Extracurricular activities in elementary school in the context of the implementation of the Federal State Educational Standard. Implementation of extracurricular activities in elementary school in accordance with the requirements of the Federal State Educational Standard Extracurricular activities in elementary school

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

Organization of extracurricular activities in accordance with Federal State Educational Standards

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

Saadi

Regulatory Issues

The Federal State Education Standard in paragraph 16 considers extracurricular activities as a full part of the educational process along with the mandatory curriculum.

Extracurricular activities are all types of educational work that are not carried out in the form of a lesson.

A methodological guide indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09–3564 “On extracurricular activities and the implementation of additional general education programs.”
Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373 “On the approval and implementation of the federal state educational standard for primary general education” establishes the total number of hours of extracurricular activities at the primary education level at up to 1,350 hours.
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On introducing amendments No. 3 to SanPiN 2.4.2.2821–10 “Sanitary and epidemiological requirements for the conditions and organization of training and maintenance in general education organizations” regulates the maximum permissible weekly load.

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

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

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

Please note that an exception may be made for some categories of students and they may benefit from selective or complete exemption from compulsory attendance at extracurricular activities.

In accordance with paragraph 7 of part 1 of Article 34 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”

Children attending additional educational institutions, for example, sports, music, art schools, in this case, in these areas the child may not be present at extracurricular activities. The class teacher develops an individual route for the student’s extracurricular activities, after which a local act or, more simply put, an agreement is drawn up between the parents (legal representatives) of the child and the school administration represented by the director.
The student’s health condition, which requires a special diet or control of general educational workload. In such a situation, exemption is issued upon the application of the parents addressed to the school director and medical certificates confirming the child’s need for a special approach to organizing the educational process.

Sample application addressed to the school principal.

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

In accordance with parts 1 and 3 of Article 44 of Federal Law N 273-FZ, parents of a minor have a preferential right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

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

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

Directions and forms of extracurricular activities

Extracurricular activities are implemented by the educational organization along key vectors of student personality development:

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

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

excursions;
cool watch;
electives and club work;
round tables and scientific sections;
role-playing and business games;
Olympiads, quizzes and competitions;
exhibitions and concerts;
sports competitions and “Health Days”;
holidays and theatrical performances;
visiting the theater and art exhibitions;
socially useful activities;
social projects, for example, within the framework of environmental education.

By scale, forms of extracurricular work are divided into:

Individual - the main goal is for the child to master the skills of self-organization and self-control, this can be the development of an individual project, the preparation of a story, a report, an amateur performance, design, etc. The possibility of using extracurricular activities for a more detailed consideration and consolidation of individual program points when studying general education items.
Club - visiting clubs and sections of interest, revealing and improving the intellectual and creative potential of students.
Mass traditional school events aimed at the moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

Tasks and ways of implementing extracurricular activities in primary school

The main tasks that extracurricular activities are designed to solve:

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

Ways to carry out extracurricular activities:

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

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

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

Directions of personality development	Name of work program	Number of hours per week		Class	Total
Sports and recreation	ABC of health Outdoor games Rhythmic mosaic	3 hours		1st and 2nd grades	6 hours
Spiritual and moral	The road of goodness We are patriots School etiquette Why Me and the world	2 hours		1st and 2nd grades	4 hours
Social	Psychology and us	1 hour	1st and 2nd grades		2 hours
General intellectual	Development of cognitive abilities	1 hour	1st class
	Entertaining computer science 2nd grade Computer Science in Games	1 hour	2nd grade
	Entertaining English	1 hour	1st class
General cultural	Museum in your classroom From game to performance Nature and the artist The magic of creativity	2 hours 1 hour 1 hour	1,2 class 2nd grade 1st class
Total					20:00

An algorithm for implementing an individual approach in choosing priority areas and forms of extracurricular activities for a child.

