This article describes the forms of extracurricular activities by area and type. All types, directions and forms of extracurricular activities of students at the stage of primary general education are focused on educational results.
Forms of extracurricular activities in the conditions of the Federal State Educational Standard of NOO
In accordance with the Federal State Educational Standard for Primary General Education (FSES IEO), the main educational program of primary general education is implemented by the educational institution, including through extracurricular activities.
Extracurricular activities of students, as well as activities within lessons, are aimed at achieving results in mastering the main educational program of the school. Particular attention in the Federal State Educational Standards of the second generation of educational institutions is focused on achieving personal and meta-subject results, which determines the specifics of extracurricular activities, during which the student must not only and not so much learn, but learn to act, feel, make decisions, etc.
The purpose of organizing extracurricular activities in accordance with the Federal State Educational Standards of NEO is to create conditions for students to achieve the social experience necessary for life in society and to form a system of values accepted by society, to create conditions for the multifaceted development and socialization of each student in their free time from school; creation of an educational environment that ensures the activation of social and intellectual interests of students, the development of a healthy, creatively growing personality, with formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities.
Extracurricular activities of an educational institution are aimed at achieving educational results:
- students' acquisition of social experience;
- formation of a positive attitude towards basic social values;
- acquisition by schoolchildren of experience of independent social action.
The planned results of mastering the program of extracurricular activities include:
personal results— the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of primary school graduates, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of Russian civil identity;
meta-subject results— UUD mastered by students (cognitive, regulatory and communicative).
In addition, extracurricular activities in elementary schools allow the teaching staff to solve a number of very important tasks:
- ensure favorable adaptation of the child at school;
- optimize students' workload;
- improve conditions for child development;
- take into account the age and individual characteristics of children.
Structure of extracurricular activities.
Extracurricular activities in primary school are carried out through:
- educational institution curriculum;
- additional educational programs of a general education institution;
- educational programs of institutions of additional education for children;
- cool guide.
Directions, types and forms of extracurricular activities.
According to the Federal State Educational Standard of the Russian Federation, the organization of classes in areas of extracurricular activities is an integral part of the educational process at school. The hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education. The Federal State Educational Standard of the Russian Federation determines the main directions of extracurricular activities.
The directions, types and forms of extracurricular activities are very closely interrelated.
Areas of extracurricular activities:
- Sports and recreation
- Spiritual - moral
- General intellectual
- General cultural
- Social
Types of extracurricular activities:
- Play activity
- Cognitive activity
- Problem-based communication
- Leisure and entertainment activities
- Artistic creativity
- Social creativity
- Labor activity
- Sports and recreational activities
- Tourism and local history activities
Forms of extracurricular activities:
- Circle
- Studio
- Section
- An association
- Elective
- Scientific society
- Conference
- Competition
- Tournament
- Meeting
- Concert
- Play
- Practice
- Excursion
- Cultural trip
- Hiking trip
- Subbotnik
- Landing
Forms of extracurricular activities in the following areas:
Sports and recreation:
- Visiting sports sections
- Organization of excursions, Health Days and other sports competitions.
- Conducting health talks.
- Use of game moments, physical education minutes, exercises before lessons in lessons.
- Dynamic breaks and walks in elementary school.
- Participation in sports competitions.
- Operation of a summer health day camp.
General cultural:
- Organization of excursions to theaters and museums, exhibitions of children's drawings, crafts and creative works of students;
- Conducting thematic classes on the aesthetics of the student’s appearance, culture of behavior and speech;
- Participation in competitions and exhibitions of children's creativity of the aesthetic cycle at the school, district, and region level.
General intellectual:
- Subject weeks;
- Library lessons;
- Competitions, excursions, Olympiads, conferences, business and role-playing;
- Project activities;
- Participation in research conferences;
- Development of projects for lessons.
Spiritual and moral:
- Meetings with WWII and labor veterans, lessons of courage, visiting the school museum.
- Exhibitions of drawings.
- Design of newspapers about the military and labor glory of Russians,
- Themed classroom hours.
- Preparation for participation in the military sports game "Zarnitsa".
- Festivals of patriotic song, parades and songs.
Social:
- Carrying out cleanup days.
- Work at the school site.
- Growing and caring for indoor plants.
- Campaign “Plant a tree”, “White flower”, “Feed the birds”, etc.
Forms of extracurricular activities by type:
- Verbal and logical.
The main means of influence is the word (word persuasion), which evokes response emotions in children.
- Conversations on various topics
- Discussions
- Meetings
- Conferences
- Lectures
The main thing here is the exchange of information, messages from teachers, students and other adults. Discussion of problematic issues.
- Figurative and artistic forms
- Concerts
- Performances
- Holidays
The main means of influence is a joint, predominantly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions.
- Labor forms of extracurricular activities
- Work at the school site
- Work on decorating and cleaning the office
- Caring for indoor plants
- Organization of duty during breaks and in the school canteen
- Help the school librarian
- Labor landings
In modern conditions, it is necessary to place emphasis on the personal significance of work, when the child realizes that the acquired skill will be useful to him in life, when he is interested in eventually going there.
- Game (leisure) forms of work
- Joint holidays
- Preparation of concerts and performances
- Week of theatre, dance, vocals
- Watching and discussing films and performances
- Competitions
- Competitions
- Hiking trips
- Excursion walks to the park
- Excursion trips
The role of play in organizing leisure time occupies an important place in a child’s life, and therefore is considered by teachers as one of the main means of education. Games can be sports, educational, competitive, competitive, intellectual, etc.
- Psychological forms
- Lectures
- Conversations
- Discussions
- Psychological exercises
- Consultations
- Trainings
In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These forms require special knowledge and skills.
Results of extracurricular activities
All types, directions and forms of extracurricular activities of students at the stage of primary general education are strictly focused on educational results.
The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child through his participation in one or another type of activity.
