Extracurricular activities at the beginning of the school fgos. Fgos extracurricular activities. Determination of the results of extracurricular activities

The problem of using free time junior schoolchildren has always been vital to society. The upbringing of children occurs at any time of their activity. However, it is most productive to carry out education in free time from training.

In accordance with the federal state educational standard of primary general education (FSES IEO), the main educational program of primary general education implemented by the educational institution, including through extracurricular activities.

Extracurricular activities in the framework of the implementation of the Federal State Educational Standard of the IEO should be understood as educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program of primary general education.

Extracurricular activities in the context of the introduction of the Federal State Educational Standard are gaining new relevance, because it is the standards that have fixed the obligation of its organization.

The goal of the project: to most productively carry out education in their free time, using extracurricular activities as a resource that allows the school to achieve a new quality of education

The objectives of the project: to stimulate the child to choose a range of interests, the development of personal abilities.

Main part

Extracurricular activities in accordance with the Federal State Educational Standard are included in the main educational program, namely, in the part that the participants form educational process. At the present stage, extracurricular work is an excellent extension of the school infrastructure. There are also obvious advantages in using extracurricular activities to consolidate and put into practice certain aspects of the content of curriculums of academic subjects.

Extracurricular activities in elementary school allow you to solve a number of important tasks. Ensure a favorable adaptation of the child in school.

Optimize student workload.
Take account individual characteristics students.
Formation of communication skills.
Development of a positive attitude towards basic social values (human, family, nature, peace, knowledge, culture, work) - to form healthy lifestyle life.
Development of creative and intellectual abilities.
Learning the rules and forms of collaboration.

The practical implementation of extracurricular activities is based on the following principles:

Inclusion of students in active activities.
Accessibility and visibility.
Relationship between theory and practice.
Accounting for age characteristics.
A combination of individual and collective forms of activity.
Purposefulness and sequence of activities (from simple to complex).

In accordance with the requirements of the standard extracurricular activities organized in the areas of personality development:

Sports and recreation.
general cultural direction.
Social direction.
general intellectual direction.
Spiritual and moral direction.

We implement the sports and recreation direction in the programs “Rhythm”, “Swimming”, “Dynamic pause”.

Increased motor activity is a biological need of a younger student, the degree of which determines his health and overall development

The main attention of this direction is paid to health promotion, development of motor abilities, obtaining theoretical and practical knowledge about a healthy lifestyle.

The general cultural direction is represented by the programs “Verbal fun”, “Conversation about proper nutrition”. The purpose of which is to reveal new abilities of students in the field of creativity, to develop the ability to see life through the eyes of a creative person. In this direction, teachers carry out their work in the form of game classes, mini-performances, competitions, exhibitions.

The general intellectual direction is implemented by the RTS program.

The leading idea of the programs is to find ways to organize such educational process, during which there will be a mastery of the mechanism of independent search and processing of new knowledge, even in the daily practice of interacting with the world. Forms of organization of the work of circles are diverse. These are conversations, games, observations.

The social direction is represented by the program “Psychological ABC”, “SDA”. Classes began with the preparatory stage - the adaptation of first-graders, the continuation of work is carried out on the formation of personality. The work is carried out in the form of games, tests, entertaining tasks, messages, watching videos.

Spiritual and moral direction - the implementation of this program will be implemented from the 2nd grade. Presented by the ABC of Morality program

The educational results of extracurricular activities of schoolchildren are distributed over three levels.

Level 1 - the student knows and understands social life.

The acquisition by schoolchildren of social knowledge about social norms, the structure of society, about socially approved and disapproved forms of behavior in society.

Level 2 - the student appreciates social life.

Obtaining by the student the experience of an experienced and positive attitude towards the basic values of society (man, family, nature, peace, knowledge, etc.)

Level 3 - the student independently acts in public life.

Getting the student experience of independent social action.

Extracurricular activities are closely related to basic education and are its logical continuation and an integral part of the education system created at the school.

When organizing extracurricular activities for younger students, it is necessary to take into account that, having entered the 1st grade, children are especially receptive to new social knowledge, they strive to understand the new school reality for them.

To evaluate the effectiveness of classes, you can use the following indicators:

the degree of assistance provided by the teacher to students in completing assignments;
children's behavior in the classroom: liveliness, activity, interest provide positive results;
an indirect indicator of the effectiveness of classes can be an increase in the quality of academic performance in mathematics, the Russian language, the world around us, literary reading, etc.

Conclusion

When organizing extracurricular activities for younger students, it is necessary to take into account that, having entered the 1st grade, children are especially susceptible to new social knowledge, strive to understand the new school reality for them.

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

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

Organization of extracurricular activities in accordance with the Federal State Educational Standard

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

Saadi

Legal and Regulatory Issues

Federal state standard education in paragraph 16 considers extracurricular activities as a full part of the educational process along with the mandatory curriculum.

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

Methodological guidance indicating the goals, content and algorithm for organizing and conducting extracurricular activities is a letter from the Ministry of Education and Science Russian Federation dated December 14, 2015 No. 09-3564 "On extracurricular activities and the implementation of additional general educational programs."
Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373 "On the approval and implementation of the federal state educational standard for primary general education" establishes the total number of hours of extracurricular activities at the level primary education up to 1350 hours.
Decree of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 "On Amendments No. 3 to SanPiN 2.4.2.2821-10" Sanitary and epidemiological requirements for the conditions and organization of training, content in educational organizations» adjusts the maximum allowable weekly load.

