Organizational Models extracurricular activities.

Prudey A.A.

Landmarks in the organization of extracurricular activities

Requests from parents (legal representatives)
Priority areas of school activity
Interests and inclinations of teachers
Recommendations of a psychologist as a representative of the interests and needs of the child

Diagnostic tools

Questioning students to identify the characteristics of the character, orientation of interests and inclinations of younger students
Questioning aimed at identifying the educational needs of students and their parents (legal representatives)

Social partners

Educational institutions (OU)
Educational institutions of additional education for children (UDOD)
Children's public organizations
Organizations of culture and sports

During the holidays:

summer camps (thematic camp shifts)
summer schools created on the basis of general educational institutions and educational institutions of additional education for children

Organization of extracurricular activities

Extracurricular activities can be territorially organized as in general educational institution, as well as beyond.
During the holidays, the possibilities of organizing recreation for children and their rehabilitation, thematic camps, summer schools created on the basis of general educational institutions, educational institutions of additional education for children and other institutions are used.
Forms of organization of the educational process, the alternation of educational and extracurricular activities in the framework of the implementation of the main educational program of primary general education defines an educational institution.

UDOD - began to function in Russia since 1992.

Centers (for extracurricular activities, children's technical creativity, aesthetic education etc.)
Houses ( artistic creativity, children's culture, etc.)
Stations (young naturalists, children's and youth tourism and excursions, etc.)
Children's and youth sports schools

Directions UDOD

Cultural and spiritual: Sunday schools, creative meetings with representatives of the clergy, science, art
Recreational and health-improving: sports clubs, hiking and travel clubs, etc.
Leisure and commercial: Internet clubs, concert halls, gyms, etc.
Artistic and creative: art studios, amateur art groups
Personal development: courses foreign languages, programming, etc.
Charitable and volunteer: associations whose activities are aimed at restoring cultural monuments, helping the disabled, orphans, etc.

Integration of opportunities for general and additional education in the organization of extracurricular activities

INTEGRATION MECHANISMS:

development and implementation of joint programs and projects, individual cases and actions aimed at solving educational problems;
cooperation of resources and exchange of resources (intellectual, personnel, information, financial, material and technical, etc.);
provision of services (advisory, information, technical, etc.);
mutual training of specialists, exchange of best practices;
joint examination of the quality of extracurricular activities.

Educational program

Educational institution

Institution of culture, sports

Institution of additional education

Joint program of activities

Types of Organizational Models

(based on the institutional and (or) municipal system of additional education for children);
full-time school model;
optimization model (based on the optimization of all internal resources of an educational institution);

Model of additional education

Extracurricular activities are closely related to the additional education of children, in terms of creating conditions for the development of the creative interests of children and their inclusion in artistic, technical, environmental, biological, sports and other activities. Forms of implementation: electives, school scientific societies, professional associations, training courses optionally. Add. children's education involves the implementation of additional educational programs. According to the Federal State Educational Standard of the IEO, the educational institution can use the possibilities of educational institutions for additional education of children, cultural and sports organizations. This model involves the creation of a common program and methodological space for extracurricular activities and additional. children's education.

Model of additional education

This model is focused on ensuring readiness for territorial, social and academic mobility of children.
Model Benefits are to provide a wide choice for the child based on the range of areas of children's associations of interest, the possibility of free self-determination and self-realization of the child, attracting qualified specialists to the implementation of extracurricular activities, as well as a practice-oriented and activity basis for organizing the educational process inherent additional education children.

Full-time school model

The basis for the model is the implementation of extracurricular activities mainly by group educators extended day.

This model is characterized by:

creation of conditions for the full stay of the child in the OS during the day, including through polarization educational environment schools and the allocation of differently accentuated spaces;
meaningful unity of educational, educational, developing processes within the framework of the educational system and the main educational program of the educational institution;
Creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of motor activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle;

Full-time school model

This model is characterized by:

creation of conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student self-government bodies;
building an individual educational trajectory and an individual schedule for the child's stay in the educational institution;
reliance on the integration of basic and additional educational programs.

Advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.

Afternoon groups

extracurricular activities better organize in the mode of activity of extended day groups, where walks, lunch, and then extracurricular activities are provided.
It is better for students attending extended day groups to organize walks, moving and sport games, socially useful work at the site of a general educational institution, and after self-training - participation in emotional events (extracurricular activities, games, attending entertainment events, preparing and holding amateur concerts, quizzes and other events) (clause 10.28. and clause 10.29. SanPiN 2.4.2.2821-10).

Optimization Model

Model of extracurricular activities based on optimization of all internal resources of an educational institution assumes that all pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor, tutor and others) take part in its implementation.
In this case, the coordinating role is played, as a rule, by classroom teacher, which, in accordance with its functions and tasks:

interacts with teaching staff, as well as educational and support staff of a general educational institution;

Optimization Model

organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;

organizes socially significant, creative activity students.