The educational effect of extracurricular activities is the influence (consequence) of one or another spiritual and moral acquisition on the process of development of the child’s personality.
Levels of results of extracurricular activities
|
First level. 1 class |
The student knows and understands social life |
Acquisition by the student of social knowledge (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. Achieved in collaboration with the teacher |
|
Second level. 2-3 grades |
The student values social life |
Obtaining experience by the schoolchildren and the formation of positive attitudes among schoolchildren towards the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture). Achieved in a child-friendly environment. |
|
Third level. 4th grade |
The student acts independently in public life |
Students gain experience of independent social action. Achieved in interaction with a social subject. |
Achieving all three levels of extracurricular activity results will indicate the effectiveness of educational work:
- introduction of effective forms of organizing recreation, health improvement and employment for children;
- improving psychological and social comfort in a single educational space;
- strengthening the health of pupils;
- development of creative activity of each child;
- strengthening the connection between family and school.
Literature:
D.V. Grigoriev, P.V. Stepanov “Extracurricular activities of schoolchildren. Methodical designer" M.: Prosveshchenie, 2014.
Extracurricular activities of schoolchildren
Methodical designer
Section 1. The essence of extracurricular activities of schoolchildren
- VD – unites all types of schoolchildren’s activities in which it is possible and advisable to solve the problems of their education and socialization.
Types and directions of extracurricular activities of schoolchildren
- Gaming
- Cognitive (not in class)
- Problem-based communication
- Leisure and entertainment
- Artistic creativity
- Socially transformative volunteerism
- Labor
- Sports and recreation
- Tourism and local history
Results and effects of VD
- Educational result of VD– direct spiritual and moral acquisition child through his participation in one activity or another.
- Educational effect of VD – influence (consequence) one or another acquisition on the process of development of the child’s personality.
- First level of results: acquisition by schoolchildren of social knowledge, primary understanding of social reality and everyday life.
- Second level of results: receipt by schoolchildren experience and positive attitude to the basic values of society, the value attitude towards social reality as a whole.
Results of extracurricular activities
- Third level of results: receipt by schoolchildren experience of independent social action.
- Achievement three levels of results increases the likelihood of occurrence effects VD.
- First – achieved in relatively simple forms, second – more complex, third – the most complex forms of VD.
Correspondence of levels of results, forms and types of PD
- Forcing results and forms of VD does not ensure effectiveness! Examples:
- Social creativity – 1) social test (child’s participation in a cause, action organized by an adult) – 2) KTD – 3) social and educational project.
See table 1
methodological designer
Section 2. Forms of organization of internal affairs
- In all areas of VD, forms of work and results for three levels are presented, examples are given.
See p. 16 - 114
- Complex educational programs – achieving all three levels of results in various types of extracurricular activities.
- Thematic educational programs - obtaining results in a specific problem field (patriotic education, education of happiness, education of tolerance...).
Section 3. How to develop a VD program for schoolchildren
Types of VD educational programs:
- Programs upon achieving results of a certain level - first, first and second, second and third, are often related to the age of the children.
- Programs for specific types of air traffic – gaming, educational, etc.
- Age educational programs
- Individual educational programs.
- PEPs can be developed by the school independently or based on revised sample programs.
- Programs must be designed for a certain age: for primary schoolchildren, teenagers, etc.
- The content of the programs is selected to be pedagogically appropriate and consistent with the needs and requests of students and parents.
General rules for developing VD programs
- The VPD contains: an introduction (the purpose of the program, principles, structure, volume of hours, age group of students), a list of main sections indicating the hours for their development (thematic plan), a description of the sections and content of classes (synopses), characteristics of the main results.
- The internal action plan describes the content of the internal action, the essence and direction of the planned activities and activities.
General rules for developing VD programs
- The VPD indicates the number of hours of classroom training - no more than 50% of the total number of hours - and extracurricular (active) classes.
- PVD can be implemented both in a separate class and in creative associations of schoolchildren of the same age group (sample program for a class and sample program for older teenagers)
Section 4. Diagnostics of the effectiveness of schoolchildren’s PD
- Studying changes in the personality of a schoolchild : questionnaire of personal growth through attitude to values (to oneself, to the Fatherland, etc.)
- Studying a children's group: Methodology “What kind of team do we have?” (A.N. Lutoshkin), sociometry
- Studying the professional position of a teacher: diagnostics of the professional position of a teacher as an educator
See book Studying the effectiveness of the educational process / Ed. E.N. Stepanova. – M., 2003.
Section 5. Regulatory support for schoolchildren’s daily activities
- Sample job description for Deputy Director for Internal Affairs
- Sample job description of a teacher-organizer
- Sample job description for a class teacher
- Sample job description for a teacher of additional education
- Sample job description for an afterschool teacher
- Concept for the modernization of additional education for children in the Russian Federation for the period until 2010 (draft)
- Methodological recommendations for the development of additional education for children in general education institutions (Appendix to the letter of the Ministry of Education of Russia dated June 11, 2010 No. 30-51-433/16)
Section 6. Digest of regulatory documents regulating the extracurricular sphere of the school
- On increasing the educational potential of the general educational process in a general educational institution (Letter of the Ministry of Education of Russia dated April 2, 2002 No. 13-51-28/13)
- Methodological recommendations on expanding the activities of children's and youth associations in educational institutions (Letter of the Ministry of Education of Russia dated February 11, 2000 No. 101/28-16)
Directions
extracurricular activities.
Prepared
Primary school teacher
MBOU "Secondary school in the village of Iskateley"
Burchik Tatyana Vasilievna
SLIDE 1.
Directions of extracurricular activities.
SLIDE 2.
Extracurricular activities schoolchildren - a concept that unites all types of schoolchildren’s activities (except for educational activities), in which it is possible and appropriate to solve the problems of their upbringing and socialization.
