepted for training (does not have medical contraindications); there is a selection based on listening, testing, viewing works, having basic knowledge in the field, etc.

Number of students

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

Examples:

• group of 1 year of study -15 people;

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

Scope and duration of the program

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

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

Examples:

4 years of study - 38 hours each year of study

Example:

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

psychological readiness for learning;

the physical level of readiness of students for the development of additional

general educational general developmental program;

intellectual level readiness students To development

educational program, etc.

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

Forms and mode of employment

How many lessons per week, the duration of one lesson, the need for division into subgroups or individual sessions.

Examples:

The program is designed for _4__ years of study.

• year of study: __38_____ hours per year,
• year of study: __38____ hours per year,
• year of study: __38____ hours per year, etc.

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

The forms of classes are determined by the number of children, the characteristics of the material, the place and time of the lesson, the means used, etc. When singling out forms of employment, they should be united by a single classification criterion.

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

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

according to the features of communicative interaction teacher and children (lecture, seminar, laboratory work, workshop, excursion, olympiad, conference, workshop, laboratory, competition, festival, reporting concert, etc.);

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

Examples:

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

Part. The form of classes can be defined as (creative, independent, studio,……..) activities of students.

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

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

Forms of organizing the activities of students in the classroom:

individual,

group,

subgroup work,

ensemble,

general orchestra, etc.

1.2. Purpose and objectives of the program

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

The goal must be specific, the results of its achievement must be measurable. anticipated learning outcome

Tasks should be clear and concise, including keyword(provide, work out, master, organize, create, etc.).

Examples of goal statements:

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

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

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

1. Strengthening the mental and physical health of children through motorsports.

1. Formation of the child's personality through the expansion of horizons and the study of regional studies.

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

1. Familiarization of students with universal human values ​​through classes in social sciences.
2. Prevention of antisocial behavior.

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

1. Development of cognitive, creative and musical abilities of junior students school age in the process of cultural and aesthetic education and the formation of systemic knowledge about the traditions of musical and artistic culture different countries peace.

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

Program objectives - specific "ways" to achieve the goal; they must be logically consistent with the goal and demonstrate its achievement.

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

• The objectives of the program should reflect all meaningful areas of educational activities:

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

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

• etc.);

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

Task formulations should be correlated with the predicted results.

An example of the use of verbs to formulate tasks:

to acquaint, educate, form, provide, expand, sub-

hold, give opportunity;

form, educate, promote, develop, to attach,

educate, deepen, etc..

Approximate formulations of program objectives educational:

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

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

developing:

development of students' musical memory;

integrated development of country studies and culturological ideas of students;

the development of students' emotional responsiveness to music, as well as a sense of national musical color;

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

educational:

the formation of a culture of listening to music among students;

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

upbringing cognitive interest and conscious motivation to continue self-study national musical and artistic traditions.

Syllabus

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

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

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

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

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

Curriculum design

Example:

Syllabus

third year of study

	Lesson Topics	Total hours	Watch		Forms of organizing classes	Forms of attestation (control
			Theory	Practice
	1. Introduction
	Safety engineering.					Drawing up a memo
	Introduction to the WeDo constructor. Set elements.				group
	Study of mechanisms
	Gear wheels.				group	Sketching
	Intermediate gear.				group	Sketching
	Crown gears.				group	Drawing up a table of wheel differences
	Reducing gear.				Work in pairs	study
	TOTAL:

Designing the content of the curriculum

Example:

Section 1. " Introduction»

Topic number 1.1. " Safety ».

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

Topic number 1.2. " Introduction to the WeDo constructor. Set Elements.

Practice. Working with the constructor: familiarity with the details and elements of the set.

Section 2. " Study of mechanisms»

Topic number 2.1. " gear wheels".

Practice. Working with the designer: drawing up a sketch of a gear. Finding a gear among the details of the designer

1.4. Planned results

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

• If the tasks include "to teach expressive reading and the knowledge, skills and abilities specific to a given subject area should be mastered by students in the process of mastering the program.

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

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

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

accordance with the assigned tasks.