Advantages The optimization model consists in minimizing financial expenses for extracurricular activities, creating a single educational and methodological space in an educational institution, and the content and organizational unity of all its structural divisions.

Innovation educational model

The innovative educational model is based on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level, which exists in an educational institution.
Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.

Innovation educational model

The innovative educational model assumes close interaction educational institution with institutions of additional professional teacher education, institutions of higher professional education, scientific organizations, municipal methodological services.

Benefits of this model are: the high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, the uniqueness of the generated experience.

Conditioning

Organizational support
Regulatory support
Financial and economic conditions
Information Support
Scientific and methodological
personnel
Logistics

Mechanisms for the implementation of extracurricular activities of students.

Organizational models of extracurricular activities

In accordance with the Federal State Educational Standard, each educational institution independently determines and builds a model of extracurricular activities for primary and secondary schools. The following parameters are required for this:

Directions of extracurricular activities and maximum amount hours to organize it.

The schedule of extracurricular activities is compiled taking into account the most favorable mode of work and rest of students.

The model of extracurricular activities of an educational institution determines the composition and structure of areas, forms of organization, and the amount of extracurricular activities of students.

A detailed description of the models of extracurricular activities is presented in the letter of the Department of General Education of the Ministry of Education and Science of the Russian Federation N "03-296 dated May 12, 2011 "On the organization of extracurricular activities with the introduction of the federal state educational standard of general education." This document is the basis for organizing interaction between institutions of general and additional education children providing the organization of extracurricular activities in accordance with the basic provisions of the BLO.

Based on the tasks, forms and content of extracurricular activities, for its implementation, the following organizational model can be considered as a basic one:

In accordance with this model, after-school activities can be carried out through:

additional educational programs of the general educational institution itself (intra-school system of additional education);

educational programs of institutions of additional education for children, as well as institutions of culture and sports;

organizing the activities of extended day groups;

classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);

the activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with the official duties of the qualification characteristics of the positions of educators;

innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional characteristics.

The presented basic model was based on its possible organizers and performers. Respectively:

teachers, professors, leaders physical education etc. educational institution;

teachers of additional education of the educational institution itself;

teaching staff of institutions of additional education for children, as well as institutions of culture and sports;

educators and other teaching staff of an educational institution who ensure the functioning of extended day groups (“full-day schools”);

pedagogical workers performing the functions of class teachers;

other pedagogical workers of an educational institution (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor, etc.) in accordance with the official duties of the qualification characteristics of the positions of educators;

teaching staff of an educational institution, as well as social partners involved in the relevant innovation activities.

In addition, it should be noted that in almost all of the above cases, resources (human resources, material and technical, information, scientific and methodological, etc.) of the social partners of the educational institution organizing extracurricular activities can be attracted.

At the same time, the stated basic model does not mean that all the above-mentioned educators should be involved in extracurricular activities at the same time. It only shows the possible potential that an educational institution can attract.

In practice, only some of the teachers listed above are involved in the implementation of extracurricular activities (all or most of it). In accordance with this, several main types of organizational models of extracurricular activities can be proposed:

- additional education model (based on the institutional and (or) municipal system of additional education for children), which relies on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children;

- "full day school" model - implementation of extracurricular activities mainly by educators of extended day groups;

- optimization model (based on the optimization of all internal educational resources, including a full-time school);

-innovative educational model relies on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level, which exists in an educational institution.

Model of additional education relies on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children.

It is known that in the absence of an opportunity for extracurricular activities, an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, uses the possibilities of educational institutions of additional education for children, cultural and sports organizations (Order of the Ministry of Education and Science of the Russian Federation of October 26, 2010 No. changes to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373”).

The potential of institutions of additional education for children, culture, sports, youth policy can be used in the following areas: scientific and technical; sports and technical; artistic and aesthetic; cultural; ecological-biological; physical culture and sports; tourist and local history; military patriotic; socio-pedagogical. These areas are built into the areas of extracurricular activities designated by the Federal State Educational Standard: - sports and recreation; - spiritual and moral; social; general intellectual; -general cultural.

At the same time, extracurricular activities within the framework of the Federal State Educational Standard of the IEO are aimed, first of all, at achieving the planned results of mastering the main educational program of primary general education. BUT

additional education of children involves, first of all, the implementation

additional educational programs. Therefore, the main criteria for attributing one or another educational activities the goals and objectives of this activity, as well as its content (directions) and methods of work, come forward as extracurricular activities. This model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are to provide a wide choice for the child based on the range of directions of children's associations of interest, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in the implementation of extracurricular activities, as well as the practice-oriented and activity basis for organizing the educational process inherent in the additional education of children.