According to the Federal Basic Curriculum for General Educational Institutions of the Russian Federation, the organization of classes in areas of extracurricular activities is an integral part of the educational process at school. The time allocated for extracurricular activities is used at the request of students and in forms other than the lesson teaching system.
SLIDE 3.
The basic curriculum of general education institutions of the Russian Federation identifies the main areas of extracurricular activities: sports and recreational, spiritual and moral, general intellectual, social, general cultural.
The types and directions of extracurricular activities of schoolchildren are closely related to each other.
Due to the fact that at present there are no clear standards for what hours must be entered into this plan and how to count all the hours that a student spends on extracurricular activities, it should be noted that entering hours into this plan will be approximate, since it is impossible to determine the student’s employment extracurricular activities down to the minute.
If necessary and at the discretion of the educational institution, additional columns can be included in this plan, reflecting:
Sources of funding (budgetary, extra-budgetary);
Institutions (organizations) ensuring the implementation of extracurricular activities;
Fulfillment of the social order of subjects of the educational process for extracurricular activities;
Programs on the basis of which extracurricular activities are implemented.
Let us characterize in more detail the main areas of extracurricular activities in elementary school:
SLIDE 4.
Sports and recreation area
Forming the foundations of a healthy and safe lifestyle for primary school students is one of the priority goals. The knowledge, skills and abilities acquired in a physical education lesson should subsequently be consolidated in a system of independent forms of physical exercise: morning exercises and hygienic gymnastics before lessons, physical education minutes and outdoor games during breaks and during walks, and additional classes.
The relationship between classroom and extracurricular activities in sports and recreational areas helps to enhance the health-improving effect,achieved through the active use by schoolchildren of acquired knowledge, methods and physical exercises in physical education and health activities, daily routine, and independent physical exercise.
The subject of teaching physical education in primary school is motor activity with a general developmental focus. In the process of mastering this activity, younger schoolchildren not only improve their physical qualities, but also actively develop consciousness and thinking, creativity and independence. These qualities will be improved during organized classes in the sports and recreational area of extracurricular activities, which is an integral part of the educational process in accordance with the Federal State Educational Standard of the new generation of educational institutions. Educational institutions should provide students with the opportunity to choose a wide range of classes in this area. Thus, extracurricular activities increase the space in which schoolchildren can develop their creative and cognitive activity and realize their best personal qualities.
Work of sports sections
Organization of excursions, hikes, “Health Days”, outdoor games, intra-school sports competitions
Conducting health talks
Morning exercises, use of game moments in lessons, physical education minutes in lessons, walks in the fresh air
Participation in regional and city sports competitions
Conducting the sports hour “Be Healthy” (GPA)
Promotion of students in sports sections
SLIDE 5.
Spiritual and moral direction, general cultural direction
The spiritual, moral and general cultural direction includes a wide range of activities. Any type of activity can be taken as a system-forming one. Let's consider the organization of extracurricular activities within these areas using the example of artistic and aesthetic activities.
The task of artistic and aesthetic education is to form a creatively active personality who is able to perceive and appreciate the beauty in nature, work, everyday life and other areas of life and activity. The child receives his first elementary ideas about beauty, neatness and cleanliness in the family, and this is where aesthetic education begins.
Every system has a core, a foundation on which it rests. We can consider art to be such a basis in the system of aesthetic education:music, architecture, sculpture, painting, dance, cinema, theater, decorative and applied arts and other types of artistic creativity.
The teacher’s task is to cultivate in the child the ability to enjoy art, to develop aesthetic needs and interests, to bring them to the level of aesthetic taste, and then to the ideal. The interaction between a child and any type of art, first of all, begins with perception. It is very important to pay special attention to the process of perceiving a work of art. Let's consider the educational capabilities of each of the elements that make up the content of academic and extracurricular subjects in art.
Literature includes the art of literary expression, the history of literature, the science of literature - literary criticism and the skills of literary artistic and creative activity.The main and main element of literature as a subject is, of course, art itself - works of artistic expression. In the process of studying literature, the child improves his reading skills, learns the aesthetic development of works of art, assimilates their content and develops his mental powers: imagination, thinking, speech. The development of reading skills, the ability of aesthetic perception, analytical and critical thinking are the decisive means of most effectively achieving the educational goal.
Music as an integrative subject, it organically incorporates the study of musical works themselves, history, music theory, as well as simple performance skills in the field of singing and playing musical instruments. “Music” puts forward common aesthetic goals for music education and upbringing of schoolchildren. All teaching is aimed at such musical education, which ensures the development of the spiritual wealth of the students’ personality, the moral and aesthetic nature of their activities, motives, views, beliefs, as well as the accumulation of knowledge, skills and abilities in all types of musical activities.
art as a complex subject, it combines knowledge of the works of art themselves, elements of art history, theories of visual activity, mastering the skills of practical depiction, visual literacy and creative self-expression. “Fine Arts” - this subject introduces students not only topainting, drawing and sculpture , making up the group of fine arts, but also witharchitecture and decorative arts . Among the existing arts, the five listed occupy a special place.
It is extracurricular work that gives children a real opportunity to become more familiar with art. She also gets acquainted with such forms of art as cinema and theater.
Conducting thematic classes on the aesthetics of a student’s appearance, culture of behavior and speech
Participation in competitions and exhibitions of children's creativity of the aesthetic cycle at the level of school, district, city, region
Circles “Skillful Hands”, “Communication Lessons”, “Traffic Lights”
Work of the theater studio "Sorceresses"
Vocal studio "Domisolki"
Classes at the Zvezdochka Children's Theater School, Iskateley School of Arts, Constellation House of Culture
Exhibitions, competitions of children's drawings, crafts and creative works of students
Games with moral content
Meetings with WWII veterans, “Lessons in Courage”
Stock
KTD “No one is forgotten, nothing is forgotten”
SLIDE 6.
