Approval of curricula of additional education. Educational program of additional education (recommendations for writing a program). Methodological support of the program

Topic "Requirements for the development and content of additional general education programs in the context of the requirements of the state educational policy."

In accordance with federal law Russian Federation dated December 29, 2012 No. 273-FZ "On Education in the Russian Federation" additional education is a type of education that is aimed at comprehensively meeting the educational needs of a person in intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education .

Additional education of children is an actual direction of development of an educational organization, part of the main educational program of an educational organization.

Purpose of additional education – provisionthe rights of the individual to development and self-realization, expanding opportunities to meet the diverse interests of children and their families,development of the motivational potential of the individual and the innovative potential of society, ensuring social solidarity.

Educational organizations implement additional general education programs - additional general developmental programs.

The content of additional general education (general developmental) programs and the terms of study for them are determined by the educational program developed by the organization and approved by the head of the organization.

The structure, volume of the additional general education program, the conditions for its implementation must comply with the requirements established by the letter of the Ministry of Education and Science of the Russian Federation of December 11, 2006 No. 06-1844 "On approximate requirements for programs of additional education for children" (Appendix 1 to the instructive-methodical letter).

The deadlines for the approval of additional general education programs are determined by the quality standards of municipal services.

Responsibility for the organization and implementation of educational activities under additional general education (general developmental) programs, the employment of students, pupils in additional education are borne by the head and administration of the educational organization, pedagogical workers who carry out activities under additional general education (general developmental) programs.

Administration of the educational institution :

organizes the development, approval of additional general educational (general developmental) programs, carries outtheirreview onrelevance, compliance of the selected forms and technologies with the age characteristics of students;

controls the implementation of additional general educational (general developmental) programs in full;

supervises the interim and final certificationstudents in additional general education programs;

controls the employment of students in additional education, as well as the employment of students in additional education, registered with the bodies of the system for the prevention of neglect and juvenile delinquency,for the purpose of organizing leisure and employment of minors, the formation of their law-abiding behavior in accordance with Art. 14 of the Federal Law of June 24, 1999 No. 120-FZ “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency”.

Teachers of additional education, trainers-teachers :

develop and implement additional general educational (general developmental) programs;

are responsible forfull implementation of additional general education (general developmental) programs;

Classroom teachers of educational organizations and teachers of preschool groups:

carry out explanatory work among the parents (legal representatives) of students about the goals, objectives, significance of additional education in the development of the child, inform the parent community about the infrastructure of municipal institutions that carry out educational activities for additional general education programs;

carry out activities to attract students to additional education groups;

carry out an analysis of the employment of students in the system of additional education;

fill out individual cards for recording the employment of students in additional education and extracurricular activities in accordance with the orders on the acquisition of groups of students in an educational organization, as well as on the basis of information on the employment of students received in accordance with the Regulationsinformation interaction on accounting for the employment of students of general educational institutions in the municipal system of additional education.

According to the approximate requirements for the structure of the additional general education program additional general education program, as a rule, includes the following structural elements:

• title page,

  explanatory note,

  educational and thematic plan,

  course content,

  calendar and thematic planning,

  methodological support of the additional general education program,

  bibliography.

And now let's take a closer look at the design and content of the structural elements of the additional general education program

1. It is recommended to indicate on the title page:

name of the educational organization;

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;

number of hours per year;

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

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

year of development of the additional general education program.

2. The explanatory note to the program should disclose:

the focus of the additional general education program;

novelty, relevance, pedagogical expediency;

the purpose and objectives of the additional general education program;

distinctive features this additional general education program from existing educational programs;

age of children participating in the implementation of this additional general education program;

the timing of the implementation of the additional general education program (duration of the educational process, stages);

forms and mode of employment;

expected results of the program development;

forms and terms of intermediate and final certification (tests, questionnaires, exhibitions, festivals, competitions, educational and research conferences, etc.).

3. The educational and thematic plan of the additional general education program contains:

list of sections, topics;

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

4. The content of the additional general education program can be reflected through a brief description of topics (theoretical and practical types of classes).

5. Calendar-thematic planning contains information about:

name of the section of the additional general education program;

the topic of the lesson conducted within the framework of a particular section;

the number of hours required to master the topic;

the planned date of the lesson;

the actual date of the lesson.

6. Methodological support of the additional general education program contains:

description of specific approaches and forms of classes planned for each topic or section;

description of techniques and methods for organizing the educational process, didactic material, technical equipment for classes;

providing methodological types of products (game development, planning conversations, trips, excursions, competitions, conferences, etc.);

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

7. List of used literature.

This section includes:

List of literature used by the teacher to prepare classes;

List of scientific literature that expands the horizons of the teacher in:

a) general pedagogy;

b) the methodology of this type of activity and education;

c) didactics;

d) general and developmental psychology;

e) theory and history of the chosen activity;

g) list of audio and video recordings, etc.;

A separate list of literature for children and parents on the subject of classes (to expand the range of educational impact and help parents in teaching and raising a child).

The list of references is carried out in accordance with the requirements of GOST.

I have prepared for you a folder “For Seminar Participants”, which includes my speech, presentation, as well as legal documents regulating the organization of educational activities for additional general educational (general developmental) programs in educational organizations. There are a lot of them and they don’t fit on one or two slides, so I prepared them for you in a separate file.

According to the Concept for the Development of Additional Education for Children, one of the principles for designing and implementing additional general education programs is the diversity of programs.( The relevance of the development of these guidelines is due to one of the reasons for the design and implementation of additional general education programs, which is indicated in the Concept for the Development of Additional Education for Children, approved by order of the Government of the Russian Federation of September 4, 2014. No. 1726-r, as well as the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (in particular, Article 75 "Additional Education for Children and Adults") and the Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science Russia) dated August 29, 2013 N 1008 "On approval of the Procedure for organizing and implementing educational activities for additional general education programs").

The grounds for different levels in the design of additional education programs realize the right of each child to master competencies, knowledge and skills at an individual pace, volume and complexity. Such programs provide all children with the opportunity to engage in activities regardless of ability 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 varying degrees mastery of content by children. Such programs involve the implementation of parallel processes of mastering the content of the program at its different levels of depth, accessibility and degree of complexity, based on the diagnosis and complex of starting capabilities of each of the participants in the program under consideration.

The content and material of the program of additional education for children should be organized according to the principle of differentiation in accordance with the following levels of complexity:

1. The starting level of the program is for children 5-10 years old. It involves the use and implementation of public and universal forms of organization of the material, and the minimum complexity of the content of the program proposed for mastering.