Example:

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

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

they will be able, they will strive, they will gain skills, they will learn how to do, creative abilities will be developed ...;

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

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

2.1. Calendar study schedule

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

The calendar training schedule is compiled for each groups ,

studying on one additional general educational general developmental program.

Sample design of the calendar training schedule Additional general educational general development program

"Road alphabet" (basic level)

year of study: 2

2.2. Conditions for the implementation of the program

Program Logistics

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

information about the availability of utility rooms (pantries, dressing rooms, locker rooms, etc.);

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

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

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

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

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

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

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

Methodological support

This paragraph states:

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

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

2.3. Forms of attestation

The development of the educational program (with the exception of the educational program of preschool education), including a separate part or the entire volume of the subject, course, discipline (module) of the educational program, is accompanied by intermediate certification students, carried out in the forms defined curriculum, and in the manner prescribed by the educational organization (Federal Law Chapter 6 art.57 item 1).

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

If necessary, it is possible to check the degree of formation of the individual-personal qualities of students, describe their specific manifestations in the characteristics of activity, behavior, communication, characteristic emotional states, as well as situations that must be created in order to observe these manifestations.

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

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

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

Forms of summarizing the results of the implementation of an additional general educational general development program:

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

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

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

2.4. Evaluation materials

A list of diagnostic methods is reflected that allows determining the achievement of planned results by students .

2.5. Methodical materials

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

Registration of methodological support

2.6. Bibliography

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

A few rules to be followed:

the list of literature is compiled strictly alphabetically by authors and titles;

in addition to the surname and initials of the author, the full title of the work, you must indicate the place of publication, publisher (if you know it) and the year of publication. It is advisable to adhere to uniformity: if the publisher is not known for all works, then it is better for the rest to limit themselves only to indicating the place of publication (Moscow and St.

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

for teachers;

for students;

for parents (if it is provided by the program features).

When using information from electronic media, the output data of the publication must be indicated, when using Internet resources - the full indication of the electronic address.

2.7. Glossary (conceptual apparatus)

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

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

for teachers of additional education

Kirovgrad

2014

Additional general education program - the main document of the teacher

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

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

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

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

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

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

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

1. Title page.

2. Explanatory note.

3. Educational and thematic plan.

4. The content of the course being studied.

5. Methodological support of the additional general education program.

6. List of references.

7. Annotation.

- name of the educational institution;

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

- the name of the additional general education program;

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

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

- city ​​name, locality in which an additional general educational program is being implemented;

- year of development of the additional general education program.

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

Explanatory note.

The additional general education program "_______" has a ______________ orientation.

Novelty, relevance, pedagogical expediency.

Target: …………………..

Tasks:

educational tasks

………….

developing tasks

………….

educational tasks

………….

Distinctive features of the program.

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

Children's age.

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

Conditions for recruiting children into the team: everyone is accepted (does not have medical contraindications). Occupancy in groups is: ____ people.

The timing of the program.

The program is designed for ___ years

1 year of study: _______ hours per year,

2 years of study: ______ hours per year,

3 years of study: ______ hours per year

Forms and mode of employment.

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

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

Expected results and ways to measure their effectiveness.

Forms of summarizing the results of the program implementation.

Educational and thematic plan.

1 year of study

Themes

Total hours

Including

Theory

Practice

Introductory lesson

Final lesson

TOTAL

Program content

1 year of study

Introductory lesson

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

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

Methodological support of the program

Chapter

or topic

programs

Forms

classes

Techniques and methods

organizations

educational

process (in

within the lesson)

Didactic

material

Technical

equipment

classes

Forms

summing up

results

-

-

Bibliography

For the teacher:

For children:

APPLICATION

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

EXPLANATORY NOTE

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

DIRECTION OF THE ADDITIONAL GENERAL EDUCATIONAL PROGRAM

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

1. Artistic and aesthetic- aimed at the development of artistic and aesthetic taste, artistic abilities and inclinations to various types art, creativity, emotional perception and imaginative thinking, preparing the individual to comprehend the great world of art, the formation of the desire to recreate the sensual image of the perceived world.