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

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

Extracurricular activities are mandatory for an educational organization and are implemented in the interests of the harmonious and comprehensive development of the student's personality.

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

In accordance with clause 7 of part 1 of Article 34 federal law dated December 29, 2012 N 273-FZ "On Education in the Russian Federation"

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

Sample letter to school principal.

Director ________ No.
from
Statement.
I, ____________________________________________________________, parent of ______________________________________________, student(s)
The class, taking into account the opinion of the child, chose the following classes as extracurricular activities for the 2016–2017 academic year:
___________________________________________________________________________________________________,
Also, my child has already made his free choice of the type of extracurricular activities in accordance with the Federal State Educational Standard, and attends
___________________________________________________________________________________________________.

In accordance with Parts 1 and 3 of Article 44 of Federal Law No. 273-FZ, the parents of a minor have the primary right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

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

If the school administration ignores the student's legal right to make a choice and insists on the mandatory attendance of all extracurricular activities, i.e. violates the child's legal rights and interests, parents can apply to the executive authorities of the constituent entity of the Russian Federation for clarification.

Directions and forms of extracurricular activities

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

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

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

excursions;
class hours;
electives and circle work;
round tables and scientific sections;
role-playing and business games;
olympiads, quizzes and competitions;
exhibitions and concerts;
sports competitions and Health Days;
holidays and theatrical performances;
visiting the theater and art exhibitions;
publicly useful activity;
social projects, for example, within the framework of environmental education.

According to the scale of the form of extracurricular work, they are divided into:

Individual - the main goal is for the child to master the skills of self-organization and self-control, this can be the development individual project, preparing a story, report, amateur performances, designing, etc. The possibility of using extracurricular activities for a more detailed consideration and consolidation of individual program moments in the study of general education subjects is noted.
Kruzhkovaya - visiting circles and sections on interests, disclosure and improvement of the intellectual and creative potential of students.
Mass traditional school events aimed at the moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

Tasks and ways of implementing the extracurricular process in elementary school

The main tasks that are designed to solve extracurricular activities:

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

Ways to implement extracurricular activities:

variable part of the basic curriculum(20%) in the format of modules, special courses, extracurricular activities;
system of extracurricular education of the school, based on additional programs that are developed by teachers of the school on the basis of the author's or sample programs, and are approved by the order of the director;
the work of institutions of additional education, such as sports, music, art schools;
activity of extended day groups;
activities of a teacher-organizer, a teacher-psychologist, social educator;
class management (socially useful activities, excursions, competitions, projects).

The extracurricular educational process is subject to a separate work plan approved by the school administration and agreed with parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed over working week or on Saturdays. Classes have a pronounced individual focus, since when choosing the forms of conducting it is recommended to rely on modern innovative technologies such as student project activities, research, experiment, etc.

An example of the selection of extracurricular activities for grades 1–2.

Directions of personality development	Name of the work program	Number of hours per week		Class	Total
Sports and recreation	ABC of health Outdoor games Rhythmic mosaic	3 o'clock		1st and 2nd grades	6 hours
Spiritual and moral	good road We are patriots school etiquette Why me and the world	2 o'clock		1st and 2nd grades	4 o'clock
social	Psychology and us	1 hour.	1st and 2nd grades		2 o'clock
general intellectual	Development of cognitive abilities	1 hour	1 class
	Entertaining computer science grade 2 Informatics in games	1 hour	Grade 2
	Entertaining English	1 hour	1 class
general cultural	Museum in your classroom From game to performance Nature and artist The magic of creativity	2 hours 1 hour 1 hour	1.2 class Grade 2 1 class
Total					20h.

Algorithm for implementing an individual approach in choosing priority areas and forms of extracurricular activities of the child.

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

To avoid possible overloads, individual plan extracurricular activities is compiled taking into account the sections and circles that the child attends outside secondary school. The teacher has an electronic version of the extracurricular work schedule for each student and can make the necessary adjustments. Parents of students also have their child's individual itinerary, so they own complete information the whereabouts of the child during the day.

Example individual route elementary school student.

Days of the week/destinations extracurricular activities	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
general intellectual		My first discoveries 13.45 - 14.25
social
general cultural	Studio Theater "Shorty" 13.45 - 14.20			Studio Theater "Shorty" 13.00 - 13.35
Spiritual and moral	Young journalist 13.00 - 13.35			Our native land 13.45 - 14.20
Sports and recreation		FOK "Karate" 12.30		FOK "Karate" 12.30		FOK "Karate" 12.30

Parents are also given a kind of "homework assignments", i.e. recommendations on family education of a child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, viewing children's developing gear, documentaries. Control is carried out with the help of conversations and observation of the child.

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

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

Supervises extracurricular activities carried out class teachers and school teachers, head teacher educational work or the head teacher for additional education, and he, in turn, is accountable to the director of the school.

Report forms:

A report that includes a teacher's work plan indicating the hours, topics, forms, content and results of the classes or activities; individual route list of extracurricular activities of the child; journal of extracurricular activities.
Report of the teacher-organizer, teacher-psychologist, social teacher indicating the activities and results of the work carried out.
Open classes, reporting concerts, exhibitions of works, presentations of all teachers involved in the extracurricular process.