Stage 1. Parent meeting, the purpose of which is to present programs in all areas of extracurricular activities.
Stage 2. The school psychologist diagnoses (tests) the level of intellectual and psychological readiness of students for systematic learning, as well as the child’s individual abilities and inclinations.
Stage 3. Consultations with parents based on the results of the test study, provision of recommendations from a psychologist, individual discussion of the optimal development program for the child.
Stage 4. Based on the recommendations of a psychologist and study of programs, parents make a voluntary, conscious choice of the volume and content of extracurricular work for their child.

To eliminate possible overloads, an individual plan for extracurricular activities is drawn up taking into account the sections and clubs that the child attends outside the general education school. The teacher has an electronic version of the extracurricular work schedule for each student and can make the necessary adjustments. Parents of students also have an individual route sheet for their child, so they have complete information about the whereabouts of the child during the day.

An example of an individual route for a primary school student.

Days of the week/directions extracurricular activities	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
General intellectual		My first openings 13.45 - 14.25
Social
General cultural	Studio theater "Shorties" 13.45 - 14.20			Studio theater "Shorties" 13.00 - 13.35
Spiritual and moral	Young journalist 13.00 - 13.35			Our native land 13.45 - 14.20
Sports and recreation		FOC "Karate" 12.30		FOC "Karate" 12.30		FOC "Karate" 12.30

Parents are also given a kind of “homework”, that is, recommendations for family education of the child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, watching children's educational programs, documentaries. Control is carried out through conversations and observation of the child.

At scheduled parent meetings, the teacher conducts a survey to monitor the level of parents’ satisfaction with the quality of teaching and the results of extracurricular activities. A similar survey is carried out among children, the forms and areas of work that arouse the greatest interest among students are clarified. Based on the final findings, the teacher makes changes to the planning of extracurricular activities.

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

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

Report forms:

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

Benefits for extracurricular work

As part of the modern concept of education, sets of textbooks and additional aids were developed for extracurricular activities on L.V.’s developmental education systems. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks “School of the XXI century” edited by academician N.F. Vinogradova, set of textbooks “Harmony”. The manuals are independent textbooks for elective subjects (“Theatre”, “Economics in Fairy Tales”, etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (reading book for the subject “Environment”) world"). The set of manuals is not mandatory; the teacher himself decides on the advisability of using them.

The team of authors proceeded from the humanistic belief that every child can achieve academic success if the necessary conditions are created. The main thing is to implement an individual approach to the child’s personality based on his life experience. The concept of a child’s life experience includes not only the characteristics of developmental psychology, but also a worldview that is formed under the influence of the surrounding natural and social environment. Such an environment can be a modern city with a fast pace of life and a developed information infrastructure, or it can be a village in the outback, with a calm, often patriarchal way of life in natural conditions. According to the authors' idea, every child should feel that the textbook was written personally for him, so that he could find answers to his questions in a language that he understands.

Description of several manuals on extracurricular activities for 2nd grade (textbooks, workbooks).