2. The basic level of the program is for children aged 10-15. It involves the use and implementation of such forms of organization of the material that allow the development of specialized knowledge and language, guaranteed to provide a broadcast of a general and holistic picture, within the content-thematic direction of the program.

3. Advanced level of the program - for children 12-18 years old. 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 equipment 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).

Educational material differentiated according to the corresponding levels can be offered in different forms and types of sources for participants in the educational program. It is proposed to provide for the placement of methodological and didactic materials on resources in the information and communication network "Internet" (hereinafter referred to as the "Internet" network) in the development and implementation of the educational program; in printed form (Textbooks, workbooks, teaching aids, etc.); in a machine-readable form, in a format that can be read on electronic devices (on personal computers, tablets, smartphones, etc. in formats *pdf, * doc, * docxetc.); in a visual form, through models, prototypes and real objects and means of activity.

Each of the three levels should imply universal accessibility to children with any kind and type of psychophysiological characteristics. 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.

Since September 1, 2016, a center for additional education for working with gifted children has been opened in our gymnasium.

key idea The creation of the Center for Additional Education for Gifted Children is “enriched learning”, that is, distance learning programs are developed taking into account the perspective of continuity, when an educational chain is built from a lesson to extracurricular activities and to additional education, from a preschooler to a student of a progymnasium, and then to a high school student. For example, in the preschool department, the entry-level program "Robotics for Toddlers" is implemented, in the gymnasium - the basic level program "Modeling the World", in the gymnasium the advanced level program "Modeling the World: Robotics". The art studio of the progymnasium has its continuation in the advanced level programs "Techno-Graphics" and "Techno-Park". The radio line in the gymnasium has its continuation in the gymnasium, this is the advanced level program "Event Design: TV Studio".

2. Means of individual diagnostics

When developing a program, it is necessary to rely on six types of defined levels, which can reflect the individual characteristics of the student, namely:

1. Level of psychophysical development;

2. Level of motivation;

3. Level intellectual development;

4. The level of awareness and erudition in relationships general knowledge and the content of the developed program in particular;

5. The level of development of certain competencies (determined depending on the content and thematic focus of the program being developed);

6. The level of formation of a particular literacy (information, functional, language, etc. It is determined depending on the content and thematic focus of the program being developed).

One or another of the presented levels can be subjected to a diagnostic assessment, which is carried out through the following forms and methods:

1. Testing and questioning;

2. In-depth interview;

3. Complexes of psychological diagnostics;

4. Logical and problem tasks;

5. Business, simulation, role-playing, organizational and activity games;

6. Student's portfolio;

7. Essay;

8. Case method;

9. Creative tasks, etc.

Diagnostic procedures must necessarily have a direct connection with the content and thematic direction of the program. The definition of the levels listed in this section should have correlations with certain levels of content and material (see section 1).

Of particular importance may be forms that require the participant to describe their own individual educational program, formulate educational and educational goals, determine the mechanisms for achieving them, etc. such forms allow assessing the level of a student's claim to mastering a particular level and determining the degree of their correspondence with the real level of development through the passage of various assessment procedures (see Section 3).

When developing regulations and the content of diagnostic procedures, it is desirable to use several methods and forms within a single diagnostic slice in order to achieve more objective results. It is important to be able to diagnose a participant through their manifestations different types actions - natural-active and emotional-sensual manifestations (through games and live conversation), intellectual-thinking (through setting tasks and written works), authorial-creative (through creative tasks). To achieve the most transparent and objective results, it is desirable to involve specialists with psychological qualifications.

Everything in our world is being modernized, improved and education does not stand aside, today we are already talking about a “new model of the system of additional education for children”: the development of open additional education - intensive modular programs of additional education, as a new step towards self-expression and self-improvement (the strategic initiative is aimed on the formation of a sustainable multi-level system of out-of-school work with children, based on public-private partnerships and the implementation of modern programs of additional education in order to identify and develop talent in each child).

Today, for the preparation of a competent specialist at the beginningXXIcentury, it is no longer enough to transfer to him a certain amount of formalized knowledge, to form stable skills and, as a result, test the ability to use them promptly. In order for professional knowledge to be effectively mastered and appropriated, a graduate must have an image of the future profession, understand how the acquired knowledge and methods strengthen him as a future professional. To do this, it is necessary to introduce him, as a student, into the foundations of modern professions and practices, to ensure their study of these areas and the first samples of their own activities in them during their schooling, in the mode of propaedeutics of future activities.

Today we have a new goal : updating theoretical and practical knowledge, improving the professional competencies of teachers in accordance with the philosophy, principles and conceptopen additional education which imply a change in the conditions and principles for the implementation of the professional activities of teachers.

In this regard, we have new tasks, which are :

Development andimplementation of a new generation of programs for additional education and development of children, additional intensive modular programs of additional education aimed at creating a new system of motivation for children, a new model of the system of additional education;

Formation of a pedagogical system that provides optimal conditions for the comprehensive development, self-determination and self-expression of the student's personality;

- involving students in research and project activities, stimulating their interest in the field of innovation and high technology, work with gifted children.

In accordance with the goal, in our city, district, a Personnel School was organized, which was aimed at updating theoretical and practical knowledge, improving the professional competencies of teachers. You are given a unique chance to come up with and develop your own, author's program, to declare yourself, a program that will be interesting, first of all, to me, and then to the children, and through which, as a teacher, I can express myself and improve myself. Today, in the age of high technology, it is not modern and very boring, when a child is trained according to the program listening only to the teacher, he is interested in the activity itself and in this process he studies both theory and practice.

So, we talked about the structure of typical general educational (general developmental) programs, and now I will introduce you to the structure of general educational (general developmental) modular open education programs. Let's start with how they differ.

(module is a unit of a voluminous set of educational content and material in a specific thematic area of ​​an educational program. A module is characterized by the fact that it is easily integrated into other life and educational contexts of a student, eliminating one or another educational deficit that was recorded by the student himself. Thus Thus, it makes sense to say that the educational program should be presented as a module or a set of modules that reflect one or another topic that is relevant for the child).

According to the standard program, students are trained throughout the entire program throughout the academic year, they must be trained in sections of the program, and only then it is considered that the student has mastered the program. The educational program of open additional education should be presented as a module or a set of modules that reflect one or another topic that is relevant for the child, each of which has its own educational task and solves it from beginning to end. In this case, the student can be trained both in all modules of the program, and choose only the module that interests him. I have developed such a program and now in April I will put it up for a competition, I really hope that the experts will accept it and give a positive assessment.