Extracurricular activities of schoolchildren "outside" the educational institution require the execution of appropriate contractual relations.

Performance indicators for the implementation of contractual relations:

- contracts are developed and concluded in accordance with the current legal norms and the charter of the educational institution;

- additionally, the necessary regulatory support related to extracurricular activities has been created (for example, a provision involving the implementation of a full-time school model);

- documents clarify and specify the procedure for fulfilling the requirements of the Federal State Educational Standard when determining directions and choosing forms for implementing extracurricular activities, using resource support.

Thus, this model involves the creation of a common program and methodological space for extracurricular activities and additional education for children, the implementation oftransition from the management of educational institutions to the management of educational programs.

Full day school model. The basis for the “full-day school” model is the implementation of extracurricular activities mainly by educators and other teaching staff of the educational institution, which ensure the functioning of extended-day groups.

It is first necessary to clarify that a general educational institution (according to clause 28 of the Model Regulations on a general educational institution) has the right to open extended day groups at the request of parents (legal representatives).

Key ideas of this model:

creation of conditions for a full-fledged stay of a child in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;

meaningful unity of educational, educational, developing processes within the framework of the educational system and the main educational program of an educational institution;

creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle;

creation of conditions for self-expression, self-realization and self-organization of children with active support of children's public associations and student self-government bodies;

building an individual educational trajectory and an individual schedule for the child's stay in an educational institution;

reliance on the integration of basic and additional educational programs.

The advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.

optimization model. The model of extracurricular activities based on the optimization of all internal resources of an educational institution suggests that almost all available pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor, tutor and others).

In this case, the coordinating role is played, as a rule, by the class teacher, who, in accordance with his functions and tasks (order of the Ministry of Education and Science of Russia dated February 3, 2006 “On Approval guidelines on the implementation of the functions of the class teacher by pedagogical workers of state educational institutions of the subjects Russian Federation and municipal educational institutions"), in particular:

interacts with teaching staff, as well as educational and support staff of the educational institution;

organizes in class educational process, optimal for the development of the positive potential of the personality of students in the framework of the activities of the general school team;

organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;

organizes socially significant creative activity of students.

The advantages of the optimization model are the minimization of additional financial costs for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.

Innovative educational model. The innovation-educational model is based on the activities of the innovation (experimental, pilot, implementation) platform at the federal, regional, municipal or institutional level.

Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.

The innovation-educational model assumes close interaction of a general education institution with institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, and municipal methodological services.

The advantages of this model are the high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, and the uniqueness of the experience being formed.

In conclusion, it should be emphasized that the basic and four main types of organizational models of extracurricular activities do not exclude the possibility for an educational institution to create its own model of extracurricular activities. The basic and four main types of organizational models of extracurricular activities can serve as the basis for constructing a combined model that takes into account the characteristics of the regional, municipal levels and the level of an educational institution.

Ministry of Education and Science of the Russian Federation
DEPARTMENT OF GENERAL EDUCATION

LETTER

The Department of General Education of the Ministry of Education and Science of Russia sends for use in the work materials on the organization of extracurricular activities in educational institutions that implement the basic educational program of primary general education, with the introduction of the Federal State Educational Standard for General Education, which were presented at a meeting of the Coordinating Council under the Department of General Education of the Ministry of Education and science of the Russian Federation on the organization of the introduction of federal state educational standards for general education on April 19, 2011.

Department Director
E.Nizienko

Application. Methodological materials on the organization of extracurricular activities in educational institutions implementing general educational programs of primary general education

Application

The main tasks of extracurricular activities

In accordance with the Federal State Educational Standard of Primary General Education (FSES IEO), the main educational program of primary general education is implemented by an 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.

In addition, extracurricular activities in primary school allow you to solve a number of very important tasks:

ensure a favorable adaptation of the child in school; optimize the teaching load of students; improve the conditions for the development of the child;

take into account the age and individual characteristics of students.

Extracurricular activities are organized in areas of personal development (sports and recreation, spiritual and moral, social, general intellectual, general cultural), in such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices and others.

Forms of organization of extracurricular activities, as well as the educational process as a whole, within the framework of the implementation of the main educational program of primary general education, are determined by the educational institution.

There are also obvious advantages in using extracurricular activities to consolidate and practically use certain aspects of the content of programs. subjects, courses.

Organizational models of extracurricular activities

Based on the tasks, forms and content of extracurricular activities, the following organizational model can be considered as a base for its implementation. Extracurricular activities can be carried out through (Fig. 1):

Fig.1. Basic organizational model for the implementation of extracurricular activities

the curriculum of an educational institution, namely, through the part formed by the participants in the educational process (additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than classroom);

additional educational programs of the general educational institution itself (intra-school system of additional education);

educational programs of institutions of additional education for children, as well as institutions of culture and sports;

organization of activities of extended day groups;

classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);

the activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with the official duties of the qualification characteristics of the positions of educators;

innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional characteristics.