Extracurricular benefits

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

The team of authors proceeded from the humanistic belief that every child can succeed in school if the necessary conditions are created. The main thing is the implementation of an individual approach to the personality of the child based on his life experience. The concept of a child's life experience includes not only features developmental psychology, but also a worldview, which is formed under the influence of the surrounding natural and social environment. Such an environment can be modern city with a high-speed rhythm of life and a developed information infrastructure, and maybe a village in the outback, respectively, with a calm, often patriarchal way of life in natural natural conditions. As conceived by the authors, each child should feel that the textbook was written personally for him, so that he can find answers to his questions in a language that is understandable to him.

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

Polyakova A.M. Word transformations, Russian language in crosswords and puzzles. 1–4 grade	The book contains task cards on the main topics of the Russian language course in elementary school. The game form, diverse language material, non-standard formulation of questions allows children to test themselves: their knowledge, ingenuity, attention, determination, and the teacher - to diversify the teaching of the subject.
Benenson E.P., Volnova E.V. World of lines. Workbook	Prepares junior schoolchildren for the study of geometry in the main element of the school. This workbook introduces younger students to lines considered on a plane and in space. Interesting creative tasks aimed at development logical thinking, the formation of initial knowledge and skills in geometry. The notebook can be used for independent work at home, as well as in school.
Benenson E.P., Volnova E.V. plane and space. Workbook.	Children get an idea about such concepts as planar and volumetric figures, learn to work with sweeps, develop spatial thinking. Interesting creative tasks are aimed at the development of logic, the formation of initial knowledge and skills in geometry.
Smirnova T.V. Amazing Adventures Ani in the land of Oznobysh. Book for reading. The world	In a fascinating fairy-tale form, the book tells about the amazing journey of a little girl, teaches to overcome unforeseen life situations, not to lose heart, not to stop in the face of difficulties, to be able to make friends ... The secrets of medicinal herbs, healing properties plants, folk wisdom, signs - all this is unpretentiously woven into plot outline fairy tales. The book can be used for extracurricular reading lessons in elementary grades.
Tsirulik N.A., Prosnyakova T.N. Technology	Students work with different materials, textbook assignments vary in difficulty level. The book consists of four thematic blocks - "The World of Nature", "A Gift with Your Own Hands", "The World of Fairytale Heroes", " cozy house”, within which there are the following sections: “Sculpting”, “Applique”, “Mosaic”, “Origami”, “Weaving”, “Modeling and designing from geometric shapes”, “Sewing and embroidery”, “3D modeling and design”.
Smirnova T.V. Belka and company. Economics for children in fairy tales, games	In the form of fairy tales accessible for children's education, the basic concepts of the economy are revealed. To consolidate and assimilate the material, game tasks, riddles and tasks are used.
Generalova I.A. Theater	Textbook for additional education in the optional course "Theatre", developed within the framework of educational system"School 2100", focused on development creativity child through introducing him to the world of theater.
Prosnyakova T.N. Butterflies. Encyclopedia of applied art technologies	The book in a fascinating form offers interesting natural science information, fairy tales, riddles about butterflies. But the main thing is that it tells and shows how children can embody their images in various techniques (appliqué, mosaic, modeling, weaving, origami, etc.) from a variety of materials.
Savenkov A.I. I am a researcher. Workbook	The manual is designed specifically for dialogue with the child and allows not only teaching observation and experimentation, but also contains a full range of research activities - from identifying the problem to presenting and defending the results.
Prosnyakova T.N. Magic secrets. Workbook	During the classes, children learn new techniques for working with paper: tearing, corrugating various geometric shapes, rolling paper into a ball and twisting into a bundle, learn new weaving techniques, perform origami compositions from squares and circles.

Photo gallery of benefits for extracurricular activities for the 2nd grade

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook of Generalov I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson E.P., Volnova E.V. The world of lines Polyakova A.M. Transformations of words Smirnova T.V. Amazing adventures of Anya in the land of Oznobysh Smirnova T.V. Belka and company. Economics for children in fairy tales, games Prosnyakova T.N. Butterflies. Encyclopedia of applied art technologies

Determination of the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the result of extracurricular activities is not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving the three levels that the NOU GEF focuses on.

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

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

Diagnostics is carried out at the beginning and end of the academic year in each area and includes the following list of criteria:

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

In the process of research, they resort to the help of author's testing methods:

V.V.'s technique Sinyavsky to identify organizational skills;
A. Kriulina's test for the formation of interaction skills;
game methods (game "Leader");
sociometric methods for assessing the psychological climate of the class.

Extracurricular activities programs developed in accordance with the requirements of the Federal State Educational Standard

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

A set of programs developed educational and methodological center"School 2100":

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

Programs of the educational and methodological complex ( learning programs, guidelines, textbooks, workbooks for independent and additional work) "Promising Primary School":

"Museum in your class" - a course in museum pedagogy, will prepare the child for the skills of independent perception and analysis of a painting (images in the form of a reproduction).
Clubs of scientific experimentation "We and the world» - the awakening of interest in research activities.
"Calculation and Design Bureau" - implements the tasks of acquaintance with the laws of the world around with the help of mathematical tools (diagrams, drawings, construction from different material). “What's inside volcanoes?”, “Is there a lot of salt in sea water?”, “Is it far from Mars?”.
"Journey to Computer Valley" - Development modern projects based information technologies. "Who am I?", "Family Tree", "Funny Letters".
"Nature native land» - acquaintance with the natural world of the small motherland.
"The world of ecology" - the formation of ecological consciousness, the use of interdisciplinary connections.
"City of Masters" - a complex of creative laboratories, mastering the skills of modeling, origami, designing, studying the basics of design.