STRUCTURE OF MODULAR PROGRAMS

Forms of such additional education programs should be extended with the following types:

- intensive school - an educational event that takes place in a deliberately limited period of time(may be organized as a holiday) , using methodological forms that allow students to master large meaningful units of material in academic subjects in a short time and carry out a complete practical test; can take place both in the mode of an outreach educational camp with a break from the main educational process, and in the mode of intensive classes within the framework of an educational institution included in the general curriculum. Each intensive school has an exit character. The duration of such a school is 3-5 days (up to 20 days in summer). Education in intensive schools does not take place in the traditional form (6 days a week, 5-6 lessons, etc.), but in intensive form, when participants work on mastering a problem or a set of problems for several days in immersion mode. The modular educational program is a sequence of short-term intensive immersions, each of which develops a different aspect of the program's theme. The main feature of the intensive school is the ability to develop a holistic educational and professional activity (research, design, creative, etc.) in the mode of group interaction. Each participant of the intensive school can become its graduate. And it does not really matter how many sessions (modules) of the program he visited. The level of development of those competencies, the formation of which the program is aimed at, is important. And students are offered to confirm this level through the forms of protecting their own product (analytical development, a fully-formed individual educational strategy, graduate work etc.), or participation in a dispute with the supervisor, teachers, experts and tutors of the school.

- elective courses. Programs built into a specialized school that provide pre-professional training and the formation of super-subject competencies. Binding elective courses to the system of additional education makes it possible to provide the possibility of such training, regardless of the availability of the necessary resources from a particular general education school.

- Social trainings for high school students. Modeling problem situations of "adult" life and mastering the schemes of effective action in these situations. Exploring possible life scenarios and strategies.

- Individual support programs for record professional and life strategies. Aimed at increasing the starting opportunities and life chances of students with sustainable interests in various fields of science, art, business, politics, sports, etc. They make it possible to provide equal starting opportunities for schoolchildren from various social groups, including from impoverished living environments.

- Mass social and educational projects. Deployment of networks of clubs that involve a significant part of adolescents in productive, socially acceptable activities (various forms of play, volunteer movement, artistic and technical creativity)

- Summer rest children in the system of children's health camps should be considered as an educational holiday; the priorities of its content should be determined by the general priorities of additional education programs.(Summer module - Educational recreation for children - a collective designation of forms of organization of leisure and recreation for children, involving the organization of events, activities, processes that provide children with additional knowledge and deepening knowledge of the basic school curriculum, design and development of the basic competencies of children, the inclusion of children in modern practices and activities, as well as events, activities, processes that ensure, by virtue of their structure and content, the recreational nature of the educational process aimed at children) .

- Vacation educational vacation - the collective designation of projects, programs, activities of educational recreation for children, designed to be implemented during the holidays, in most cases, understood as completely free from study time, which allows you to build both a recreational process and an integral system of educational activities, acting as an addition to the main and stationary additional education.

The participants of the module can be high school students and youth of the Khanty-Mansiysk Autonomous Okrug-Yugra, self-determined and showing interest in a particular educational program presented in the Okrug's Educational Programs Navigator.

In order to make it more clear to everyone what I'm talking about, I give a link to the site: , where you can introduce your teachers and study in detail the materials on open education, the author of which is Alexander Anatolyevich Popov - a Russian scientist, author and developer of a competency-based approach in the education system and models of open education, author and leader of the Russian Competency Olympiad, head of the laboratory of competency-based education practices of the institute system projects , Chief Researcher, Center for Innovation Networks and Educational Initiatives, Federal Institute for Education Development , Doctor of Philosophy, Associate Professor , author of more than 100 scientific and journalistic works, including 5 books on the topic "Open Education".

Agency for Strategic Initiatives. The initiative is aimed at creating a sustainable multi-level system of out-of-school work with children based on public-private partnerships, enabling people who care about the future of the country to implement strategic projects in business, the social sphere, in the system of personnel and vocational education.

- On November 8, 2015 in Khanty-Mansiysk on the basis of the "Technopark of High Technologies" and Nefteyugansk on the basis of the "Regional Youth Center" the first children's technology parks "Kvantorium Ugra" were opened in Russia.

The project was created within the framework of an agreement between the Agency for Strategic Initiatives (ASI) and the Government of the Khanty-Mansiysk Autonomous Okrug - Yugra in accordance with the implementation of the initiative "A New Model of the System of Additional Education for Children". The corresponding agreement was signed at the St. Petersburg International Economic Forum by Yugra Governor Natalya Komarova and ASI Director Andrei Nikitin.

In December 2016, the Children's Technopark "Kvantorium" of the city of Khanty-Mansiysk was transferred to the base of the "Regional Youth Center".

The main task of the Quantorium Children's Technopark is to stimulate the interest of schoolchildren in the field of innovation and high technology, support talented teenagers, involve students in scientific and technical creativity and popularize the prestige of engineering professions among young people.

In addition, schoolchildren got the opportunity to develop the skills of practical solution of urgent engineering and technical problems and work with modern technology.

The autonomous institution "Regional Youth Center", created by the Government of the Khanty-Mansiysk Autonomous Okrug - Yugra, has been operating since 2009.

Interregional information and methodological center "Globus"

Network educational and methodical encyclopedia for all participants in the educational process

Foxford Online Learning Center

It is compiled on the basis of certain requirements for such documents. In case of non-compliance of the invented programs with the federal state programs of the second generation, they will not be allowed to be used.

Legal Framework

The Law of the Russian Federation "On Education" states that in their activities the teacher is guided by educational programs that must fully comply with the requirements of the new educational standards. General education is associated with solving problems related to the formation of culture in the younger generation. education of children should contribute to their conscious choice of future professional activity. Extracurricular activities should contribute to the adaptation of the child to the conditions of modern society.

education?

The educational program of the institution of additional education for children can have a different focus, contributing to the harmonious development of schoolchildren. In addition to specialized institutions - music and sports schools, choreographic and art studios, there are universal centers for additional education. In them, the children are offered a variety of circles and sections, for each teacher creates his own individual program.

Program structure

An approximate structure is proposed for it, in which the main sections should be highlighted:

• substantiation of significance (explanatory note);
• an indication of its difference from existing analogues (uniqueness);
• educational and thematic planning;
• description of the main sections of the program;
• description of the requirements for students;
• methodological kit (for a teacher, for children);
• indicating the sources that were used in the development of the program.