Polyakova A.M. Transformations of words, Russian language in crosswords and puzzles. 1–4 grade	The book contains task cards on the main topics of the Russian language course in elementary school. The game form, varied language material, and non-standard formulation of questions allow children to test themselves: their knowledge, intelligence, attention, determination, and the teacher to diversify the teaching of the subject.
Benenson E.P., Volnova E.V. World of lines. Workbook	Prepares younger schoolchildren to study geometry at the main level of school. This workbook introduces primary schoolchildren to lines viewed on a plane and in space. Interesting creative tasks are aimed at developing logical thinking, developing basic knowledge and skills in geometry. The notebook can be used for independent work at home, as well as in classes at school.
Benenson E.P., Volnova E.V. Plane and space. Workbook.	Children gain an understanding of such concepts as planar and three-dimensional figures, learn to work with developments, and develop spatial thinking. Interesting creative tasks are aimed at developing logic, developing basic knowledge and skills in geometry.
Smirnova T.V. Amazing adventures of Anya in the country of Chills. A book to read. The world around us	In a fascinating fairy-tale form, the book tells about the amazing journey of a little girl, teaches how to overcome unforeseen life situations, not to be discouraged, not to be deterred by difficulties, to be able to be friends... The secrets of medicinal herbs, the healing properties of plants, folk wisdom, signs - all this is simply woven into the plot of the fairy tale. . The book can be used for extracurricular reading lessons in primary school.
Tsirulik N.A., Prosnyakova T.N. Technology	Students work with a variety of materials; textbook assignments vary in difficulty level. The book consists of four thematic blocks - “The World of Nature”, “A Gift with Your Hands”, “The World of Fairy-tale Characters”, “A Cozy Home”, within which there are the following sections: “Modeling”, “Applique”, “Mosaic”, “Origami” , “Weaving”, “Modeling and designing from geometric shapes”, “Sewing and embroidery”, “Volume modeling and designing”.
Smirnova T.V. Belka and company. Economics for children in fairy tales and games	The basic concepts of economics are revealed in the form of fairy tales that are accessible to children's education. Game tasks, riddles and tasks are used to consolidate and assimilate the material.
Generalova I.A. Theater	A textbook for additional education in the elective course “Theater”, developed within the framework of the Educational System “School 2100”, is aimed at developing the child’s creative abilities through introducing him to the world of theater.
Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies	The book offers interesting natural science information, fairy tales, and riddles about butterflies in a fun way. But the main thing is that it tells and shows how children can realize their images in various techniques (appliqué, mosaic, modeling, weaving, origami, etc.) from a variety of materials.
Savenkov A.I. I am a researcher. Workbook	The manual is designed specifically for dialogue with a child and allows not only to teach observation and experimentation, but also contains a full range of research activities - from defining a problem to presenting and defending the results obtained.
Prosnyakova T.N. Magic secrets. Workbook	During the classes, children learn new techniques for working with paper: tearing, corrugating various geometric shapes, rolling paper into a ball and twisting into a rope, learn new weaving techniques, and perform compositions using the origami technique from squares and circles.

Photo gallery of extracurricular activities for 2nd grade

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook by Generalov I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson E.P., Volnova E.V. World of lines Polyakov A.M. Transformations of words Smirnova T.V. The amazing adventures of Anya in the country of Chills Smirnova T.V. Belka and company. Economics for children in fairy tales and games Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies

Determining the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the results of extracurricular activities are not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving the three stages that the Federal State Educational Standards of NEO guides.

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

An effective method for assessing a student’s achievements can be the “Portfolio” technique, which involves creating an individual folder with characteristics of personal character traits, indicating the interests and inclinations, and creative success of each child. Such a portfolio may include sections “My Hobbies”, “My Projects”, “Family”, “Friends”, “What I Am”, “Travel”, “My Achievements”. An interesting and revealing collection of works will be that will clearly demonstrate the progress of the child’s skills and mastery in one or another type of cognitive or artistic activity, search work, and can become a source of pride and inspiration. Note that the student himself takes part in the selection of materials that will compile his report, teachers and parents only help him, thus laying the skills of self-analysis, objective perception of the results of his efforts and adequate self-esteem that are so necessary in adult life.

Diagnostics are carried out at the beginning and end of the academic year for each area and include the following list of criteria:

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

During the research process, the author’s testing methods are used:

method V.V. Sinyavsky to identify organizational skills;
A. Kriulina’s test for the development of interaction skills;
game methods (game “Leader”);
sociometric methods for assessing the psychological climate of the class.

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

School teachers develop extracurricular activity programs based on original programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school director.

A set of programs developed by the educational and methodological center “School 2100”:

“I will be a real reader” (authors E.V. Buneeva, O.V. Chindilova).
“I discover knowledge” (authors E.L. Melnikova, I.V. Kuznetsova).
“Learning to evaluate myself” (authors D.D. Danilov, I.V. Kuznetsova, E.V. Sizova).
“I’ll find out everything, I can do everything” (authors A.V. Goryachev, N.I. Iglina).
“Theater” (author I.A. Generalova).
“Rhetoric” (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya, etc.)