Basic provisions:

the relationship of the lesson and non-class parts of the program as a variable;
expansion of the base level;
it is possible to develop other programs by school teachers, but with a focus on the content of the teaching materials of the “Promising Primary School”.

Program "City of Masters".

	1 class	Grade 2	3rd grade	4th grade
Toy library workshop	2	3	3	2
Sculpting workshop	5	4	2	3
Floristics workshop	4	5
Workshop of Santa Claus	6	4	4	4
Idea collection workshop	8	10	3	7
Origami workshop	4	4
Design workshop and modeling	4	4	3
Puppet theater workshop			5
Design Workshop			11	5
Isothread workshop			3
Soft Toy Workshop				4
Magic Web Workshop				5
Paper plastic workshop				4
Total:	33	34	34	34

An example of a set of manuals developed by a team of authors of the teaching materials "Promising School" (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc. d.)

This set of manuals can be used in the classroom of a literary or mathematical circle, for independent work of students of the whole class, as well as in individual work in order to consolidate and deepen educational material general education program, preparation for olympiads, competitions.

Literary reading 3rd grade Reader, ed. ON THE. Churakova	The goal is to arouse interest in the knowledge of the world through reading, to introduce exotic plants and animals. Illustrations, tasks and questions to texts contribute to the formation of a culture of meaningful reading.
Literary reading. Grade 3 Notebook number 1	Acquaintance with the history and genre differences of the fable, the aesthetic nature of the comic, the peculiarities of the poetic worldview. The study of the genre of the story, practical skills in describing the character of the main character of a fairy tale. Through the selection and demonstration of paintings, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is laid.
Literary reading. Grade 3 Notebook number 2	Included in the EMC "Literary Reading", includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill the skills of perceiving the text as a useful and interesting source of information, and teach how to work with text.
Mathematics. Grade 2 Notebook number 1	Trains the ability to perform addition and subtraction operations within a hundred, teaches a short method for writing a problem, introduces the arithmetic operation of multiplication. "Multiplication Table".
Mathematics. Grade 2 Notebook number 2	Designed for individual work in order to consolidate skills, develops the ability to bitwise addition and subtraction, multiplication.
Mathematics. Grade 2 Notebook number 3	It is aimed at the formation of practical skills in arithmetic operations of subtraction and addition, multiplication and division of single-digit numbers, gives initial geometric representations.
Mathematics. Grade 2 School Olympiad.	Notebook for extracurricular activities. Tasks for mathematical olympiads, circles, individual forms of work with gifted students are included.
Mathematics. Grade 2 Practical tasks	Notebook Teaches how to work with diagrams, tables, measurements, constructions. It is recommended for work in extracurricular activities and in preparation for olympiads of various levels.

Photo gallery of teaching aids for extracurricular activities of the teaching materials "Perspective School"

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

Examples of classes in areas of extracurricular activities

The game "The Way of Kindness" (based on the story of the fairy tale "The Snow Queen" by G.Kh. Andersen) is a spiritual and moral direction

Purpose: the formation of ethical ideas, awareness of the significance moral qualities personality, understanding the importance of confirming good words and wishes for good deeds.

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

Event plan:

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

Video: Class hour for the 4th grade "We are different - this is our wealth" - social direction

"Opening a children's cafe" - research direction, 2nd grade

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

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

The guys got an important and interesting task to design a cafe where children from all over the city could have fun celebrating holidays. The teacher precedes the assignment with a story in which the context is a problem that the children must independently identify and formulate.
The planning stage is designed as a game of cards that must be placed in correct sequence(the issue of land lease, the conclusion of contracts for the right to build, building materials, equipment, a team of builders, design, advertising, etc.).
Children are given large sheets of drawing paper and pictures with furniture, flowers, dishes, interiors, etc. Cheerfully and provocatively, to energetic music, the guys model their cafe, and then present their stage of work.

Video: Class hour on the topic "Conflict" - social direction

"Healthy Eating" project-presentation of the course "ABC of Health", 2nd grade - health direction

Purpose: to give an idea of the principles and rules of healthy eating.

develop the skills of attentive perception of the speech of the interlocutor, the ability to listen to the teacher or classmates;
to promote the acquisition of experience of self-assessment and introspection, free initiative and responsible behavior;
to form the ability to conduct a conversation correctly, the ability to listen, to enter into a dialogue in time, to keep the thread of the conversation, to track the logic;
to teach how to plan one's actions, adjust preliminary plans depending on the situation, exercise control over one's behavior and emotional reaction, and look for effective ways to overcome the difficulties that have arisen.

Conduct scenario:

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

Video: Circle "Technical modeling" - general intellectual direction

“Open space and architecture” - general cultural direction

Purpose: to give an idea of such an art form as architecture, to master the skills artistic technique drawing with cardboard.