General intellectual direction
The general intellectual direction is based on the organization of scientific, educational and project activities of students.
Extracurricular educational activities of schoolchildren can be organized in the form of electives, educational circles, a scientific society of students, intellectual clubs (like the “What? Where? When?” club), library evenings, didactic theaters, educational excursions, Olympiads, quizzes, etc. P.
Acquisitionstudentssocial knowledge, understanding of social reality and everyday life can be achieved only if the object of children’s cognitive activity becomes the social world itself, that is, knowledge of the lives of people and society: its structure and principles of existence, norms of ethics and morality, basic social values , monuments of world and domestic culture, features of interethnic and interfaith relations.
In this regard, teachers are recommended to initiate and organize schoolchildren’s work with educational information, inviting them to discuss it, express their opinions, and develop their position in relation to it. This can be information about health and bad habits, moral and immoral actions of people, heroism and cowardice, war and ecology, classical and popular culture and other economic, political or social problems of our society. Searching for and presenting this information to schoolchildren should not make it difficult for the teacher, since it can be found in a wide variety of subject areas of knowledge.
Intra-group discussions are effective when discussing such information.
As an example, let’s name several potentially controversial topics from different fields of knowledge: meetings of a circle of literature lovers, organized for preschool students, can become a factor in the acquisition of experience of social action by schoolchildren.
As part of a book club or family reading evenings, socially oriented events can be held to collect books for the library of a rural school located in the outback.
In subject clubs, schoolchildren can make visual aids or handouts for educational activities at school and donate them to teachers and students. The activities of subject electives can become socially oriented if its members take individual patronage over underperforming elementary school students.
In this regard, it is recommended that the activities of members of the scientific society of students be focused on the study of the microsociety surrounding them, its pressing problems and ways to solve them.
Such topics could be the subject of student research projects, and their results could be disseminated and discussed in the community surrounding the school.
Subject weeks
Competitions, quizzes, excursions, Olympiads, conferences
Library lessons
Work of the circle “Project activity”, “Exploring the world”, “Fun English”
SLIDE 7.
Social direction
The basis for the organization of extracurricular activities within the framework of a social direction can be based on socially useful activities.
The problem of forming a conscious citizen with strong convictions rightfully stands at the forefront of ideological and moral education and is the main problem of education in general. It is important to cultivate from an early age collectivism, demands on oneself and each other, honesty and truthfulness, perseverance, hard work, the need to benefit others, and purposefully form the motivational and need-based sphere of a growing person.
Without mastering the norms of relationships, it is impossible to form social activity, during the development of which the child’s level of self-determination increases, his understanding of his place in the system of relationships “me and my peers”, “me and adults”, “me and society” expands. The criterion for assessing the socially useful activity of a junior schoolchild is not just its product (it can be minimal), but the degree to which a responsible attitude towards the common cause has been formed.
The area of extracurricular work associated with socially useful activities can be represented by the following types of activities: social creativity, volunteer activities, labor activities, etc., taking into account the available resources, desired results and the specifics of the educational institution. Socially useful activities of schoolchildren already in the elementary grades should teach children independence in organizing their own individual, group and collective activities.
Particular attention should be paid to regulatory documents regulating the use of child labor in schools.
According to paragraph 14 of Art. 50. Rights and social support for students and pupils. Law “On Education” (as amended from December 17, 2009 No. 313 - Federal Law) “Involvement of students, pupils of civil educational institutions without the consent of students, pupils and their parents (legal representatives) to work,not provided for by the educational program , is prohibited." A similar norm is enshrined in clause 50 of the Model Regulations on a General Educational Institution, approved by Decree of the Government of the Russian Federation of March 19, 2001 No. 196, according to which a general education institution is prohibited from engaging students in work not provided for by the educational program, without their consent and the consent of their parents (legal representatives).
Therefore, when creatingeducational program of the educational institution it is necessary to take into account the requirements of the Federal State Educational Standard of the new generation of educational institutions, where socially useful activities are included in one of the areas of extracurricular activities. This must also be taken into account when concluding a tripartite agreement with parents (legal representatives) of students.
Preparing for the holidays, role-playing games
Carrying out cleanup days
Socially significant projects
Class duty
SLIDE 8.
SLIDE 9.
Extracurricular activities according to the Federal State Educational Standard: directions
The introduction of the Federal State Educational Standard forced us to reconsider not only the organization of the educational process, but also the extracurricular work of schoolchildren. The areas of extracurricular activities according to the Federal State Educational Standard are designed to facilitate the effective assimilation by students of the main educational program, including optimizing the educational load, preparing students to solve everyday life problems, and creating an additional knowledge base.
Areas of extracurricular activities
According to the requirements of the Federal State Educational Standard, extracurricular activities at school should be organized in the main areas of personal development. This allows us to link the leisure activities of schoolchildren with the general educational process, ensure the construction of interdisciplinary connections, the development of supra-subject skills, and also allows us to combine the efforts of teachers in achieving educational goals.
The following areas of extracurricular activities are distinguished:
general intellectual,
sports and recreation,
social,
general cultural,
spiritual and moral.
The goal of work in the general intellectual direction is the development of critical thinking, the ability to analyze information flow, the use of new methods of obtaining information, and broadening one’s horizons. At the same time, such tasks as the formation of a worldview, the study of scientific concepts and laws, familiarization with various types of human activity, and the identification of inclinations and interests are solved. The direction is implemented by analyzing various areas of life, conducting library lessons, subject weeks, round tables, excursions, clubs, business games, etc.
The sports and health direction is being introduced to instill in children the habits of a healthy lifestyle, their harmonious psychophysical development, and the formation of motivation to maintain health. Implementation methods include conducting educational work, informing about good and bad habits, and introducing schoolchildren to physical activity in its various manifestations.