Let's take a closer look at each section. When justifying the relevance of the material chosen as the basis for additional education, it is necessary to indicate those distinctive points that help develop the child's personality.

When making comparisons between the new methodology and those programs that have been successfully adapted, it is desirable to note the uniqueness and individuality of the new development.

In connection with the introduction of new federal educational standards in the modern education system, certain rules have been developed for the design and content of educational planning not only for classical subjects, but also for extracurricular activities. In addition to naming the topic of the lesson, the teacher should highlight the main elements that will be discussed during the lesson. The teacher also highlights the basic scientific concepts introduced in each individual lesson.

When describing sections of the program, the detailed content of the topic should be indicated, those key points that will be considered by the teacher as fully as possible should be highlighted.

Children are focused on the following points:

• creation of favorable conditions for self-development of the personality of the child, his self-improvement;
• the formation of a student's full understanding of the modern world;
• education of a citizen and a person who is aimed at improving society;
• development and reproduction of the personnel of the society.

The educational program of additional education for children is carried out in accordance with the plan and schedule of the educational process.

additional education

They involve the provision of education, training, harmonious development of children of preschool and school age. That is why the educational program of the institution of additional education for children must comply with:

• cultural Russian and foreign traditions, national specifics of the region;
• the level of primary, preschool, school education;
• modern educational technologies.

The educational program of additional education of children at school has a scientific, technical, physical culture, sports, natural science, art, military-patriotic orientation.

An interesting example of additional education is a circle on making. In addition to practical activities related to the creation of various souvenirs from clay with their own hands, schoolchildren receive information about the main characteristics of this material. Such skills can become for them the beginning of a conscious choice of future professional activity.

Modern technologies in additional education

The educational program of additional education of children at school is not possible without the use of innovative methods and technologies. Design and research technologies are indispensable in the implementation of classes in chemistry, ecology, biology, chemistry. The game technique is used in the classroom in choreographic studios. Circles of artistic orientation suggest an individual approach. Thanks to distance education, it became possible to implement educational programs for additional education of children located in areas remote from large cities.

Purpose of additional education

After the introduction of second-generation federal state standards into the modern educational system, attention to extracurricular activities has increased. The general educational program of additional education for children is aimed at:

• building optimal conditions for the formation of the child's personality;
• achieving a favorable emotional mood for the younger generation;
• familiarization of children with universal values;
• prevention of antisocial behavior;
• increasing motivation for creativity and knowledge of the world around.

The educational program of a teacher of additional education for children should be aimed at strengthening the physical and mental health children. The teacher works in close cooperation with the family to ensure the most favorable conditions for the self-development of their students.

Features of the content of program elements

The main educational program of additional education for children begins with the title page. It indicates the full name of the institution of additional (general) education. Further, information is written about when, by whom, where the educational program for organizing additional education for children was approved. Then its name is indicated, as well as the age of the children for whom the program was created, the period of its implementation, the year of creation.

The explanatory note describes the focus, novelty, purpose and objectives, as well as the main differences from similar developments. The content of the educational program of additional education for children includes the form and mode of the classes, the expected results, and the option for determining their effectiveness.

In the educational and thematic plan, the enumeration of topics, sections, the number of hours is supposed. The requirements for the educational program of additional education for children, imposed by the Federal State Educational Standard, include an indication of the form for summing up the results of the activities carried out in the form of a competition, festival, exhibition, educational and research conference.

Sample program of additional education

Your attention is invited to an exemplary educational program of additional education for children, which has a pronounced research focus.

Explanatory note to the program

A rather difficult task has been set before a modern teacher - the formation of a harmoniously developed personality in modern conditions. Due to the fact that there are strict requirements for conducting school and scientific research, as well as for the rules for designing an experiment, a teacher should pay serious attention to conducting experimental activities on the basis of an educational institution. Such work involves the search for optimal opportunities for the formation in pupils of a desire for self-education and development.

To increase the effectiveness of the educational process, it is important to take into account the individual characteristics of each student. Due to the limited experimental activities during traditional lessons, it is not always possible to pay attention to practical activities. In this regard, teachers develop their own programs for project and research work in order to make the process of obtaining new knowledge for students more interesting and comfortable.

The duration of the program depends on the specifics of the discipline being studied, the complexity of the scientific theory used in the course of the study. For high school students, the course involves a connection between different academic disciplines. Those guys who are fully addicted to research and projects get a chance for further development. The main difference between the program and analogues is its adaptability to any age of schoolchildren. Such universality guarantees the development of cognitive interest among the younger generation, regardless of the initial intellectual level of schoolchildren.

The main goal of the course on research and project activities is to instill in students a love for scientific activity. The main tools for the implementation of the planned plans are: methodological programs, innovative pedagogical technologies. Despite the variety of techniques developed for working with schoolchildren after school hours, the leading positions belong to differentiated learning, game technology, and the project method.

At the introductory lesson, schoolchildren get an idea about the meaning of research, their varieties, focus, and the specifics of using the results obtained when working in a school laboratory. The teacher explains to his pupils the rules for putting forward a hypothesis, setting a goal, and highlighting research tasks. In addition, special attention is paid to the rules of the experiment. For example, the teacher explains to schoolchildren the importance of conducting a series of experiments (at least three) in order to talk about the reliability of the result. It is within the framework of additional education that the younger generation is also involved in the mathematical processing of results, the search for measurement errors. Research conducted outside of school hours is not limited to practical exercises. Children who are engaged in such clubs or circles learn to present the results of their own experiments, that is, they acquire the skills of public defense. Statistics show that those students who, while studying at an educational school, paid attention to project and research activities, become more successful, it is easier for them to study in higher educational institutions, they easily adapt to life in modern society. In addition to working in the laboratory, projects and research can be carried out on the basis of the humanities. A variety of sociological studies related to the study of the personal qualities of adolescents are especially relevant and interesting for today's schoolchildren. There are also certain requirements for such experiments, which the guys get acquainted with in the framework of modern programs of additional education.

Conclusion

Without a developed system of extracurricular education, it is impossible to form a full-fledged personality. That is why recently they began to pay such serious attention to the development of centers of additional education. One of the key points regarding the modern standard of the teacher, which is currently being discussed, is the implementation of additional education programs, that is, work with children in addition to regular lessons. The most common areas of additional education are currently considered tourism and local history activities. Teachers are trying to instill in the younger generation a love for their native land, to develop domestic tourism. Of particular importance in modern society is the problem of spiritual and moral education. Various military-patriotic studios and associations appear, for which such words as duty, honor, conscience are key. Tourist and environmental clubs and studios mainly operate on the basis of tourism centers and sports schools. The system of additional education in ordinary educational schools is gradually being modernized, aimed at developing the personality of the child.