Based on this base model, several main types of organizational models of extracurricular activities can be proposed:

additional education model(based on the institutional and (or) municipal system of additional education for children);

the "full day school" model;

optimization model(based on the optimization of all internal resources of the educational institution);

innovative educational model.

The first model is based on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children.

Model of additional education. Extracurricular activities are closely related to the additional education of children in terms of creating conditions for the development of the creative interests of children and their inclusion in artistic, technical, environmental, biological, sports and other activities.

The connecting link between extracurricular activities and additional education of children are such forms of its implementation as electives, school scientific societies, professional associations, elective courses. At the same time, extracurricular activities within the framework of the Federal State Educational Standard of the IEO are aimed, first of all, at achieving the planned results of mastering the main educational program of primary general education. And additional education of children implies, first of all, the implementation of additional educational programs. Therefore, the main criteria for attributing this or that educational activity to extracurricular activities are the goals and objectives of this activity, as well as its content and methods of work.

The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard of the IEO, which states that an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, can use the capabilities of educational institutions of additional education for children, cultural and sports organizations.

This model involves the creation of a common program and methodological space for extracurricular activities and additional education for children, the implementation of the transition from the management of educational institutions to the management of educational programs.

This model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are to provide a wide choice for the child based on the range of areas of children's associations of interest, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in the implementation of extracurricular activities, as well as the practice-oriented and activity basis for organizing the educational process inherent in the additional education of children.

Full day school model. The basis for the "full-day school" model is the implementation of extracurricular activities mainly by educators of extended-day groups.

This model is characterized by:

creation of conditions for a full-fledged stay of a child in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;

meaningful unity of educational, educational, developing processes within the framework of the educational system and the main educational program of an educational institution;

creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of motor activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle;

creation of conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student self-government bodies;

building an individual educational trajectory and an individual schedule for the child's stay in an educational institution;

reliance on the integration of basic and additional educational programs.

The advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.

Optimization Model. The model of extracurricular activities based on the optimization of all internal resources of an educational institution assumes that all pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor) take part in its implementation. , tutor and others).

In this case, the coordinating role is played, as a rule, by the class teacher, who, in accordance with his functions and tasks:

interacts with teaching staff, as well as educational and support staff of the educational institution;

organizes an educational process in the classroom that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;

organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;

organizes socially significant, creative activity of students.

The advantages of the optimization model are the minimization of financial expenses for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.

Innovation educational model. The innovative educational model is based on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level, which exists in an educational institution.

Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.

The innovation-educational model assumes close interaction of a general education institution with institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, and municipal methodological services.

The advantages of this model are: high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, the uniqueness of the generated experience.

Creating conditions for the implementation of extracurricular activities

For the successful introduction of GEF IEO, including extracurricular activities, it is necessary to carry out a number of activities in the following areas: organizational; regulatory; financial and economic; informational; scientific and methodological; personnel; logistical.

Organizational support, in addition to the basic and main types of organizational models of extracurricular activities already considered, it may also include the creation of resource centers, for example, for scientific and technical creativity, integration into an open educational space based on modern information and communication technologies, networking of educational institutions various types and types to ensure maximum consideration of the individual characteristics and needs of students.

As part of the design of interaction between institutions of general and additional education for children in the context of the introduction and implementation of the federal state educational standard for primary general education, it is possible to propose a variable model of this interaction, including a whole range of possible models, each of which would be selected (and, if necessary, adjusted) based on the actual the emerging conditions for the existence of educational institutions.

The first component can be a "nodal" model, when an institution of additional education for children (UDOD) uses its existing material and technical base to carry out the educational process for students of several educational institutions, which are "accumulated" in the UDOD. This interaction option can be implemented in the case when the number of students who have chosen one or another specialization in one general education institution does not exceed a few people and, therefore, the creation of small study groups for 2-4 students in each of these institutions is inefficient.

The second component of the variable model is also a traditional approach to organizing interaction, when students of general education institutions attend circles, sections, interest clubs, etc. institutions of additional education for children, operating on the basis of this educational institution. Further development of this model in the case a large number students leads to the opening on the basis of a general education institution of the corresponding branch of the UDOD.

The third component of the variable model of interaction is a model using an internship site based on an institution of additional education for children. In this case, UDOD is a kind of organizational and methodological center and a basic institution for advanced training for teachers of the general education system.

In this model, an obligatory element (with the exception of the case that the UDOD has an appropriate license) is an institution of additional professional education, for example, an institute for advanced training and retraining of educators (IPK and PRO), with which the action plan for advanced training is consistent and which carries out scientific and methodological support for the creation and operation of the internship site itself. This model may be the most promising in conditions of limited resources of institutions of additional education for children.