Programs of the educational and methodological complex (curricula, methodological recommendations, textbooks, workbooks for independent and additional work) “Prospective Primary School”:

“The Museum in Your Class” is a course in museum pedagogy that will prepare the child for the skills of independent perception and analysis of a work of art (image in the form of a reproduction).
Scientific experimentation clubs “We and the world around us” - awakening interest in research activities.
“Calculation and Design Bureau” - implements the tasks of becoming familiar with the laws of the surrounding world using mathematical tools (schemes, drawings, construction from various materials). “What’s inside volcanoes?”, “Is there a lot of salt in sea water?”, “How far is it to Mars?”
“Journey to the Computer Valley” - development of modern projects based on information technology. “Who am I?”, “Family tree”, “Funny letters”.
“Nature of the native land” - acquaintance with the natural world of the small homeland.
“World of Ecology” - the formation of environmental consciousness, the use of interdisciplinary connections.
“City of Masters” is a complex of creative laboratories, mastering the skills of modeling, origami, design, learning the basics of design.

Key points:

the relationship between the classroom and non-classroom parts of the program as a variable one;
expansion of the basic level;
it is possible to develop other programs by school teachers, but with a focus on the content of the teaching and learning complex of the “Prospective Elementary School”.

“City of Masters” program.

	1st class	2nd grade	3rd grade	4th grade
Toy library workshop	2	3	3	2
Modeling workshop	5	4	2	3
Floristry workshop	4	5
Father Frost's Workshop	6	4	4	4
Ideas collection workshop	8	10	3	7
Origami workshop	4	4
Design workshop and modeling	4	4	3
Puppet theater workshop			5
Design workshop			11	5
Isothread workshop			3
Soft toy workshop				4
Magic Web Workshop				5
Paper-making workshop				4
Total:	33	34	34	34

An example of sets of manuals developed by a team of authors of the educational complex “Perspective School” (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc.) .d.)

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

Literary reading grade 3 Reader, ed. N.A. Churakova	The goal is to awaken interest in understanding the world around us through reading, to introduce exotic plants and animals. Illustrations, tasks and questions for texts contribute to the formation of a culture of meaningful reading.
Literary reading. 3rd grade. Notebook No. 1	Acquaintance with the history and genre differences of fables, the aesthetic nature of the comic, and the peculiarities of the poetic worldview. Studying the genre of the story, practical skills in describing the character of the main character of the fairy tale. By selecting and demonstrating works of art, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is established.
Literary reading. 3rd grade. Notebook No. 2	Included in the educational complex “Literary Reading”, it includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill skills in perceiving text as a useful and interesting source of information, and teach how to work with text.
Mathematics. 2nd grade. Notebook No. 1	Trains the ability to perform addition and subtraction operations within a hundred, teaches a short method of writing a problem, and introduces the arithmetic operation of multiplication. "Multiplication tables."
Mathematics. 2nd grade. Notebook No. 2	Designed for individual work in order to consolidate skills, develops the ability to add, subtract, and multiply.
Mathematics. 2nd grade. Notebook No. 3	It is aimed at developing practical skills in arithmetic operations of subtraction and addition, multiplication and division of single-digit numbers, and provides initial geometric concepts.
Mathematics. 2nd grade. School Olympiad.	Notebook for extracurricular activities. Included are tasks for mathematical Olympiads, clubs, and individual forms of work with gifted students.
Mathematics. 2nd grade. Practical problems	Notebook Teaches how to work with diagrams, tables, measurements, and constructions. Recommended for work in extracurricular activities and in preparation for Olympiads of various levels.

Photo gallery of teaching aids for extracurricular activities of the educational complex “Prospective School”

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

Examples of classes in areas of extracurricular activities

The game “On the Path of Goodness” (based on the plot of Hans Christian Andersen’s fairy tale “The Snow Queen”) - spiritual and moral direction

Goal: the formation of ethical ideas, awareness of the importance of the moral qualities of an individual, understanding the importance of confirming kind words and wishes with good deeds.