The additional general education program includes the following structural elements:

1. Title page

2. Explanatory note

3. Educational and thematic plan

5. Methodological support

6. References

Design and content of the structural elements of the additional general education program

the full name of the educational organization with an indication of geographical affiliation;

· 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;

Full name, position of developers (compilers) of the additional general education program;

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

year of development of an additional general education program.

An additional general education program is normative document, which characterizes the specifics and fixes a certain amount of the content of education (belonging to a certain field of activity or educational area), intended for mastering by children and adolescents during a given period of time. And like any regulatory document, the program must be drawn up in accordance with the requirements of regulatory documentation.

Program accepted to work in an educational organization from the moment it is approved by the order of the head, which is reflected in the stamp of approval of the program on the title page indicating the date and number of the order. A sample of the design of the title page is given in Appendix 1.

II. In the explanatory note to the additional general education program, the following should be disclosed:

the focus of the additional general education program;

novelty, relevance, pedagogical expediency;

the purpose and objectives of the additional general education program;

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

the age of children participating in the implementation of this additional general education program;

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

Forms and mode of employment;

expected results and ways to determine their effectiveness;

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

Characterizing focus additional general education program, it is important to briefly but convincingly justify that the program belongs to this particular direction.

It should be noted that the direction of the program is determined not by the direction of activity (chess club, dance studio, folklore group, etc.), but by the leading pedagogical idea expressed in the original concept, goals and objectives of the program.

So, for example, the program of a fencing club may not be of a physical culture and sports, but of a socio-pedagogical orientation, if in setting a goal the teacher focuses, first of all, on the education of personality traits necessary for the successful integration of a child into modern society (leadership qualities, will, the ability not to give in to life's difficulties, etc.).

Novelty It can be objective (a real innovation, previously not used anywhere and by anyone), corporate (an innovation for this particular institution), subjective (an innovation only for this teacher). Also, novelty can be determined in relation to the type of occupation carried out in a given association.

The processes of integration of related areas or even different areas have great potential in producing something new in the educational program. For example, the integrated program of a chess club and a tourist association allows balancing aspects of physical and intellectual education and development, as well as developing the will to overcome difficulties among chess players, and the necessary concentration, observation and other personal qualities among tourists. Moreover, the introduction of a role-playing game into the program (for example, playing a chess game, in which the participants themselves play the role of pieces, in the conditions of an oncoming trip of two teams) definitely helps to achieve the strongest pedagogical effect.

Novelty can also relate to individual components of the educational program, for example, if the direction of activity is traditional, original techniques, methods, and pedagogical technologies can be used.

In the wording, you can use the words reflecting the degree of novelty: “for the first time”, “concretized”, “supplemented”, “expanded”, “deepened”, briefly explain what the compiler of the program contributed significantly during its development in comparison with known analogues in content, methods and organizational forms of implementation of the proposed material.

Relevance is defined as a focus on solving the most significant problems for additional education. Relevance can be based on the analysis of social problems, materials of scientific research; on the analysis of pedagogical experience, children's or parental demand, modern requirements for the modernization of education, the needs of society and social order, the potential of an educational organization, etc. It is important to find relevant, significant moments for a specific additional general education program, it is necessary to explain why this particular program (its direction, type of activity) is important and relevant for modern children, for our time.

Relevance can and should be considered not only as a personal interest of the teacher in solving the problem posed by means of his own area of ​​activity, but also as a personal interest in solving this problem on the part of other participants in the educational process (children, parents, school teachers, etc.).

Pedagogical expediency - this is a reasoned justification of pedagogical techniques, the use of forms, means and methods of educational activity by the compiler (developer) of the program in accordance with the goals and objectives of additional education. It is important to show the teacher's own views on the problem and determine the practical importance of the interconnection of the built-in system of learning, development, education and their provision; the degree of reflection in the program of conditions for social, cultural, professional self-determination and creative self-realization of the student's personality; availability of innovative approaches.

Of fundamental importance for expressing the idea and constructing all the content in the text of the program is target, Therefore, in this block of the program, it is important to clearly and clearly formulate the goal.

Target - this is a specific, qualitatively, and if possible, quantitatively characterized image of the desired (expected) result, which the teacher can actually achieve by a clearly defined point in time, i.e. to the end of the implementation of the educational program. It is necessary to realize that the goal is not just “the image of the desired result, but the image of the result with a fixed time for its receipt, correlated with the possibilities of obtaining it by the required (realistic) date.

The description of the goal should contain an indication of the types of activities, reflect the development of personal qualities, as well as general and special abilities. To write the wording, you can use "key" words: creation, development, provision, initiation, prevention, strengthening, interaction, formation, formation, etc. The goal indicates the direction of the program; contains developmental, teaching and educational aspects. So, educational (subjective) aspect of the goal answers the question of what he will learn, what ideas he will receive, what he will understand, what he will master, what the student will learn after mastering the program; developmental aspect of the goal associated with the development of creative abilities, capabilities, attention, memory, thinking, imagination, speech, volitional qualities, etc. and indicates the development of key competencies that will be emphasized in training and educational aspect of the goal associated with the formation of certain personal qualities - what value orientations, relationships, personal qualities will be formed in the student in the process of mastering the program.

The purpose of the general educational general developmental program of additional education for children presupposes the allocation of promising and intermediate goals if the program is designed for more than one year of study.

For example, the overall goal is to promote the development of a socially active, creative, successful personality in the conditions of the activities of the editorial board of a children's publication.

The purpose of the first year of study: to promote the development of a young journalist's activity competence through immersion in the work of a children's editorial office and familiarity with the basics of journalism.

The goal of the second year is to create conditions for the development of a young journalist's communicative competence by expanding social ties and creating a situation of success in the role of a member of the editorial board.

The purpose of the program of the third year is to promote the development of students' personal competencies in conditions of independent work in the role of an editor (shift editor) of a children's, teenage and youth publication.

The purpose of the program of the fourth year of study is to create conditions for the development of social competence among students, their self-determination and self-realization in the cultural, social and professional journalistic environment of the city and region.