In all cases of interaction between institutions of general and additional education for children, a common program and methodological space should be created, and the targets of extracurricular activities implemented within the framework of such interaction should be focused on the planned results of mastering the main educational program of primary general education of a particular general education institution.

Regulatory support the implementation of extracurricular activities should create an appropriate legal framework for organizing the interaction of the school with other institutions and organizations, the activities of its structural divisions, as well as participants in the educational process, should regulate financial and economic processes and the equipment of the infrastructure of the educational institution.

The developed or adjusted local acts of the educational institution must comply with the current legislation of the Russian Federation in the field of education.

An approximate list of local acts of an educational institution that ensures the implementation of extracurricular activities within the framework of the Federal State Educational Standard is given in the appendix.

Financial and economic conditions. Ensuring state guarantees of the rights of citizens to receive public and free primary general education in general educational institutions through the allocation of subventions to local budgets in the amount necessary for the implementation of basic general education programs is attributed to the powers of state authorities of the constituent entity of the Russian Federation in the field of education (clause 6.1 clause 1 Article 29 of the Law of the Russian Federation "On Education"). According to paragraph 16 of the Federal State Educational Standard of the IEO, the main educational program of primary general education is implemented by the educational institution through the curriculum and extracurricular activities. Thus, the financing of extracurricular activities is attributed to the powers of state authorities of the constituent entity of the Russian Federation in the field of education.

As a financial and economic basis for the implementation of extracurricular activities, an educational institution should use all the possibilities of budgetary and extrabudgetary funding.

The three-component model of budget financing of extracurricular activities assumes the following components of financing: regulatory, program, stimulating.

1. Financing of expenses according to the standards per student should also take into account the regulators of economic mechanisms for the implementation of individual educational trajectories, including within the framework of the system for searching for and promoting the development of gifted children.

In this case, funding is expected:

the part formed by the participants in the educational process related to the curriculum of the educational institution (if such a choice is made by them in favor of additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than lesson );

intra-school additional education (programs of extracurricular activities focused on the planned results of mastering the main educational program of primary general education);

extended day groups (model "full day school");

activities of class teachers (excursions, debates, round tables, competitions, socially useful practices, etc.);

activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with official duties based on the qualification characteristics of the positions of educators.

2. Budgetary program financing involves the allocation of funds for sectoral targeted programs and is directed, as a rule, to the development of the material base, informatization of the educational process, innovative activity etc.

This type of financing has special opportunities for teaching courses, disciplines of a regional, national, ethnocultural orientation. At the regional level, courses that are relevant in the context of educational system subject of the Russian Federation. The teaching of such courses is not mandatory, but it provides an opportunity for educational institutions to receive an additional source of funding for extracurricular activities, and will also strengthen the unified educational space. In this case, extracurricular activities can be considered as a potential for the implementation of the regional, national, ethno-cultural component.

3. Budget stimulating financing. A significant impetus for the use of this type of funding was given by the Priority National Project "Education": about nine thousand schools received one million rubles each on a competitive basis. To date, this initiative has been supported at the regional level within the framework of competitions for innovative projects and programs held by the constituent entities of the Russian Federation.

With regard to extrabudgetary funding and, in particular, paid additional educational services.

According to paragraphs 1 and 3 of Article 45 of the Law of the Russian Federation "On Education", state and municipal educational institutions have the right to provide paid additional educational services (training in additional educational programs, teaching special courses and cycles of disciplines, tutoring, classes with students in-depth study of subjects and other services ), not provided for by the relevant educational programs and federal state educational standards. However, these paid educational services cannot be provided instead of educational activities financed from the budget.

Therefore, if additional educational services are in demand subject to the above conditions, and this expands the existing areas of extracurricular activities, and is also associated with the need to pay for the appropriate equipment, premises, etc. (for example, for the swimming section, figure skating section, horseback riding, etc.), they can be used as an additional resource for organizing extracurricular activities.

The key priorities for the modernization of general education for the near future in terms of the financial and economic support of the Federal State Educational Standard of the IEO in general and extracurricular activities in particular should be:

development of a new remuneration system focused on the Federal State Educational Standard of the IEO;

improvement of the legal status of state (municipal) institutions;

development and testing of new regulators of economic mechanisms in the education system.

In information support implementation of extracurricular activities may include:

monitoring of professional and public opinion among teachers of an educational institution, students and the parent community;

information and communication technologies for organizing the interaction of an educational institution with the parent community, social partners, other educational institutions, bodies exercising management in the field of education;

creation and maintenance of various databases (regulatory, methodological and others);

information and communication technologies that provide the processes of planning, motivation, control over the implementation of extracurricular activities.