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

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

Game scenario:

An exposition of children's works in various genres of art is being prepared.
"Who is bigger?". The children must carefully analyze the exhibited works and correctly determine their genre affiliation (natural, rural, urban, architectural landscape, open space). The title of each term is accompanied by a demonstration of the corresponding slide.
Work with explanatory dictionaries, the teacher asks to find the word architecture.
Discussion of future work, a conversation around the topic of landscape, thinking over a suitable name for your drawing.
The kids are starting to get creative. With the thickest brushes, paint over the surface of the sheet, passing the horizon line separating the sky and the earth. The teacher suggests experimenting with cardboard as a drawing tool, for example, a wide strip of cardboard will help to draw a house with a slight movement of the hand, and narrower ones will be useful for drawing a window, door or fence. Finally, with thin brushes, we complete the drawing of the details of the landscape.

Homework: draw a sea or mountain landscape.

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

Unfortunately, many parents perceive electives, class hours, game methods and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the activity of the student outside traditional form The lesson liberates and opens up new horizons of knowledge and experimentation for the child; Let's hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in Russian school to the delight of children and their parents.

In accordance with the provisions of the Federal State Educational Standard, an educational institution implements not only classroom, but also extracurricular activities. This activity is aimed at solving the following important tasks:

adaptation of children to schooling;
optimization study load schoolchildren;
improving the conditions for the development of the child.

It should be emphasized that extracurricular activities are also an integral part of the educational process in high school. It sort of expands the educational space, allowing schoolchildren not to focus only on studying, but to use other school opportunities for their physical, spiritual, intellectual and cultural development. It is important to note here that the main characteristics of extracurricular activities are voluntariness and attractiveness for schoolchildren. Without these conditions, it will be ineffective or ineffective at all.

There are five main areas of extracurricular activities in elementary school. They are shown in the diagram.

Consider the possibility of implementing extracurricular activities in these areas.

Sports and recreation

Traditionally, within the framework of this direction, various kinds of sports events are organized: school-wide and interschool competitions, competitions within classes, other events dedicated to various holidays, events, anniversaries and so on. In addition, this direction involves the work at the school of various sports sections.

General intellectual direction

This direction involves the organization of various kinds of events aimed at the mental and intellectual development of schoolchildren. These can be various competitions, quizzes, olympiads in various disciplines, etc. They can be carried out both within schools and between schools.

Spiritual and moral

Work in this direction involves the use of various forms: conversations, class hours, discussions, disputes, seminars, etc. The main condition is their spiritual and moral themes. Topics may relate to religions, various political events and their assessment, interethnic interaction, etc. Excursions into nature play an important role in this direction, since they form a caring attitude towards nature in children.

general cultural

Within the framework of this direction, various excursions, visits to theaters, museums, exhibition halls, watching movies, etc. It is also possible to use those forms that are used in the general intellectual and spiritual and moral areas.

social

This direction involves the formation of schoolchildren's skills social interaction. The main thing here is the modeling of certain situations of interpersonal interaction. It can also be models of relationships in the field of law, municipal and other management, economics, politics, etc. Here, too, various forms of extracurricular activities can be used. It seems that the most effective of them will be socio-psychological training, since within its framework it is possible to simulate almost any situation and work out effective solutions to the problem.

Usually, the work of teachers is carried out in each of these areas separately. However, I would like to propose a form that could combine, if not all, then most of them.

As such a form, you can use a game called "yagent". It was invented back in 1986 by the Serbian teacher Janko Pavlis.

Yagent features

The name of the game stands for “I am a gentleman”, because it not only develops physically and teaches to win, but also requires, despite the sports struggle, manifestations of nobility and tact towards the opponent.

In addition, yagent allows you to develop the following qualities necessary for schoolchildren:

communication skills, as it forms the ability to interact with teammates, while strengthening their psychological compatibility;
mental abilities, as it makes the players quickly and correctly assess the situation, find the right ways and means to achieve victory;
physical: strength, speed, endurance, eye, peripheral vision, dexterity, etc.;
ethical: develops courtesy, a noble attitude towards an opponent, a desire to abide by the rules of Fair play.

Yagent Rules

The yagent includes elements of volleyball, basketball, handball and various outdoor games. They play it with a volleyball. The size of the court is 9 by 18 meters, which is divided into two halves by a volleyball net. The mesh should be stretched so that its bottom edge touches the floor. Between the racks for the net at a height of 243 cm, a tape or elastic is stretched. Each of the playing teams includes 14 players, of which there must be 7 boys and girls. Playing roles are distributed as follows: in each team there are 10 field players (5 boys and girls each, who play in pairs), 3 jokers (2 boys and 1 girl), 1 queen (girl).

If the field players are located in their own half of the court, then the jokers and the queen go over to the opponent's side. There, the jokers take places along the side and end lines, and the queen is located in the middle of the court in a circle with a diameter of 2 meters.

The main goal of the game is to knock as many field players from the other team off the court as possible. In this case, you can pass the ball to each other in the directions indicated by the arrows in the figure.

The game has a number of restrictions, for each violation of which the ball is transferred to the other team:

you can’t throw the ball at the opponent’s head, but only at the legs or torso;
if the ball hit the player after bouncing off the floor, then such a fall is not counted;
the thrower must not step on the line of the opponent's court, and the queen is forbidden to go outside the circle when throwing;
the ball can only be passed to partners in a space that is limited at the top by the tape, at the side by the posts for the net, and at the bottom by the upper edge of the net.

The main rule is that boys can only knock out boys, and girls can only knock out girls, so the field players are divided into opposite-sex pairs in order to be able to protect each other.