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

Event plan:

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

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

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

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

developing the ability to set a task, plan activities, dividing them into stages;
training in organizing teamwork in a group;
development of attention, thinking, ability to reason, compare, see the reason for what is happening;
improving intellectual and communication skills, awakening creative potential and research activity.

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

Video: Class hour on the topic “Conflict” - social direction

“Healthy eating” project-presentation of the course “The ABC of Health”, 2nd grade - health direction

Purpose: to provide an understanding of the principles and rules of healthy eating.

develop the skills of attentive perception of the interlocutor’s speech, the ability to listen to the teacher or classmates;
promote the acquisition of experience of self-esteem and self-analysis, free initiative and responsible behavior;
develop the ability to conduct a conversation correctly, listen, engage in dialogue in a timely manner, keep the thread of the conversation, follow logic;
learn to plan your actions, adjust preliminary plans depending on the situation, control your behavior and emotional reaction, and look for effective ways to overcome difficulties that arise.

Scenario:

The teacher reads a letter from Carlson, in which he says that he is extremely ill and asks the guys to help him become cheerful and cheerful again.
Determining the causes of the literary hero’s illness, discussing the problem of unhealthy diet and lifestyle.
Carlson's recommendations for a speedy recovery: daily routine, healthy eating, physical activity, hygiene, etc.
Guessing riddles, holding a discussion about unhealthy and healthy cuisine.
Summing up, systematizing and generalizing the experience gained.

Video: Club “Technical Modeling” - a general intellectual direction

“Open space and architecture” - general cultural direction

Goal: to give an idea of this type of art such as architecture, to master the skills of artistic drawing techniques using cardboard.

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

Assignment: draw a picture on the theme “My favorite corner of nature.”

Game scenario:

An exhibition of children's works in various genres of art is being prepared.
“Who is bigger?” The children must carefully analyze the exhibited works and correctly determine their genre (natural, rural, urban, architectural landscape, open space). The name of each term is accompanied by a demonstration of the corresponding slide.
Working with explanatory dictionaries, the teacher asks to find the word architecture.
Discussion of future work, conversation around the theme of landscape, thinking over a suitable name for your drawing.
Children begin to create. Using the thickest brushes, we paint the surface of the sheet, conveying the horizon line separating sky and earth. The teacher suggests experimenting with using cardboard as a drawing tool, for example, a wide strip of cardboard will help to depict a house with a slight movement of the hand, while narrower strips will be useful for drawing a window, doors or fence. Finally, with thin brushes we finish drawing the details of the landscape.

Homework: draw a sea or mountain landscape.

Video: Lesson of the “Little Genius” circle, solving inventive problems - general intellectual direction

Unfortunately, many parents perceive electives, class hours, gaming techniques and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student’s activity outside the traditional form of the lesson that liberates and opens up new horizons of knowledge and experimentation for the child, interests and captivates, inspires confidence and helps him successfully realize himself, find his self, allows school to escape from the routine of the daily monotony of monotonously changing each other. friend lessons. Let's hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in Russian schools, to the delight of children and their parents.

within the framework of the second generation Federal State Educational Standard at the municipal educational institution "KSOSH No. 2"
for the 2011-2012 academic year
Introduction

For the first time, the requirements of a market economy and the information society called the development of the student’s personality the meaning and purpose of education, and the strategic task of educational policy was to stimulate his activity. To achieve the set goals and objectives, a framework of federal state educational standards (FSES) has been developed. A distinctive feature of the second generation standards is the requirement to organize extracurricular activities for students as an integral part of the educational process at school. Extracurricular activities of schoolchildren combine all types of activities (except for class activities) in which it is possible and appropriate to solve the problems of their development, education and socialization.