A significant role in information support for the implementation of extracurricular activities can be played by the website of an educational institution, which not only ensures interaction with social partners and openness of state and public administration, but also expands the variety of forms of incentives, enhances public recognition of the achievements of all participants in the educational process, diversifies the motivational environment of the educational institutions. It is information and communication technologies that make it possible today, despite the territorial remoteness, to participate in all subjects of the educational process not only in regional or all-Russian, but also in international competitions, thereby expanding the space for their creative self-realization, including extracurricular activities.

In a relationship scientific and methodological support. The implementation of extracurricular activities, based on their tasks, requires a different (in contrast to the educational process in the classroom form) approach to the organization of the educational process, the evaluation of the results of its participants, and the selection of the content of education.

Extracurricular activities are called upon in a relatively new space for the main educational program of primary general education to respond flexibly and quickly to changes in the social order, providing the opportunity for a free choice of courses and disciplines.

The solution of such problems is connected with the need for scientific and methodological support at all levels of the educational system, including the institutional one, since it involves the creation of a common program and methodological space for extracurricular activities.

For an educational institution, this means integration into an open scientific and methodological space, updating approaches to improving professional competence teachers, including through:

diversification of forms methodical work in an educational institution;

dissemination of advanced pedagogical experience based on new information and communication technologies;

introduction of new models of advanced training, including those based on distance learning technologies.

To create the material and technical base of extracurricular activities, one should be guided by the following regulatory legal acts:

Law of the Russian Federation "On Education" (as amended);

Federal State Educational Standard of Primary General Education (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373, registered with the Ministry of Justice of Russia on December 22, 2009, registration number 17785) with changes (approved by order of the Ministry of Education and Science of Russia dated November 26, 2010 N 1241, registered in Ministry of Justice of Russia on February 4, 2011, registration N 19707);

Federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of classrooms (approved by order of the Ministry of Education and Science of Russia dated October 4, 2010 N 986, registered with the Ministry of Justice of Russia on February 3, 2011, registration N 19682);

SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions" (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 N 189, registered with the Ministry of Justice of Russia on March 3, 2011, registration N 19993) ;

Sanitary and epidemiological rules and regulations "Sanitary and epidemiological requirements for institutions of additional education SanPiN 2.4.4.1251-03" (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of April 3, 2003 N 27, registered with the Ministry of Justice of Russia on May 27, 2003, registration N 4594);

Federal requirements for educational institutions in terms of protecting the health of students, pupils (approved by order of the Ministry of Education and Science of Russia dated December 28, 2010 N 2106, registered with the Ministry of Justice of Russia on February 2, 2011, registration N 19676).

Additionally, it is possible to develop the relevant regional regulatory legal acts regulating the creation of the material and technical base of extracurricular activities.

Personnel conditions for the implementation of extracurricular activities:

the staffing of the educational institution with the necessary pedagogical, managerial and other employees;

the availability of appropriate qualifications of pedagogical and other employees of the educational institution;

continuity of professional development of teaching staff of an educational institution.

If it is not possible to implement extracurricular activities, including due to understaffing, an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, can use the opportunities of educational institutions of additional education for children, cultural and sports organizations (paragraph 17 of the Federal State Educational Standard of the IEO). In addition, the parent community and other social partners can be involved in the implementation of extracurricular activities.

Application. An approximate list of local acts of an educational institution that ensures the implementation of extracurricular activities within the framework of the Federal State Educational Standard of Primary General Education

Application

1. Charter of the educational institution.

2. Internal regulations of the educational institution.

3. Agreement of an educational institution with the founder.

4. An agreement of an educational institution with parents (legal representatives) of students.

5. Regulations on the activities of public (including children's and youth) organizations (associations) in an educational institution.

6. Regulations on the forms of self-government of an educational institution.

7. Agreement on cooperation between a general education institution and institutions of additional education for children.

8. Regulations on the extended day group ("full day school").

9. Job descriptions for employees of an educational institution.

10. Orders on the approval of the work programs of training courses, disciplines (modules).

11. Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution.

12. Regulations on the provision of paid additional educational services.

13. Regulations on the organization and conduct of a public report of an educational institution.

Regulations on various infrastructure facilities of the institution, taking into account federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises, for example:

14. Regulations on the study room.

15. Regulations on the information and library center.

16. Regulations on the cultural and leisure center.

17. Regulations on the sports and health center.

Electronic text of the document
prepared by CJSC "Kodeks" and checked against:
mailing (letter),

Education Bulletin,
N 11, 2011 (appendix)

MODEL

organization of extracurricular activities of students

MOU - "Linovskaya secondary school"

in the context of the transition to

GEF IEO

Explanatory note

In accordance with the requirements of the introduction of the GEF IEO into curriculum 10 hours are allotted for the organization of classes in the areas of extracurricular activities, which are an integral part of the educational process at school. The activity organization based on the variable component of the curriculum, organized by the participants in the educational process, is different from the lesson system of education: excursions, circles, sections, round tables, conferences, disputes, KVN, school scientific communities, olympiads, competitions, search and scientific research, etc. . Classes in the areas of extracurricular activities of first-stage students should fully implement the requirements of the federal state educational standards for primary general education (FGOS IEO).