The social direction is designed to develop social skills in schoolchildren, to acquaint them with the laws of social development, generally accepted social norms and attitudes. The objectives are to develop communication skills, a positive attitude towards work, responsibility and self-confidence. As part of this direction, students can also receive psychological and pedagogical support if necessary.
The general cultural direction involves increasing environmental literacy and instilling aesthetic values, developing the emotional sphere, creative abilities, and a sense of beauty. The work is carried out through the implementation of various forms of interaction with nature, the organization of exhibitions of children's drawings, competitions, and thematic classes.
The spiritual and moral direction is the education of patriotic feelings, introducing children to humanistic values. Activities such as studying national culture, history and nature, and conducting excursions are implemented.
The main directions of extracurricular activities according to the Federal State Educational Standard in primary school
What are the features of extracurricular activities in elementary school? Let's consider this issue in each of the areas.
A general intellectual direction is the organization of events that promote the mental development of schoolchildren (competitions, olympiads, quizzes). Such events can be held both within schools and between schools. You can organize “Happy English”, “Folk Wisdom” circles, “Entertaining Grammar”, etc.
As part of the sports and recreational area of extracurricular activities in elementary schools, according to the Federal State Educational Standard, school-wide and interschool competitions are organized, and sports sections operate. The work focuses on developing motivation for physical education classes and introduces the basics of physical education.
The social direction is designed to develop social interaction skills in younger schoolchildren. This is realized by modeling various situations of interpersonal interaction, relations in the field of politics, economics, law, etc. The most effective form is socio-psychological training, which allows you to simulate almost any situation and choose the most effective solutions to the problem.
The main areas of extracurricular activities according to the Federal State Educational Standard in elementary school include general cultural activities. It involves conducting excursions, visiting museums, theaters, watching films, organizing theater clubs, and conducting artistic reading classes. It is permissible to use forms of organizing leisure time that are used in spiritual, moral and general intellectual directions.
The spiritual and moral direction is implemented in such forms as conversations, discussions, seminars, classes, debates on religious and political topics. Excursions to nature can be organized in order to develop a caring attitude towards it.
Forms of implementation of extracurricular activities in primary school
The areas of extracurricular activities according to the Federal State Educational Standard in primary school will be as follows:
spiritual and moral,
physical education, sports and recreation,
social,
general intellectual,
general cultural.
Let us consider in more detail the forms of extracurricular work in basic school in the following areas:
General intellectual activities include library lessons, subject weeks, Olympiads, business and role-playing games, excursions, conferences, competitions, Olympiads, and development of projects based on lessons.
Sports and recreation: hikes, excursions, outdoor games, “Fun Starts”, “Health Days”, school, district, republican sports competitions, as well as conversations on health, the use of physical education minutes and game moments in the classroom.
Social: targeted walks, excursions, observations, experiments, role-playing games, conversations, creative competitions and promotions, workshops, excursions, conversations, participation in various events, project development.
General cultural: participation in competitions, travel games, role-playing games, excursions, conversations.
Spiritual and moral: holding theater and museum days, exhibitions of drawings, crafts, organizing excursions, thematic conversations, meetings, classes, participation in exhibitions of children's creativity and competitions at the school, city, and region levels.
Social design technology as a form of implementation of the social direction of “extracurricular activities”
The socialization of students is a special type of educational outcome, which provides for the transformation of the student into an active member of civil society, capable of self-determination based on their own values, and the development of projects for social transformation.
The social direction of extracurricular activities according to the Federal State Educational Standard in primary school is the feasible and voluntary participation of children in improving social relations and the current situation in society. This activity requires personal initiative, interest in finding non-standard solutions, personal responsibility, and awareness of the risk of choice.
One of the most effective technologies used in this direction is social design technology, which includes the following stages:
preparing schoolchildren to work on the project;
problem selection;
preparation of information;
searching for your own solution to the problem;
implementation of a well-thought-out plan by team members;
preparation for project defense;
presentation;
reflection.
Organizing extracurricular activities for schoolchildren makes it possible to organize meaningful leisure time for children, broaden their horizons, connect theoretical and practical knowledge, develop social skills, and improve health.
The extracurricular activities plan is an organizational and forecasting document that structures the work planned in this area. This is an organizational tool for the implementation of OEP, which, according to the requirements of the Federal State Educational Standard, includes not only educational, but also extracurricular activities, providing not only educational, but also individual and personal needs of students. Plan of extracurricular activities according to the Federal State Educational Standard regulates:
- list and nature of areas of work;
- principles, order, forms and scope of activities.
The document is developed and approved by each educational institution independently.
Extracurricular activities according to the Federal State Educational Standard: characteristics
Extracurricular activities according to the Federal State Educational Standard are one of the means of implementing OOP. This is an educational process carried out in forms different from those used in the classroom-lesson system, but invariably aimed at students mastering the program.
Educational institutions are obliged to ensure the implementation curriculum and extracurricular activities according to the Federal State Educational Standard, guided by clause 16 of the Federal State Educational Standard of NOO and clause 13 of the Federal State Educational Standard of LLC, indicating this in the relevant documents. At school, extracurricular activities contribute to the development of OEP and help students achieve meta-subject and personal results, which involve not so much mastering specific knowledge as acquiring skills in action and decision-making. This is due to the fact that subject results are achieved in lessons, and meta-subject results are achieved in extracurricular activities. Based on this, extracurricular activities, taking into account the individual and age characteristics of children, relying on the connection of theoretical knowledge with practice, visual aids, accessibility:
- simplifies the process of children's adaptation to school;
- optimizes training loads;
- has a beneficial effect on the conditions for the comprehensive development of schoolchildren.
During the implementation of extracurricular activities, the school’s material, technical, scientific and methodological support, external relations and information resources are used.