The goal of the fifth year is to create conditions for the creative self-realization of students in the cultural, social and professional journalistic environment of the city, region and the Russian Federation, their professional and personal self-determination.

tasks the program should be as much as necessary to achieve the goal. Objectives should be logically consistent with the goal and demonstrate its achievement step by step. The excess of tasks set gives rise to doubts about the possibility of their solution within the framework of a specific additional educational program.

To formulate a task means to indicate the direction of the teacher's efforts to obtain an "image of the result" by a fixed time period (goal).

We recommend remembering that the tasks of the program of additional education for children cover not only and not so much training (transmission of knowledge, skills, ideals and values, the study of specific subject-information material, familiarization with the basics of science), but activities to involve them in creative, search - research activities, active communication, the process of accumulating emotional-value and communicative experience, mastering algorithms for solving problems, methods of activity, conscious expansion of one's knowledge base, potential abilities and needs.

When choosing the formulation of the objectives of the program, the initial “key” words are most often used: promote, support, provide, acquaint, provide an opportunity, help, develop, educate, educate, form, acquaint, expand, support, involve, etc.

If the program has a period of implementation of more than one year, it is advisable to set goals for each year of study.

Distinctive features. This section should justify the originality of the program, the principles of content selection, key concepts, indicate how the program differs from those already existing in this direction. Differences can be in the setting of educational tasks, and in the construction of the educational and thematic plan, and in the content of the classes, and in the literature used by the developer, and in the main ideas outlined on which the program is based. Accordingly, the teacher must have information, have a broad outlook on the available literature on this type of activity. This section of the explanatory note can be logically combined with the section "Novelty, relevance, pedagogical expediency".

The age of the students involved in the implementation of the program. This section describes the age-psychological characteristics of students, substantiates the principles of group formation, the number of students in a group (Appendix No. 1 "Recommended composition and area of ​​premises in organizations of additional education" to SanPiN 2.4.4.3172-14). The developer of the program needs to determine the group of children for whom the additional general education program is intended:

· age

Degree of pre-training

the expected composition of groups of the same age or different age)

· the level of education

The degree of formation of interests and motivation for this subject area

The presence of abilities

physical health of children, etc., that is, indicate the characteristics of children that will be taken into account when recruiting for training.

The expediency of the composition of the group of different ages can be justified, indicating the features of working with each of the ages. Information can be given about a special category of children for whom the program is intended (children with disabilities, children who have shown outstanding abilities, etc.), group occupancy, conditions for receiving children (conditions for additional enrollment of children may be indicated). So, in the associations of the second and subsequent years of study, students who are not involved in the group of the first year of study, but who have successfully passed an interview or other tests (for example, entrance testing, interview, audition, etc.) can be enrolled.

Terms of the program implementation .

This section of the explanatory note indicates the duration of the educational process, the period of study and hours of study for each year. Can be the stages are highlighted, the level of the program is defined. Variation in the duration of the program for any year of study is allowed. This variability of learning is substantiated, while the need for this variability for students is indicated. For example, the duration of training for 1 year can be 72 hours, or 108 hours, or 144 hours, depending on the psychological readiness for learning, on the physical level or intellectual level of readiness of students to master the program, etc. At the same time, the level of training of students can be determined by the results of pedagogical diagnostics as primary recruitment in the group, and in the process of learning under the program.

In order to increase the coverage of children aged 5 to 18 studying in additional general education programs up to 75%, it is recommended to implement programs at introductory, basic and advanced levels, and also provide for the implementation short-term programs(from 16 to 72 hours), including in the "intensive" format, or when developing a program, use modular-block principle of construction.

Implemented at an introductory level additional general education programs create conditions for intensive social adaptation of children and are aimed at increasing the psychological readiness of the child to be included in educational activities, at diagnosing the level of his general and special abilities, at creating comfortable conditions for the subsequent identification of preferences and the choice of the type of activity in additional education, which helps parents in the formation of a constructive position in the upbringing and development of the child, taking into account his interests and abilities.

Additional general education programs basic level aimed at mastering a certain type of activity, deepening and developing their interests and skills, expanding the range of specialized classes in various disciplines; formation of sustainable motivation for the chosen type of activity; the formation of special knowledge and practical skills, the development of the creative abilities of the child. In the learning process, basic knowledge, skills and abilities are accumulated, which contributes not only to the success of training, but also creates opportunities for mastering creative, productive, design and educational and research activities.

advanced level includes programs that involve building an individual trajectory for further personal, creative, cultural and professional self-determination of students. Learning takes place in the process of participation in research, creative and productive and search activities. This level is focused on the development and professional development of the individual.

Under "intensives" one should understand such a form of implementation of an additional general educational program, in which, in a limited time period, the maximum formation of a certain social experience occurs. Organizational forms of implementation of intensives can be temporary associations for the preparation and holding of individual events: search and scientific research, holidays, projects, promotions, multi-day trips, sightseeing trips, expeditions, etc.

Modular block principle building an additional general education program involves compiling a program from independent integral blocks. At the same time, the educational process is divided into separate modules on any basis (according to the level of development, content), then a map-scheme is drawn up, within which these modules are arranged depending on the purpose of the activity.

Thus, the period for the implementation of the program will depend on the level of the program, on the format of implementation, the principle of constructing the program, on the direction and complexity of the goal.

Form and mode of employment. This section of the explanatory note indicates the duration and number of classes per week, the number of study hours per year (with all options and the rationale for choosing the option), the duration of the study hour and time for rest, as well as the forms of organization of students' activities.

Forms of training for additional general education programs are determined by the organization carrying out educational activities independently, unless otherwise established by the legislation of the Russian Federation (Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008). Possible forms of organization of activities: individual, group, work on links, in microgroups, pairs, etc.

The forms of organizing the activities of students should be distinguished from the forms of conducting classes, which are recommended to be chosen taking into account the level of implementation of the program. Approximate forms of conducting classes: lectures and stories, entertainment games, quizzes, competitions, competitions, holidays, theatrical performances, trips to the cinema, theater, concert hall, exhibition, etc., excursions, conversations, discussions, debates, collective creative activities, rallies, gatherings, role-playing and business games, research projects, hiking trips, labor landings, social projects, social modeling games, tourist and local history, search, environmental, folklore expeditions, socially oriented labor, environmental, civil-patriotic, volunteer, etc. shares and other forms.

Expected results and ways to measure their effectiveness. 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 teacher set the task "to teach expressive reading", then the results should be "the student will learn to read expressively"). In this section, it is necessary to characterize the subject, personal and meta-subject results; develop a system for assessing subject, personal and meta-subject learning outcomes and the dynamics of personal development. The results are formulated clearly and specifically: the acquired knowledge, skills and personality traits of the student are listed.