PURPOSE AND GENERAL OBJECTIVES OF EXTRA-COURSE ACTIVITIES OF PRIMARY SCHOOL STUDENTS

Program goal: development of individual interests, inclinations, abilities of students, the acquisition of their own socio-cultural experience in their free time from study.

The main tasks of organizing extracurricular activities for children are:

to strengthen the pedagogical influence on the life of students in their free time;

organize socially useful and leisure activities of students together with the staff of institutions of out-of-school education, institutions of culture, physical culture and sports, public associations, families of students;

identify the interests, inclinations, abilities, opportunities of students for various types of activities;

help in finding "themselves";

create conditions for the individual development of the child in the chosen field of extracurricular activities;

develop the experience of creative activity, creative abilities;

create conditions for the implementation of acquired knowledge, skills and abilities;

develop the experience of informal communication, interaction, cooperation;

expand the scope of communication with society;

to cultivate a culture of leisure activities for students.

MAIN DIRECTIONS AND VALUE FOUNDATIONS OF STUDENTS' EXTRA-COURSE ACTIVITIES
PRIMARY SCHOOL

The organization of extracurricular activities of primary school students in the perspective of achieving a national educational ideal is carried out in the following areas:

Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person.

Values: love for Russia, for his people, for his small homeland; service to the Fatherland; constitutional state; civil society; duty to the Fatherland, older generations, family; law and order; interethnic world; freedom and responsibility; trust in people.

Education of moral feelings and ethical consciousness.

Values: moral choice; meaning of life; justice; mercy; honour; dignity; love; honoring parents; caring for seniors and juniors; freedom of conscience and religion.

Representation about faith, spirituality, the religious life of man and society, the religious picture of the world.

Education of industriousness, creative attitude to learning, work, life.

Values: diligence; creation; knowledge; true; creation; purposefulness; perseverance in achieving goals; thrift.

Formation value attitude to health and a healthy lifestyle.

Values: physical health, social health (health of family members and school staff), active, healthy lifestyle.

Raising a value attitude towards nature, environment(ecological education).

Values: life; motherland; reserved nature; planet Earth.

Education of a value attitude to beauty, the formation of ideas about aesthetic ideals and values (aesthetic education).

Values: the beauty; harmony; spiritual world person; aesthetic development; artistic creativity .

Expected results:

Increase in the number of children covered by organized leisure activities;

Raising a respectful attitude towards my village, school, region, a sense of pride that I am a citizen of Russia;

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;

Development social culture students through the system of student self-government and, ultimately, the implementation of the main goal of the program - 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.

Extracurricular activities of schoolchildren- a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization. The main advantage of extracurricular activities is to provide students with the opportunity for a wide range of activities aimed at their development. Hours allocated for extracurricular activities are used at the request of students and their parents, in forms other than the lesson system of education. In the curriculum of the school, the areas of extracurricular activities are: sports and recreation, artistic and aesthetic, scientific and educational, general intellectual, spiritual and moral, civil and patriotic.

Lessons sports and health direction: outdoor games, choreography, rhythm in the amount of 2 hours a week; course "In a healthy body - a healthy mind" in the amount of 1 hour per week, designed for health work with children who are interested in physical education and sports, preservation and strengthening of the physical and mental health of students. Course "Tourism in the native land" in the amount of 2 hours per week introduced for the purpose education of love and respect for nature, their village, their homeland .

artistic and aesthetic direction"Beauty around us", in the amount of 1 hour per week, are designed to enable children to express themselves, to open up creatively in the field of various types of art.

Extracurricular activities scientific and educational direction"In the Kingdom of Words" in the amount of 1 hour per week was introduced to develop the interest of schoolchildren in the Russian language and in order to form the skills of oral and written speech.

To the extracurricular activities sectiongeneral intellectual direction in the amount of 1 hour per week, the course "Why is it" is introduced, in order to form a sustainable cognitive interest.

Section of extracurricular activitiescivil-patriotic direction in the amount of 1 hour per week includes the course "Junior Fireman". The purpose of the program is to study the rules fire safety and instilling skills of conscious fire safety behavior, correct actions in case of a fire.

Lessons spiritual and moral direction in the amount of 1 hour per week, they are aimed at acquiring social knowledge by students (about social norms, the structure of society, socially approved and not approved forms of behavior in society).