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

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

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

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

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

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

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

LEVEL OF DEVELOPMENT OF THE GENERAL EDUCATIONAL PROGRAM

Classification of programs by level of development

General cultural level It involves satisfying the student's cognitive interest, expanding his awareness in this educational area, enriching him with communication skills and acquiring the skills of joint activities in mastering the program.

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

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

NOVELTY, RELEVANCE, PEDAGOGICAL EXPECTABILITY

Novelty additional general education program involves:

- a new solution to the problems of additional education;

- new teaching methods;

- new pedagogical technologies in conducting classes;

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

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

- on the analysis of social problems;

- on the materials of scientific research;

- on the analysis of pedagogical experience;

- on the analysis of children's or parental demand for additional educational services;

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

- on the potential of the educational institution;

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

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

PURPOSE AND OBJECTIVES OF THE ADDITIONAL GENERAL EDUCATIONAL PROGRAM

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

Goals can be directed to:

- on the development of the child as a whole;

- on the development of certain abilities of the child;

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

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

- to educate students in accordance with high moral values;

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

- for teaching children labor skills, techniques independent work, collective interaction, mutual assistance, culture formation, etc.

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

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

Tasks should correspond to the goal and be divided into groups:

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

- developmental tasks, that is, related to the development of creative abilities, capabilities, attention, memory, thinking, imagination, speech, volitional qualities, etc. and indicate the development of key competencies that will be emphasized in training;

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

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

Verbs

Nouns

contribute

help

develop

development

attach

communion

bring up

upbringing

educate

education

form

formation

provide

security

support

support

expand

extension

deepen

deepening

introduce

acquaintance

provide an opportunity, etc.

providing an opportunity, etc.

DISTINCTIVE FEATURES OF THE PROGRAM

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

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

CHILDREN'S AGE

This subsection should contain the following information:

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

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

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

expected composition of the groups(same or different ages);

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

PROGRAM TIMELINE

Terms of implementation of the additional general education program

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

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

- number of hours for each year.

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

FORMS AND MODE OF LESSONS

Forms and mode of employment

Possible forms of organizing the activities of students in the classroom:

Individual

group

Frontal

individual-group

ensemble, orchestral

subgroup work

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

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

EXPECTED RESULTS AND METHODS FOR DETERMINING THEIR PERFORMANCE

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

The expected result should be correlated with the purpose and objectives of training, development, and education. If the tasks say “teach expressive reading”, then the results should read “the student will learn to read expressively”.

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

Methods for determining effectiveness

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

You can use the following performance tracking methods:

- Pedagogical supervision.

- Pedagogical analysis of the results of questioning, testing, offsets, offsets, surveys, students performing diagnostic tasks, participation of pupils in events (concerts, quizzes, competitions, performances), defending projects, solving problems of a search nature, student activity in the classroom, etc.

- Monitoring. To track performance, you can use:

Pedagogical monitoring

Monitoring the educational activities of children

control tasks and tests

pupil's self-esteem

diagnostics of personal growth and advancement

record keeping

questioning

keeping a creative diary of a student

pedagogical reviews

registration of sheets of an individual educational route

keeping a record book or pedagogical diary

record keeping

introduction of an evaluation system

registration of photo reports

FORMS OF SUMMING UP THE PROGRAM IMPLEMENTATION

Summing up forms implementation of an additional general education program

Some forms of debriefing:

Poll, control lesson, concert, test, independent work, exhibition, exam, abstract defense, competition, Olympiad, open lesson for parents, competition, test game, presentation of creative works, introspection, mutual offset, collective analysis of works, review, essay, collective reflection, etc.

Documentary forms of summarizing the results of the implementation of the general education program are necessary to confirm the reliability of the results of the development of the program and can be used to conduct a timely analysis of the results by the teacher, parents and education authorities.

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

EDUCATIONAL AND THEMATIC PLAN

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

- list of sections, topics;

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

Themes

Total hours

Including

Theory

Practice

Introductory lesson

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

The educational and thematic plan should compiled for each year of study and reflect its features.

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

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

- concert, exhibition or competitive activity;

- educational and educational activities;

- final lesson, reporting event.