In addition, it is necessary to determine how students will demonstrate the acquired knowledge and skills in the program and their achievements.

You can use the following tracking methods effectiveness:

· pedagogical supervision;

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

· pedagogical monitoring, including control tasks and tests, diagnostics of personal growth and promotion, questioning, pedagogical reviews, keeping a journal or a pedagogical diary, maintaining an evaluation system, etc .;

· monitoring of educational activities of children, including self-assessment of the student, keeping record books, keeping a creative diary of the student, designing sheets of an individual educational route, designing a photo report, etc.

These performance tracking methods can be used as a means of:

· Initial or entry diagnostics. It is carried out in order to determine the level of development of children (as a rule, these are the first classes of September; this wording is taken into account in the USP, recorded in the journal and is in the program as an application).

· Current diagnostics in order to determine the degree of assimilation by students of educational material (options: at the end of each lesson, topic or section).

· Intermediate diagnosis- in order to determine the learning outcomes (may be carried out at the end of each semester).

· Final diagnostics- in order to determine the change in the level of development of children, their creative abilities (at the end of the program implementation period).

Summing up forms implementation of an additional general education program is needed to show the reliability of the results of the program development, to conduct a timely analysis of the activities of a teacher, parents, educational authorities, etc. These documentary forms, reflecting the achievements of each student, can be presented in the form of diaries of students' achievements, maps for evaluating the results of mastering the program, diaries of pedagogical observations, student portfolios, etc.

To summarize the work on the topic, section, module, and non-documentary forms(exhibition, concert, open lesson, demonstration of children's achievements (models, performance, works, etc.), game, reflection, etc.). However, when using such forms of summing up, it is recommended to reflect the result obtained in a documentary form - prepare an analytical report on the results of the event, make an entry in the diary of pedagogical observation, etc.

III. The educational and thematic plan of the additional general education program contains:

· List of sections, topics;

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

USP reflects the content of the program, reveals the sequence of topics studied. USP is compiled in accordance with the stated deadlines and stages for the entire period of study, is drawn up in the form of a table (Appendix 2). The USP determines the number of hours for each topic with the distribution of theoretical and practical classes (may include forms of work and control). The developer of the program has the right to independently distribute hours by topic within the established time, paying attention to the fact that practical classes should prevail over theoretical ones.

The educational and thematic plan is drawn up for each year of study and reflects its features. The educational and thematic plan does not need to be turned into lesson planning, since the educational program is designed for more than one year of work of the children's association, and therefore the main sections and topics are indicated in the plan. In the program, the educational and thematic plan is consistently specified in the content.

It is very important for the teacher to know how much time (classes) is given to each individual section or topic. Thus, the volume of material offered to students for a given number of classes may differ between two programs of different authors in the same disciplines, even in the same educational organization.

IV. The content of the additional general education program is reflected through a brief, abstract description of topics (theoretical and practical types of classes).

In accordance with the Concept for the development of additional education for children at the present stage The content of additional educational programs is focused on:

creation of the necessary conditions for the personal development of students, positive socialization and professional self-determination;

· satisfaction of individual needs of students in intellectual, artistic, aesthetic, moral development, as well as in physical culture and sports, scientific and technical creativity;

Formation and development of creative abilities of students, identification, development and support of talented students;

· provision of spiritual and moral, civil, patriotic, labor education of students;

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

· training of sports reserve and high-class athletes in accordance with federal standards of sports training, including from among students with disabilities, children with disabilities.

The material in this section of the explanatory note is presented in a logical order, in accordance with the curriculum. When formatting the text, one should not omit the titles of sections and topics, as this greatly complicates the perception of the text of the program and forces one to constantly refer to the curriculum.

Lesson content it is represented as an abstract description of each topic according to the USP: in the theoretical part, the educational material is disclosed in a thesis and represents the amount of information that the student can master; in the practical - the forms of practical activities of children are listed. Depending on the direction of activity and the level of the program, it is recommended to single out structural blocks in the content of classes that reflect the variety of educational tasks solved by means of this educational program. For example, in dance programs it is necessary to show various types of dance classes directly (general physical training, classes at the barre, in the center of the hall, classical movements, dance construction, etc.), as well as group classes aimed at developing relationships, mastering the stage, mass demonstrations, etc.

v. Methodological support of the additional general educational program includes:

forms, techniques and methods of organizing the educational process,

Provision of 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.

material and technical equipment of classes,

other conditions for the implementation of the program.

In this section, the programs are disclosed teacher's work methods, organizational forms of employment planned for each topic or section are described features of the organization of the educational process, approaches and technologies for solving problems of developing the child's creative potential, techniques and methods.

It is advisable to describe the structure of a typical lesson, taking into account the health-saving components: organizational moments, dynamic pauses, physical education minutes, airing the room, short breaks. In addition, descriptions and examples of activities-games, plans for competitions, tests, that is, those forms of work that allow children to master the material most effectively, can be given here.

Methodological support also includes various diagnostic methods used by the teacher in the course of classes with children.

When describing material and technical base it is recommended to specify all the necessary components for the implementation of the program:

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

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

List of equipment of 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, mixing consoles, etc.).

TO other conditions program implementation can be attributed personnel conditions(for example, what specific subject knowledge should a teacher begin to implement this additional general education program), information and methodological conditions (electronic educational resources, information technology, use of the infrastructure of the institution and the district: libraries, museums, etc.)

VI. Bibliography. The last block of the program is a list of literature, which should be quite voluminous. It should include both literature used to prepare classes and scientific literature that reflects different views on the subject of the program, regardless of the personal position of the program developer.

The list of references is divided into 2 sections: required literature and additional literature. A separate list of literature for children on the subject of classes can also be compiled (to expand the range of educational impact and help parents in teaching and raising a child). The list of scientific literature includes literature on general pedagogy, the methodology of this type of activity and education, didactics, general and developmental psychology, the theory and history of the chosen type of activity, published teaching aids, a list of video and audio recordings, etc. The task of this section is to to show the level and breadth of theoretical preparedness.

The list of literature should be up-to-date, compiled for different categories of participants in the educational process. The design of the list of references must comply with modern requirements for the design of bibliographic references.