Stage 1 (grades 1-4)

At this stage, the first thing to do is goal is to teach students how to learn. Norms of behavior, development of social abilities and skills are formed. This stage can be considered a necessary introduction of a primary school student into a specially organized space of cooperation. At this stage, students master the forms of group work, using it to solve intellectual, creative and organizational problems. Thus, classes in the subjects of the school cycle have their natural continuation in various types of extracurricular and extracurricular activities of students. Extra-curricular and out-of-school activities for students are organized and conducted with the aim of motivating students, expanding their horizons and comprehensive orientation in the world around them. Such activity to a large extent contributes to the harmonious education of schoolchildren, and also makes it possible to practically use knowledge in real life.

Description of the model for organizing extracurricular activities

The program for organizing extracurricular activities consists of educational courses, within the framework of which 6 areas of activity are implemented:

Sports and recreation direction

The program of the course "A healthy mind in a healthy body" (compiled by Vasilyeva S.V.)

The program of the course "Rhythm" (compiled by Lebedeva S. E.)

The program of the course "Tourism in the native land" (compiler Lebedev N.A.)

Artistic and aesthetic direction

The program of the course "Beauty is around us" (compiled by Vasilyeva S.V.)

Scientific and educational direction

The program of the course "In the Kingdom of Words" (compiled by Vasilyeva S.V.)

4. General intellectual direction

The program of the course "Why" (compiled by Vasilyeva S.V.)

5. Civil-patriotic direction

The program of the course "Young fireman" (compiled by Vasilyeva S.V.)

6. Spiritual and moral direction

The program of the course "Fundamentals of Orthodox Culture" (compiled by Vasilyeva S.V.)

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LETTER from the Ministry of Education and Science of the Russian Federation dated 12-05-2011 03-296 ON THE ORGANIZATION OF EXTRA-COURSE ACTIVITIES DURING THE INTRODUCTION OF THE FEDERAL STATE ... Relevant in 2018

Organizational models of extracurricular activities

Rice. 1. Basic organizational model for the implementation of extracurricular activities

additional educational programs of the general educational institution itself (intra-school system of additional education);

educational programs of institutions of additional education for children, as well as institutions of culture and sports;

organization of activities of extended day groups;

classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);

innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional characteristics.

Based on this basic model, several main types of organizational models of extracurricular activities can be proposed:

additional education model (based on the institutional and (or) municipal system of additional education for children);

the "full day school" model;

optimization model (based on the optimization of all internal resources of an educational institution);

innovative educational model.

The first model is based on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children.

Model of additional education. Extracurricular activities are closely related to the additional education of children in terms of creating conditions for the development of the creative interests of children and their inclusion in artistic, technical, environmental, biological, sports and other activities.

The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard of the IEO, which states that an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, can use the capabilities of educational institutions of additional education for children, cultural and sports organizations.

This model involves the creation of a common program and methodological space for extracurricular activities and additional education for children, the implementation of the transition from the management of educational institutions to the management of educational programs.

This model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are to provide a wide choice for the child based on the range of directions of children's associations of interest, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in the implementation of extracurricular activities, as well as the practice-oriented and activity basis for organizing the educational process inherent in the additional education of children.

Full day school model. The basis for the "full-day school" model is the implementation of extracurricular activities mainly by educators of extended-day groups.

This model is characterized by:

creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of motor activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle;

creation of conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student self-government bodies;

building an individual educational trajectory and an individual schedule for the child's stay in an educational institution;

reliance on the integration of basic and additional educational programs.

optimization model. The model of extracurricular activities based on the optimization of all internal resources of an educational institution assumes that all pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor) take part in its implementation. , tutor and others).

In this case, the coordinating role is played, as a rule, by the class teacher, who, in accordance with his functions and tasks:

interacts with teaching staff, as well as educational and support staff of the educational institution;

organizes an educational process in the classroom that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;

organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;

organizes socially significant, creative activity of students.

The advantages of the optimization model are the minimization of financial expenses for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.

Innovation-educational model. The innovative educational model is based on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level, which exists in an educational institution.

Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.

The advantages of this model are: high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, the uniqueness of the generated experience.

Application. Methodological materials on the organization of extracurricular activities in educational institutions implementing general educational programs of primary general education

The main tasks of extracurricular activities

Organizational models of extracurricular activities

Creating conditions for the implementation of extracurricular activities

Application. An approximate list of local acts of an educational institution that ensures the implementation of extracurricular activities within the framework of the Federal State Educational Standard of Primary General Education

PURPOSE AND GENERAL OBJECTIVES OF EXTRA-COURSE ACTIVITIES OF PRIMARY SCHOOL STUDENTS

MAIN DIRECTIONS AND VALUE FOUNDATIONS OF STUDENTS' EXTRA-COURSE ACTIVITIES PRIMARY SCHOOL

Organizational models of extracurricular activities

MAIN DIRECTIONS AND VALUE FOUNDATIONS OF STUDENTS' EXTRA-COURSE ACTIVITIES
PRIMARY SCHOOL