Extracurricular activities are not included in the curriculum, and therefore are not measured in hours of classroom workload and are not taken into account when calculating the maximum permissible teaching load. The educational load is implemented through classroom and extracurricular work, and therefore its value must be consistent with the rules and regulations of SanPiN 2.4.2.2821-10, however, restrictions on the volume do not apply to extracurricular activities carried out within the framework of the duties of additional education teachers, teachers of extended day groups, classrooms managers whose work is not reflected in the curriculum. It is important to alternate static and motor-active activities of students so that extracurricular activities meet sanitary and epidemiological requirements.
Keep this for yourself so you don't lose it:
Articles in the electronic journal “Handbook of a Deputy School Principal” will help you learn more about the principles of organizing extracurricular activities at school, compiling and amending prognostic documents.
- A program of extracurricular activities that will help students complete final projects (educational activities)- How to draw up a long-term plan for extracurricular activities at the level of basic general education (educational programs)
Plan of extracurricular activities according to the Federal State Educational Standard of NEO and LLC is compiled by the Deputy Director for HR Management, who acts according to a simple algorithm. Initially, it determines the volume, forms of organization, and structure of extracurricular activities that can and will be implemented at school. The content of extracurricular activities is based on the resource capabilities of the educational institution and the needs of students. Having chosen a model of extracurricular activities, the school determines the size of the groups and their number. According to sanitary requirements, classes should not exceed 25 people, and if additional funds are available, classes can be divided into groups. In additional education institutions that carry out extracurricular activities, groups should have no more than 15 students (with the exception of orchestral, dance and choral groups). Students and their parents, at their own discretion, choose the number of extracurricular activity courses (for each student, the class teacher keeps records, submitting the relevant information to the head teacher twice a year).
Parents or legal representatives of children choose additional extracurricular activity programs at the end of the school year (mainly at parent-teacher meetings). The procedure for selecting programs is recorded, and the decision made is certified by the signatures of the parents. At the same time, parents can refuse to implement extracurricular activities through programs in the classroom format, but since there should be no more than 50% of them, for this student extracurricular activities will be implemented through other forms used at school. A similar algorithm works for students who are professionally engaged in additional education institutions (in this case, the reports indicate that the activity is carried out with the resources of parents and the school). Parents only need to provide a statement stating that their child attends sports, cultural or additional education institutions, indicating the weekly load. Any student can be exempted from extracurricular activities “for health reasons.”
Models and directions of extracurricular activities
It is important not to confuse the concepts of “extracurricular activities” and “additional education”, despite the fact that both of them are aimed at achieving meta-subject and personal results. That is why, thanks to extracurricular activities, children learn to make decisions, act and feel, participating in various forms of organizing work that differ from the usual classroom-lesson system. Additional education, on the contrary, is more focused on the implementation of an additional educational program that stimulates the creativity and cognitive activity of children. The two concepts are linked by elective courses, school scientific societies, electives, and so on. The fundamental difference between extracurricular activities and additional education is what educational results are controlled. The results students achieve in extracurricular activities correspond to the Federal State Educational Standard for levels of general education. The law does not establish the results of students in additional programs.
Before you compose plan for extracurricular activities in areas in accordance with the Federal State Educational Standard, the person responsible for this work determines the models for organizing extracurricular activities among the existing ones:
- “full day school”;
- additional education with the involvement of cultural and sports institutions;
- a model that optimizes all school resources;
- innovation and education;
- mixed.
Practice shows that most often, head teachers of educational resources choose a mixed model, combining optimization and additional education institutions. After choosing a model, they determine the directions and types of activities, remembering that all of them are aimed at achieving educational results and mastering the educational program.
Despite the fact that extracurricular activities can be carried out in the format of classroom activities, their number should not exceed 50% of the total, while the majority should be competitions, excursions, school projects, scientific research, sectional and club work, debates, conferences, master classes, round tables, Olympiads, etc. Fortunately, the variety of types of employment allows you to choose the most interesting and relevant for students. There are gaming, educational, sports and recreational, labor, tourism and local history, leisure and entertainment activities, social and artistic creativity, which are reflected in lesson plan for extracurricular activities according to the Federal State Educational Standard. All of them are implemented both in the format of weekly classes and in large-scale events (competitions, expeditions, festivals and competitions) that are held outside of school hours. Not only the wishes of parents and the needs of children are taken into account, but also the experience of implementing extracurricular activities, recommendations of a school psychologist and the capabilities of the teaching staff.
In schools, extracurricular activities are usually implemented through:
- part of the curriculum formed by schoolchildren (workshops, special courses, additional educational modules, school scientific communities);
- additional educational programs developed within the educational institution;
- educational programs of cultural, sports and additional education institutions;
- work of extended day groups;
- classroom management and activities of individual subject teachers, senior counselor, teacher-organizer, educational psychologist, social educator;
- innovative activities for the implementation and testing of new educational programs.
To compose plan for extracurricular activities according to the Federal State Educational Standard for 9th grade, 10th or 11th grade, two approaches are used:
- take the additional educational program as a basis, correlating the number of hours for theory and practice with human resources and the needs of children;
- develop a work program based on the created one, clarifying the tasks, goals, content, methods, results and forms of collective and individual work.
Extracurricular activities plan
An extracurricular activity plan is a document that systematizes forms of work with students who do not fit into the classroom-lesson system of knowledge transfer. It is compiled on the basis of:
- the content section of the educational program (correctional work, educational development programs) taking into account the directions of student personality development;
- provisions of approximate OOP, work plans of class teachers;
- programs of spiritual and moral development, introduction to a healthy lifestyle and environmental culture in primary school, as well as socialization and education programs in primary and secondary schools.
For the absence of a plan for extracurricular activities at the time of inspection, the director receives an order from regulatory authorities.
Drawing up a plan for extracurricular activities according to the Federal State Educational Standard
It should be noted that work on the PLO for the next year begins six months before the start of the school year.