Regulatory aspect

In accordance with Article 9 of the Law of the Russian Federation "On Education" (hereinafter - the Law), the educational program determines the content of education of a certain level and direction. The system of general education implements basic and additional general education programs aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for a conscious choice and development of professional educational programs.

Additional educational programs include educational programs of various directions, implemented by:

- in general educational institutions and educational institutions of vocational education outside the main educational programs that determine their status;

- in educational institutions of additional education for children, where they are the main ones (Model regulation on an educational institution of additional education for children was approved by Decree of the Government of the Russian Federation of 03/07/1995 No. 233), and in other institutions that have the appropriate licenses (clause 2 of article 26) .

Content of additional educational programs

Paragraph 5 of Article 14 of the Law establishes that the content of education in a specific educational institution is determined by the educational program (s) developed, adopted and implemented by this educational institution independently.

- ensuring self-determination of the individual, creating conditions for its self-realization;

- the formation of a student's picture of the world adequate to the modern level of knowledge and the level of the educational program (level of education);

- integration of the individual into the national and world culture;

- the formation of a person and a citizen, integrated into his contemporary society and aimed at improving this society;

— reproduction and development of the human resources potential of the society.

Responsibility for the implementation of incomplete educational programs in accordance with the curriculum and schedule of the educational process, the quality of education of its graduates lies with the educational institution in accordance with the procedure established by the legislation of the Russian Federation, in accordance with paragraph 3 of Article 32 of the Law.

The goals and objectives of additional educational programs are primarily to ensure the education, upbringing, and development of children. In this connection, the content of additional educational programs should

correspond:

- achievements of world culture, Russian traditions, cultural and national characteristics of the regions;

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

- directions of additional educational programs (scientific and technical, sports and technical, artistic, physical culture and sports, tourism and local history, ecological and biological, military patriotic, socio-pedagogical, socio-economic, natural sciences);

- modern educational technologies reflected in the principles of education (individuality, accessibility, continuity, effectiveness); forms and methods of teaching (active methods of distance, differentiated learning, classes, competitions, competitions, excursions, trips, etc.); methods of control and management of the educational process (analysis of the results of children's activities); teaching aids (a list of necessary equipment, tools and materials per each student in the association);

be directed to:

- creating 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-determination, creative self-realization of the child's personality, his integration into the system of world and domestic cultures;

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

- strengthening the mental and physical health of children;

- interaction between the teacher of additional education and the family.

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:

1. Title page.

2. Explanatory note.

3. Educational and thematic plan.

5. Methodological support of the additional educational program.

6. List of references.

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

- the name of the educational institution;

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

— the name of the additional educational program;

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

- the period of 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 the additional educational program.

2. In the explanatory note to the program of additional education for children, the following should be disclosed:

— focus of the additional educational program;

- novelty, relevance, pedagogical expediency;

– the purpose and objectives of the additional educational program;

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

— the age of children participating in the implementation of this additional educational program;

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

- forms and mode of training;

— 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.).

3. The educational and thematic plan of the additional educational program may contain:

— list of sections, topics;

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

5. Methodological support of the program of additional education for children:

- 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.

6. List of used literature.

Additional educational programs and additional educational services are implemented in order to fully meet the educational needs of citizens, society, and the state.

Additional educational programs include educational programs of various directions, implemented by:

in general educational institutions and educational institutions of vocational education outside the main educational programs that determine their status;

in educational institutions of additional education for children and in other institutions that have the appropriate licenses.

Content of additional educational programs.

Paragraph 5 of Article 14 of the Law establishes that the content of education in a specific educational institution is determined by the educational program (s) developed, adopted and implemented by this educational institution independently.

• ensuring self-determination of the individual, creating conditions for its self-realization;
• formation of a student's picture of the world adequate to the modern level of knowledge and the level of the educational program (level of education);
• integration of personality into national and world culture;
• the formation of a person and a citizen integrated into the society of his day and aimed at improving this society;
• reproduction and development of the personnel potential of the society.

Responsibility for the implementation of incomplete educational programs in accordance with the curriculum and schedule of the educational process, the quality of education of its graduates lies with the educational institution in accordance with the procedure established by the legislation of the Russian Federation, in accordance with paragraph 3 of Article 32 of the Law.

Goals and objectives of additional educational programs, in the first place, is to ensure the education, upbringing, development of children.

In connection with this, content of additional educational programs must correspond:

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

The corresponding level of education (pre-school, primary general, basic general, secondary (complete) general education);

Directions of additional educational programs (scientific and technical, sports and technical, artistic, physical culture and sports, tourism and local history, ecological and biological, military patriotic, socio-pedagogical, socio-economic, natural sciences);

Modern educational technologies reflected in the principles of education (individuality, accessibility, continuity, effectiveness); forms and methods of teaching (active methods of distance learning, differentiated learning, classes, competitions, competitions, excursions, trips, etc.); methods of control and management of the educational process (analysis of the results of children's activities); teaching aids (a list of necessary equipment, tools and materials per each student in the association).

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-determination, creative self-realization of the child's personality, his integration into the system of world and national cultures;
• the integrity of the process of mental and physical, mental and spiritual development of the child's personality;
• strengthening the mental and physical health of children;
• interaction of the teacher of additional education with the family.

The structure of the additional educational program.

An additional educational program, as a rule, includes the following structural elements:

1. Title page.

2. Explanatory note.

3. Educational and thematic plan.

5. Methodological support.

6. List of references.

Approximate requirements for the design and content of the structural elements of the additional educational program.

1. On the title page additional educational program is recommended to indicate:

Name of the educational institution;

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

Name of 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.

2. In an explanatory note to the additional educational program should disclose:

The focus of the additional educational program;

Novelty, relevance, pedagogical expediency;

The purpose and objectives of the additional educational program;

Distinctive features of this additional educational program from existing additional educational programs;

Age of children participating in the implementation of this additional educational program;

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

Forms and mode of employment;

Expected results and ways to check them;

Forms of summarizing the results of the implementation of an additional educational program (exhibitions, festivals, competitions, educational and research conferences, etc.).

3. Educational and thematic plan additional educational program may contain:

List of sections, topics of the additional educational program;

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

4. Content the course of the additional educational program being studied can be reflected through:

A brief description of the topics of the additional educational program (theoretical and practical types of classes).

5. Methodological support may include a description:

Forms of classes planned for each topic or section of the additional educational program (game, conversation, hike, excursion, competition, conference, etc.);

Receptions and methods of organizing the educational process, didactic material, technical equipment for classes;

Summing up forms for each topic or section of the additional educational program.

6. List of used literature.