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

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

PROGRAM CONTENT

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

The content of the program must include:

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

- telegraphic style lists all questions that reveal the topic (without methodology);

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

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

METHODOLOGICAL SUPPORT OF THE PROGRAM

This section states:

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

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

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

Types of methodological products:

methodical guide, methodical description, methodical recommendations, guidelines, methodological manual, methodological development, methodical instruction;

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

Types of didactic materials

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

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

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

schematic or symbolic (designed stands and tablets, tables, diagrams, drawings, graphs, posters, diagrams, patterns, drawings, scans, templates, etc.);

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

sound (audio recordings, radio broadcasts);

mixed (TV shows, videos, educational films, etc.);

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

educational applications in in electronic format(CD, floppy disks);

textbooks, teaching aids, magazines, books;

subject selections of materials, texts of songs, verses, scenarios, games.

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

Logistics support of the general education program

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

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

information about the availability of utility rooms (pantries, dressing rooms, locker rooms, etc.);

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

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

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

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

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

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

requirements for special clothing for students (sports uniform, clothes for choreography, etc.).

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

Chapter

or topic

programs

Forms

classes

Techniques and methods

organizations

educational

process (in

within the lesson)

Didactic

material

Technical

equipment

classes

Forms

summing up

results

BIBLIOGRAPHY

When writing and designing this section, it is recommended to form several lists:

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

- Name;

- information about the place of publication, publisher and year of publication;

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

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

To distinguish between areas and elements of the description, use single system delimiters:

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

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

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

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

Development and implementation

additional development programs.

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

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

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

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

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

The goals and objectives of additional programs, first of all, yavensuring the education, upbringing and development of children. In this connection, the contenteducational programs should:

correspond:

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

- appropriate level of education (preschool, primary general, basic
nomu general, average (complete) general education);

areas of additional educational programs

modern educational technologies reflected in the principles of education (indiversity, accessibility, continuity, effectiveness); forms and methods of teaching (active methods of distance learning, differentiated learning,ties, competitions, competitions, excursions, trips, etc.); methods of control and managementthe educational process (analysis of the results of children's activities); teaching aids(list necessary equipment, tools and materials per each shoelooking forward to the union);

be directed to:

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

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

ensuring the emotional well-being of the child;

familiarization of students with universal human values;

prevention of antisocial behavior;

creation of conditions for social, cultural and professional self-determinationresearch, creative self-realization of the child's personality, its integration in the system of the world andquality crops;

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

strengthening the mental and physical health of children;

interaction of the teacher of additional education with the family.

Implementing additional education educational organization must have a continuing education program.

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

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

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

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

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

Sanitary and epidemiological rules and regulations SanPiN

Annex to the letter of the Department of Youth Policy, Education and Social Support of Children of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844 “On approximate requirements for programs of additional education for children”.

The constitution of the institution.

The structure of the program of additional education for children

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

Title page.

Explanatory note.

Educational and thematic plan.

The content of the course being studied.

Methodological support and conditions for the implementation of the program.

Bibliography.

Applications

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

name of the educational institution, founder;

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

the full name of the additional educational program;

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

the term for the implementation of the additional educational program;

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

year of development of additional educational program.

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

EXPLANATORY NOTE

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

the focus of the additional educational program;

novelty, relevance, pedagogical expediency;

purpose and objectives of the additional educational program;

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

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

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

forms and mode of employment;

expected results and ways to measure their effectiveness;

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

The focus of the additional general education program must correspond to its title and content. In strict accordance with the direction of the general education program, its name and goal, the tasks and all the content of the program are lined up..

The focus of additional educational programs:

military patriotic,

physical culture and sports,

socio-pedagogical,

ecological and biological,

scientific and technical,

sports and technical,

artistic,

tourism and local history,

socio-economic,

natural science.

The novelty of the program.

The novelty of the additional general education program involves:

A new solution to the problems of additional education;

New teaching methods;

New pedagogical technologies in conducting classes;

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

Novelty is indicated if it really exists.

Relevance of the program.