Players have the right to catch "candles", which allows them to seize the initiative and turn from the defending team into the attacking one.

The eliminated player is sent to the bench, but if a player of the same team but of the opposite sex is next to him, they will pair up again and return to the game. It turns out that the same players can drop out and return to the game several times during the game. Therefore, there is almost no downtime.

At the end of the game, it is calculated how many players of one or another team were knocked out during the game, which makes it possible to determine the winner. In case of equality of points, the victory is awarded to the team whose players have committed fewer violations. At the same time, the most rude of them is a direct hit on an opponent of the opposite sex. For such a violation, two penalty points are assigned, for the rest - one point each.

Before the start of the game, a draw is held to determine the right to start the game.

The duration of the game may vary depending on the level. physical training students and available time.

Exchange of experience on the topic "Extracurricular activities as a leading way to develop the creative talents of children of primary school age in the context of the implementation of the Federal State Educational Standard of the IEO"

“Genius can only be a fleeting chance.
Only work and will can give it life and turn it into glory.”
Camyu A.
At present, changes in all areas of life are occurring at an unprecedented rate. In order to successfully live and act in modern world, it is necessary to be constantly ready for changes, while maintaining its originality. In society, there is a growing need for people who think extraordinary, active, able to solve tasks in an unconventional way and formulate new, promising goals; people who can think creatively. Therefore, one of the priority tasks of the elementary school is to create conditions for the development of the creative talent of students, presented by the Federal State Educational Standard of the IEO.
Based on the foregoing, we can assume that the development of the unique creative potential and creative talent of each student is topical issue standing in front of an elementary school.
Look at your children and pupils. Look into their eyes. Maybe they are geniuses? Perhaps these guys are talented? Or gifted?
How to organize the educational process so that the child is interested in learning and communicating with the teacher and peers, so that he can reveal his creative potential?
Creative talent is a special phenomenon that is impossible without activity, moreover, productive. As part of creative activity a general ability to seek and find new solutions, unusual ways to achieve the desired result, new approaches to considering the proposed situation is formed. This is facilitated by various forms of work successfully implemented by the teacher in extracurricular activities in the context of the implementation of the Federal State Educational Standard of the IEO.
I want to dwell on the main directions in my work to develop the creative talent of younger students through extracurricular activities, working on programs:
1) "Umka" (general intellectual direction);
2) "Speech development" (general intellectual direction);
3) "Fantasy Theater Studio" (general cultural direction);
4) an individual creative approach to the organization of children's activities.