- In February, the working group evaluates the results of mastering the educational program, the completeness of the implementation of work programs for extracurricular activities, and the quality of extracurricular activities.
- In March, the head teacher of educational resources specifies the plan for extracurricular activities, and along with it the curriculum.
- In April, methodologists make adjustments to work programs for extracurricular activities.
- In August, the director, by order, approves the new edition or new OOP.
The plan is developed for the period of implementation of the program. The algorithm for planning extracurricular activities is as follows:
First stage. The head teacher needs to determine areas of activity for the development of students’ personalities. They are regulated by the Federal State Educational Standard for primary, basic and secondary general education, highlighting social, sports and health, general cultural, general intellectual, spiritual and moral areas. Areas of activity must correspond to the forms.
| Direction | Forms | Educational results of students according to Federal State Educational Standards |
| Sports and recreation | Excursions, physical education sessions, thematic exercises and training, classes in the gym and in the fresh air, conversations, competitions, outdoor games, organization of hikes, “Health Days,” intra-school sports competitions, holding art exhibitions on health protection, holding a summer health campaign, holding class hours on life safety culture. | A holistic view of the culture of a healthy lifestyle. Experience in planning and maintaining a daily routine. Primary skills of physical self-regulation. |
| Social | Conversations, subject weeks, project activities, publishing a school newspaper, charity events, meetings with veterans, lessons of courage, drawing, holding cleanup days, environmental events, growing indoor plants, agricultural work on the school plot (growing vegetables and flower and ornamental crops), holding joint calendar holidays and other events and collective creative activities. | Experience in constructive communication; primary ideas about a legal society. Experience of civil reflection within the framework of social practices. |
| General intellectual | Intellectual games, quests, quizzes, debates, project and research activities, subject weeks, competitions, Olympiads, scientific and practical conferences, excursions, Olympiads, business and role-playing games, game educational programs. | Formed universal educational activities. Experience of cognitive reflection, educational self-organization. Developed self-assessment skills. |
| Spiritual and moral | Concerts, theme evenings, conversations, exhibitions of creative works, watching films, drawing, project activities, excursions to theaters and museums, competitions, meetings with WWII and labor veterans, conversations about participants in “hot spots”, conducting “Lessons in Courage”, designing stories about the great-grandfathers who defended the country, holding thematic classes, literary and musical compositions. | Experience of moral choice; mastering moral norms and values. |
| General cultural | Conversations, excursions, visiting concerts, exhibitions, theaters, creative projects, exhibitions of children's drawings and student crafts, organizing theater outings, conducting themed classes on etiquette, conducting theatrical performances at school holidays, decorating, decorating classrooms, halls for various events. | The experience of an emotional and value-based attitude towards objects of art and the heritage of world culture. |
Second phase. Calculation of the annual labor intensity of extracurricular activities. Since the Federal State Educational Standard regulates only the general workload for extracurricular activities, the school administration has the right to distribute it over the years independently, guided only by the requirements of SanPiN 2.4.2.2821-10 and the resource base of the institution. Thus, in primary school there are 1350 hours / 4 years = 337 hours per year, in secondary school - 1750 hours / 5 years = 350 hours per year, and extracurricular activity plan for grades 10-11 according to the Federal State Educational Standard- 700 hours / 2 years = 350 hours per year.
At the same time, the volume of extracurricular activities may differ in different years: reducing the number of hours in one year due to an increase in another year. By decision of the collegial body, in connection with the special financial, material, technical and personnel conditions of the school, the volume of extracurricular activities can be reduced.
Third stage. A package of extracurricular activity courses and educational programs is compiled based on the directions, forms and content of extracurricular activities. It is important to remember that federal standards do not regulate the content of programs and courses; this falls within the competence of the educational institution; however, extracurricular activities are invariably aimed at achieving personal, meta-subject and subject-specific results for students.
Fourth stage. Approval of a plan for extracurricular activities according to the Federal State Educational Standard of NOOs, LLCs and SOOs, and educational programs. It is important to note that the plan for each level of education is drawn up separately and is not part of the curriculum structure. Plan of extracurricular activities of the school according to the Federal State Educational Standard included in OOP, and therefore it is stated:
- by the corresponding order of the school director or by a stamp that is affixed directly to the local act “On the basic educational program of general education”;
- the director's signature directly on the document.
Changes to the document are made by decision of the collegial body in the event that the teaching staff made the appropriate decision, the course program was not implemented in full, if one-time events were omitted. All amendments to the extracurricular activities plan, taking into account local acts of the educational institution, are made in parallel with changes to the educational program.
Before approving the OOP, it is necessary to check that:
- the plan for extracurricular activities was included in the organizational section of the educational program, and was not issued as a separate document;
- the component was called “Plan of extracurricular activities for primary general education”, and not “ Academic plan for extracurricular activities primary general education,” which would be a gross mistake;
- in the content section, “Work programs for extracurricular activities” were listed.
Structure of the extracurricular activity plan
Not all teachers know that extracurricular activity plan for 1st grade according to the Federal State Educational Standard not much different from the prognostic document for grades 10-11. At the legislative level, a unified form of the plan has not been established, therefore the drafters have the right to draw up the document at their own discretion. During the development of the plan for extracurricular activities, according to the Charter, it is agreed upon by the teachers' council (based on the results of the meeting, the corresponding stamp is placed on the title page of the program of which it is part). The forecast document as part of the PEP is posted on the school’s official website.
As a rule, it includes an explanatory note, long-term, weekly and annual plans.
| Plan item | Description |
| Explanatory note | This section of the plan indicates general information regarding the goals and objectives of the work, the selected forms of activity, the required resources and the planned results. At the same time, the training mode and load volume can be indicated. |
| Weekly plan |
The weekly plan is drawn up in the form of a table, which indicates the list and structure of areas of extracurricular activities. In this case, it is advisable for the document compiler to take into account those forms of activity that are determined by the educational institution, as well as those that depend on the order of consumers of educational services.