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

analysis of social problems,

research materials,

analysis of pedagogical experience,

analysis of child or parent demand,

modern requirements for the modernization of the education system,

the potential of the educational institution;

social order of the municipality and other factors.

Pedagogical expediency.

emphasizes the pragmatic importance of the interconnection of the built-up system of learning, development, upbringing and their provision.(Potashnik M.M., School development management. - M., 1995).

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

selected forms,

methods of educational activity,

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

organization of the educational process.

PURPOSE of the additional developmental program.

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

The purpose and objectives of additional general education programs are, first of all, to ensure the education, upbringing, and development of children.

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

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

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

OBJECTIVES of the additional general education program

Task - this is something that requires execution, permission.(S.I. Ozhegov. Dictionary of the Russian language).Task - a step-by-step way to achieve the goal, i.e. tactics of pedagogical actions.

Objectives should be relevant to the goal and be:

- teaching, that is, to answer the question of what he will learn, what he will understand, what ideas he will receive, what he will master, what the student will learn after mastering the program;

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

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

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

Children's age, involved in the implementation of this educational program andset conditions children in the association. In this section, you must specify:

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

What age of children is the program aimed at?

Estimated composition (same or different ages);

Conditions for the admission of children, the system of recruitment into groups.

Terms of the program implementation

This section indicates the length of time children are enrolled in this program and the number of hours of instruction each year.

EXAMPLE:

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

Variation in the duration of study under the program is allowed for any year of study, while indicating the need and justification for this variability for students.

Forms and mode of employment

Class mode - the section indicates the duration and number of classes per week, the number of training hours per year (with all options and the rationale for choosing the option).

Expected results and ways to measure their effectiveness

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

The expected result should be correlated with the purpose and objectives of training, development, and education.

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

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

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

Initial control (September);

Interim control (January);

Final control (May).

Forms for summing up the results of the program implementation

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

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

EXAMPLE:

forms of summing up the results of work on a topic, section, program can be:

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

EDUCATIONAL AND THEMATIC PLAN

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

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

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

Serial number;

List of sections, topics;

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

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

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

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

1 hour per week -36 hours per year;

2 hours per week - 72 hours per year;

3 hours a week - 108 hours a year;

4 hours a week - 144 hours a year;

5 hours a week - 180 hours a year;

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

The number of hours in the educational and thematic plan is based onone study group (or per student if it is an individualized learning program).

The curriculum includes hours for:

group acquisition (for children of the first year of study);

introductory lesson (introduction to the program);

concert or exhibition activity;

educational activities;

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

EXAMPLE:

Name of sections and topics of classes

Number of hours

Total

theory

practice

1

Introductory lesson

2

1

1

2

Section 1. Introduction to the world of dolls

4

2

2

2.1

History of the puppet theatre.

2.2

Types of dolls. Doll with your own hands.

2.3

………………………

3

Section 2. ………………..

3.1

…………………………….

Total:

72

22

50

CONTENT SECTION

Program content is a brief description of sections and topics within sections. This structural element of the program is closely related to the curriculum, therefore:

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

The material is presented in the nominative case.

In the content of the programindicates:

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

telegraphic style lists all questions that reveal the topic (without methodology);

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

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

EXAMPLE:

Topic 5.1. Cold batik (10 hours)

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

Practice (8 hours) : Painting in the technique of cold batik on the theme: “Geometric ornament”, taking into account the linearity and closedness of the contour of the color areas.

METHODOLOGICAL SUPPORT OF THE PROGRAM

Structural element"Methodological support » can be styled in different ways and should include:

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

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

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

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

- logistics and staffing: indicate all the necessary components of the implementation of additional education. Information about the room, a list of equipment and materials, tools necessary for classes. Specify specialists, if required.

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

№p/n

Titles of sections and topics

Forms of classes

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

Didactic materials

Summing up forms

Logistics

BIBLIOGRAPHY

Design requirements:

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

in general pedagogy;

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

in general and developmental psychology;

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

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

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

- Name;

- information about the place of publication, publisher and year of publication;

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

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

To distinguish between areas and elements of the description, a single system of separating characters is used:

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

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

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

// (two slashes)