As part of the Umka circle, I organize the development and implementation of projects by children, research, participation in circles, olympiads, competitions, intellectual games, maintaining a portfolio of personal achievements, creative interaction with peers and adults. The theory of inventive problem solving also helps to teach creativity. For example, the methods of “brainstorming”, “trial and error”, “contradiction resolution”, which help children identify a problem, find a contradiction, set a research goal, plan their creative activities, and achieve results. The greatest effect in the development of creative abilities is following forms of work:
daily inclusion creative tasks and exercise;
engaging students in creative interaction with peers and adults by connecting students' families;
didactic and narrative role-playing games;
excursions, observations;
creative workshops;
trainings.
Jr school age is a favorable period for the emergence of the need for social recognition, the awareness of one's own individuality comes and the search for ways of self-expression begins. Creativity is already perceived as a socially significant phenomenon. Therefore, I pay great attention to the participation of children in intellectual competitions, marathons, olympiads, in which they become winners and prize-winners at various levels (see slide).
It is known that literature, music and painting have the strongest emotional impact on the child. In order to promote the development of creative talent of students in my class, I conduct circles as part of extracurricular activities: "Speech Development" and the theater studio "Fantasy". In our classes we use all these art forms. Studying in these circles, the guys write literary works, participate in various competitions, draw, invent and stage dances. As part of this work, I try to use a variety of forms of classes: lesson-excursion, lesson-fairy tale, lesson-competition, lesson-travel, lesson-game.
The participation of children in the theater group "Fantasy" creates conditions for the disclosure of the inner qualities of the individual and its self-realization, the ability to interact in a team and reflect, promotes development artistic creativity, aesthetic taste and the desire to master new experience, the formation of self-consciousness, that is, for the development of creative talent.
Creating a theater circle in my class, I was able to unite children, offer communication. Participating in the process of creating a performance, the child learns to work collectively on the concept of the future performance, exchange information, make characters, scenery elements. In addition, students learn to coordinate actions, which contributes to the creation of a community between children and adults, interaction and their cooperation. As a result, students get a great social experience.
The performance has a huge educational potential. This is not about preparing for a professional acting career, but about "action testing" of many interpersonal interactions: me and comrades, me and the other, me and parents. Children gain experience public speaking, learn to control their body and not be ashamed of it. It has long been noticed that talents are everywhere and always, where and when there are conditions favorable for their development.
As the well-known teacher Sh.A. Amonashvili noted: “Here it is - teaching with passion, understanding the world of human relations and characters through the game, acting, helping us to populate our unique spiritual realm with a magnificent image of human creation, to sow those seeds of sublime ideas from which will grow then beliefs, worldview, moral foundations.
The activity of the theater circle has great potential in the implementation of the socio-cultural education of students (the formation of artistic taste, moral values of the individual, basic communication skills, ways of working in a team, self-education, organization and responsibility). Classes in the theater circle develop speech, facial expressions, help to overcome difficulties in communication. As a result of classes in the circle, the class team becomes more united. Creative cooperation between students and parents is actively developing. A situation of success is created for the socialization of students in society. The results of this activity are theatrical holiday programs both inside the class and performances at school-wide events, protection creative projects, victories in music festivals and competitions of the artistic word. (see slide)
The next direction in the development of creative talent is careful work with the text. Therefore, from the first days of my studies, I have been conducting purposeful systematic work on the development of students' speech. In the “Speech Development” circle and the “Fantasy” theater studio, I teach children to present their work orally and in writing, set cognitive tasks and put forward hypotheses, ask questions about observed phenomena, master the skills of working with various sources of information, independently create oral and written work on speech development: stories, mini-compositions, essays, fairy tales, poems.
Children really like the classes on the program “Speech development. They are happy to perform creative work, try to decorate them colorfully and in an original way, keep special notebooks for creative works. The best works send to competitions, present at holidays. This indicates that the development of speech forms communicative competence in children, that is, internal readiness and ability for verbal communication. As a result of the work organized in this way, oral and writing younger schoolchildren, a taste is formed, the reader's horizons are expanding, and the child's creative potential is developing. Of course, this is a painstaking process, but fascinating not only for the child, but also for the teacher. One of the indicators of the effectiveness of such work is Active participation children of our class in competitions of artistic expression, projects, creative works. (see slide)
Thus, in the work on the development of creative giftedness of students in our class, the following principles have developed: the maximum variety of opportunities provided, freedom of choice, an increase in the role of extracurricular activities, individualization and differentiation, cooperation between children and parents.
Creative talent- is the ability to self-realization in various areas of life. At the heart of such giftedness is creativity - unrealized opportunities that each person has. To do this, it is necessary to develop the unique creative potential of each elementary school student, using an individual creative approach to organizing the activities of children.
1) A systematic appeal to the emotional sphere is the main condition for the development of the creative giftedness of schoolchildren. To do this, I try to create conditions in which the child lives, realizes and expresses various emotional states. I believe that the main principle of the development of creative potential is the principle of transformation of cognitive content into emotional content. This principle means that in order to develop the creative giftedness of children, it is necessary to systematically turn them to their own emotional experiences.
2) Another necessary condition for the development of the creative talent of schoolchildren is the observance of the principles humanistic psychology- valuelessness, acceptance, security, support. These principles must be respected in interactions between children and adults. In practice, this means that all student responses are positively reinforced and approved. Unlike ordinary education, in which mistakes are corrected, with the development of creative giftedness, the child is given the "right to make a mistake." This actually means that there are no errors at all. Whatever emotional attitude the child expresses, it cannot be erroneous, because it is his own emotional attitude, demonstrating his individual reaction to what is happening.
3) The third necessary condition for the development of creative giftedness of schoolchildren is the observance of the principles of developmental education - problematic, dialogical and individualization.
4) Transformation of the emotional state into creative content.
I believe that using a personal approach, creating a situation of success for everyone in the class, constant concern for the condition interpersonal relationships in a team, creating a favorable psychological climate, make it possible to build children's relationships on mutual trust, respect and openness and educate creatively gifted individuals. Therefore, the students in my class are active, have a good creative potential. Psychological climate class is open. The emotional mood of the team is positive, there is a feeling of goodwill, empathy.
I am proud of my children. In their achievements, my joy and satisfaction from work. When you see the happy eyes of children, kind and naive, who look with love and respect, new strength and inspiration appear, you want to work even better.
“There are invisible strings in the soul of every child.
If you touch them skillful hand they sound nice."
V.A. Sukhomlinsky

within the framework of the second generation GEF in the MOU "KSOSh No. 2"
for 2011-2012 academic year
Introduction

The requirements of a market economy and the information society for the first time called the development of the student's personality the meaning and purpose of education, and the strategic task educational policy- stimulating its activity. To achieve the goals and objectives set, a framework of federal state educational standards (FSES) has been developed. Distinctive feature standards of the second generation is the requirement to organize extracurricular activities of students as an integral part of the educational process at school. The extracurricular activities of schoolchildren unite all types of activities (except for the lesson), in which it is possible and expedient to solve the problems of their development, education and socialization.

The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: educational (within the boundaries of different educational disciplines) and extracurricular.

Based on this, the school has planned activities to create a system of extracurricular activities that support the learning process:

changing the primary school curriculum;
development of Regulations on extracurricular activities;
compiling a list of programs for extracurricular activities;
selection of personnel for extracurricular activities;
development of Regulations on programs;
development of work programs for extracurricular activities;
material and technical equipment of extracurricular activities;
informing parents about the system of extracurricular activities;
scheduling extracurricular activities of students in grade 1.

The main idea of the model: Creation pedagogical conditions developing environment for the education and socialization of younger students in extracurricular activities.
Target: development of mechanisms for organizing extracurricular activities of younger students.
Main goals:

identifying the interests, inclinations, abilities, opportunities of students to various types activities;
assistance in finding "themselves";
creating conditions for individual development child in the chosen field of extracurricular activities;
formation of a system of knowledge, skills in the chosen area of activity;
development of experience in creative activity, creative abilities;
creation of conditions for the implementation of acquired knowledge, skills and abilities;
development of the experience of informal communication, interaction, cooperation;
assistance in mastering the position of a student through inclusion in various educational communities, both in the system of school additional education, and in the conditions of creative teams of institutions of additional education for children;
expanding the scope of communication with society.