Correctly distributing extracurricular activities is not easy: but you must first calculate what proportion of the formed part was included in the curriculum, and then correlate the resulting figure with the total volume of extracurricular activities, calculating the formed part. In drawing up a weekly plan, the workload regulated by SanPiN standards for each level of general education (no more than 10 academic hours) is of key importance. In order not to overload students, according to the requirements of SanPiN 2.4.2.2821-10, the greatest load falls on Tuesday and Wednesday, and therefore on these days it is advisable to reduce extracurricular activities. To optimize the workload and distribute the volume of extracurricular activities, you can implement scheduled hours during holidays, weekends and vacations. So, during the summer holidays, extracurricular activities are carried out through summer schools or thematic camp sessions. However, if the weekly workload turns out to be uneven throughout the year, multiple plans will be required. |
| Annual plan | Annual planning summarizes weekly data and takes into account the annual load of extracurricular activities. The latter is determined by multiplying the number of working weeks by the volume of workload. Even though the current year's total load may be different from the previous year, it is important that the maximum volume is not exceeded. To achieve this, experienced managers devote more hours to plan for extracurricular activities according to the Federal State Educational Standard for 1, 5 and 10 classes, which allows you to optimize the amount of extracurricular activities and more effectively adapt children to new learning conditions. |
| Long-term plan |
The perspective document forecasts the implementation of extracurricular activities and the volume of workload for the expected perspective period. When drawing up such a plan, the indicators of the annual plan and the permissible maximum load are carefully checked. The workload for the future period is regulated by the requirements of the Federal State Educational Standard (the school administration sets the minimum indicators independently, summing up the annual indicators:
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Plan of extracurricular activities in accordance with the new requirements of the Federal State Educational Standard
- Approach to the implementation of extracurricular activities. From now on, extracurricular activities in the context of mastering PLO are aimed at achieving subject, meta-subject and personal results by expanding the cultural, subject and information environment. Accordingly, according to the new rules, extracurricular activities should be carried out in the context of an integrated approach, and not in separate areas.
- New content format. The changes also affected the design of the content of activities, which was previously reflected in prognostic documents, and according to the new rules - in work programs for extracurricular activities, which are a mandatory part of the content section of the educational program. Work programs are formed on the basis of approximate OOP and standard requirements and contain thematic planning, predicted results, content, types and forms of work.
- Network form of activity. Recommendations from the Ministry of Education and Science provide explanations regarding the implementation of a network form of extracurricular activities. Educational institutions can use the resources of organizations of physical culture, science, healthcare, culture and additional education, having drawn up an appropriate agreement with them. In contrast to the implementation of educational programs, institutions of further education can be used to conduct workshops, seminars, master classes and meetings.
- The importance of additional classes. If for a long time additional classes were outside the paradigm of extracurricular activities, then from now on those external and school extracurricular activities that coincide with the planned results of the additional educational program and the work program of extracurricular activities can be counted as extracurricular activities.
- Evaluation of work results. The portfolio can be used as a diary of children’s personal achievements to evaluate the results of extracurricular activities along with the usual psychological and pedagogical tools. You can use both digital and traditional paper portfolios.
- The role of educational projects. Project activity is now one of the most effective forms of implementation program (plan) of extracurricular activities according to the Federal State Educational Standard. An educational project allows you to perform independent work, combining several areas and subjects of activity. Not only school teachers, but also specialists from cultural and sports institutions and additional education organizations can help schoolchildren in implementing projects.
Important changes to the forecast document
| Chapter | What to change | What to leave |
| Explanatory note |
The explanatory note indicates the name “Education Program”, and not “Education and Socialization Program”. It must comply with the program for the formation of the UUD (grades 1-4), the development of the UUD (grades 5-11) and the education program (grades 1-11). The list of students’ personal results has been expanded, so this section needs to be indicated. It is necessary to provide examples of updated personal results that teachers will contribute to achieving. A mandatory element of the note is a list of work programs and courses, thanks to which students will be able to achieve the necessary results. The objectives of educational work should reflect relevance not only for schoolchildren, but also for the educational institution (those that meet the needs of consumers of educational services should be separately indicated). |
Activities and courses of extracurricular activities take into account spiritual, moral, patriotic and other areas of development. |
| Planned educational results and areas of extracurricular activities |
It is important to reflect changes in the composition of personal results within the framework of extracurricular activities. The new editions of the Federal State Educational Standard contain additional lists of meta-subject and personal results. First, you need to edit the composition of personal educational results in the target section of the main educational program (BEP). The list of personal results must be the same in terms of extracurricular activities, in the educational program and in the target section of the educational program. The minimum composition of the planned results for the new requirements is as follows:
|
The list of areas of extracurricular activities remains unchanged, but now it is closely connected with the Education Program. |
| Long-term and annual plan |
– Russian identity as the basis of civic activity; – experience in mastering one or more types of work; Perspective plan for extracurricular activities according to the Federal State Educational Standard of Special Education are for 2 years, for LLCs - for 5 years, and for NOOs - for 4. Depending on the planned educational results, the author of the document has the right to decide which program to include activities in; the educational program includes those that develop personal results, and the programs formation and development of UUD - those that develop meta-subject ones. |
The areas of extracurricular activities, the volume of educational programs, and the weekly workload remain unchanged, as does the part that is formed by the participants in the educational process. |
| Course work programs | Thematic planning of extracurricular activities must be linked to the Education Program. Questionnaires and parent survey reports confirm which courses and activities are included at the request of partners, students and their parents. |
Structure of work programs:
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Organizing extracurricular activities for schoolchildren makes it possible to organize meaningful leisure time for children, broaden their horizons, connect theoretical and practical knowledge, develop social skills, and improve health.