Model description

The section of the variable part "Extracurricular activities" allows you to fully implement the requirements of the federal state educational standards of general education. At the expense of hours for extracurricular activities, a general education institution implements additional educational programs, a program for the socialization of students, and educational programs. Classes are held in the form of excursions, circles, sections, round tables, conferences, debates, KVNs, school scientific societies, competitions, competitions, search and scientific research etc. The organization of extracurricular activities is given 10 hours a week in each class.

For the effective organization of extracurricular activities of younger students, a survey of parents was organized TO STUDY THE REQUESTS AND EDUCATIONAL NEEDS OF STUDENTS IN THE PRIMARY STAGE OF GENERAL EDUCATION.
As a result of the analysis of the questionnaires, it was decided to organize extracurricular activities of students in the "school full day". The work of the school in full-time conditions will make it possible to use such an effective educational tool as a regime with the help of which the life and activities of students will be streamlined both at school and during school hours. after hours. This will take into account the cognitive needs of children, as well as the age characteristics of younger students: eating, walking in the fresh air. To work in full-time school mode, a single schedule has been drawn up, both in the first and second half of the day.
In MOU "KSOSh No. 2" extracurricular activities are represented by the following areas and forms of work:

sports and health-improving (mini-football, health-improving aerobics);
artistic and aesthetic (art circle, theater studio, beading circle, choir "Musical Notes");
scientific and educational (computer club, entertaining mathematics circle, Lego club);
project activity;
spiritual and moral (Basics Orthodox culture).

Extracurricular activities
direction
Sports and recreation	Mini football
Sports and recreation	Wellness aerobics
Spiritual and moral	Fundamentals of Orthodox culture
Artistic and aesthetic	Choir "Musical Notes"
	beading
	Theater Studio "Stage Art"
	Iso - studio
Scientific and educational	Entertaining mathematics
	lego club
	Computer Club
Project activity

Regime moments

	Events
	Training sessions
	Walk

	Choice games
	Self-training
	Extracurricular activities

Types and directions of extracurricular activities are closely related.
When organizing extracurricular activities of students, their own resources were used - primary school teachers, subject teachers - music, physical education, as well as teachers of additional education are involved.
MOU "KSOSH No. 2" seeks to create such an infrastructure for the useful employment of students in the afternoon, which would help ensure that their personal needs are met. Children go to classes of their choice, depending on their interests. A special educational space is created for the child, which allows them to develop their own interests, successfully undergo socialization at a new life stage, and master cultural norms and values.
Educational institution works in the first shift mode, so extracurricular activities of students are organized in the form of circles, clubs, excursions, studios in the afternoon.

Extracurricular activities at the educational institution include:

1. Sports and health direction.
It is represented by sections on a sports game (mini-football) and recreational aerobics classes. The purpose of this course is to form the foundations of a healthy lifestyle for students, the development of creative independence through the development of motor activity. Classes are held in the form of sports, games, fun starts.

2. Artistic and aesthetic direction
presented by art circles, "Musical Notes", theater studio "Art of the Stage", circle "Beading" in order to reveal new abilities of students in the field of creativity, aesthetic education of participants, creating an atmosphere of joy and children's creativity. Teachers carry out their work in the form of group, game classes, conversations, excursions, competitions, exhibitions.

3. Scientific and educational direction
implemented in the classes "Entertaining Mathematics", "Lego Club", "Computer Club"
in order to ensure the numerical and computer literacy of students, to strengthen the development of logical thinking, to form the initial elements of design thinking. Various forms of employment: conversation, practical work with constant individual counseling of students, group and couple lessons game, contests, quizzes, exhibitions, etc.

4. Spiritual and moral direction

represented by the subject "Fundamentals of Orthodox Culture", which sets itself the goal of forming value orientations, developing the traditions of the Russian people and other peoples, which is of an educational and developmental nature. The program provides for extracurricular activities, work of children in groups, pairs, individual work, work with the involvement of parents.

5. Project activity.

The goals that we have set for ourselves are to develop the creative and communicative abilities of the child. Develop the skills of interaction and mutual assistance in a group in solving common problems. To instill the initial ability to collect information from various sources, comprehend it and use it to complete the project. The program provides for excursions, competitions, conversations, debates, etc., children's work in groups, pairs, individual work, work with the involvement of parents.

Expected results:

development of the individuality of each child in the process of self-determination in the system of extracurricular activities;
the acquisition of social knowledge by a schoolchild (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and Everyday life;
the formation of positive attitudes of the student to the basic values of society (individual, family, Fatherland, nature, peace, knowledge, work, culture), value attitude to social reality in general;
fostering a respectful attitude towards their city, school;
obtaining by the student the experience of independent social action;
formation of communicative, ethical, social, civic competence of schoolchildren;
formation of socio-cultural identity in children: country (Russian), ethnic, cultural, etc.
increase in the number of children covered by organized leisure;
education in children of tolerance, healthy lifestyle skills;
formation of a sense of citizenship and patriotism, legal culture, a conscious attitude to professional self-determination;

Ultimately, the implementation of the main goal of the program is the achievement by students of the social experience necessary for life in society and the formation in them of a system of values accepted by society.