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

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

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

The main idea of the model: creation of pedagogical conditions for a developing environment for the education and socialization of younger schoolchildren in extracurricular activities.
Target: development of mechanisms for organizing extracurricular activities for junior schoolchildren.
Main tasks:

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

Model description

The section of the variable part “Extracurricular activities” allows you to fully implement the requirements of the federal state educational standards of general education. Using hours for extracurricular activities, the educational institution implements additional educational programs, a program for the socialization of students, and educational programs. Classes are held in the form of excursions, clubs, sections, round tables, conferences, debates, KVNs, school scientific societies, olympiads, competitions, search and scientific research, etc. 10 hours per week are allocated for organizing extracurricular activities in each class.

For the effective organization of extracurricular activities of junior schoolchildren, a survey of parents was organized to STUDY THE REQUESTS AND EDUCATIONAL NEEDS OF STUDENTS AT THE PRIMARY STAGE OF GENERAL EDUCATION.
As a result of the analysis of the questionnaires, a decision was made to organize extracurricular activities for students in a “full-day school” mode. The work of the school in a full-day environment will allow the use of such an effective educational tool as a regime, with the help of which the life and activities of students will be streamlined both during and after school hours. This will take into account the cognitive needs of children, as well as the age characteristics of younger schoolchildren: eating, walking in the fresh air. To work in full-day school mode, a single schedule has been drawn up for both the first and second half of the day.
At the municipal educational institution "KSOSH No. 2" extracurricular activities are represented by the following areas and forms of work:

sports and recreation (mini-football, recreational aerobics);
artistic and aesthetic (fine art group, theater studio, beadwork group, “Musical Notes” choir);
scientific and educational (computer club, entertaining mathematics club, Lego club);
project activities;
spiritual and moral (Fundamentals of Orthodox culture).

Extracurricular activities
direction
Sports and recreation	Futsal
Sports and recreation	Health aerobics
Spiritual and moral	Fundamentals of Orthodox culture
Artistic and aesthetic	Choir "Musical Notes"
	Beading
	Theater studio "Art of the Stage"
	Iso - studio
Scientific and educational	Entertaining mathematics
	Lego club
	Computer club
Project activities

Regime moments

	Events
	Training sessions
	Walk

	Games of choice
	Self-preparation
	Extracurricular activities

The types and areas of extracurricular activities are closely related to each other.
When organizing extracurricular activities for students, our own resources were used - primary school teachers, subject teachers - music, physical education, and additional education teachers were also involved.
Municipal educational institution "KSOSH No. 2" strives to create an infrastructure for useful employment of students in the afternoon that would help ensure that their personal needs are met. Children go to classes of their choice depending on their interests. A special educational space is created for the child, allowing him to develop his own interests, successfully undergo socialization at a new stage of life, and master cultural norms and values.
The educational institution operates in the first shift, so extracurricular activities of students are organized in the form of clubs, excursions, and studios in the afternoon.

Extracurricular activities at the educational institution include:

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

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

3. Scientific and educational direction
implemented in the classes “Entertaining mathematics”, “Lego club”, “Computer club”
in order to ensure students’ numerical and computer literacy, enhance the development of logical thinking, and form the initial elements of design thinking. A variety of forms of classes: conversation, practical work with constant individual counseling of students, group and pair lessons games, competitions, quizzes, exhibitions, etc.

4. Spiritual and moral direction

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

5. Project activities.

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

Expected results:

development of the individuality of each child in the process of self-determination in the system of extracurricular activities;
the student’s acquisition of social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and everyday life;
the formation of positive attitudes of the student towards the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value-based attitude towards social reality as a whole;
fostering a respectful attitude towards one’s city and school;
the student gains experience of independent social action;
formation of communicative, ethical, social, civic competence of schoolchildren;
formation of sociocultural identity in children: country (Russian), ethnic, cultural, etc.
increasing the number of children participating in organized leisure activities;
instilling tolerance and healthy lifestyle skills in children;
formation of a sense of citizenship and patriotism, legal culture, conscious attitude towards professional self-determination;

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

The problem of using the free time of younger schoolchildren has always been pressing for society. Raising children occurs at any moment of their activity. However, it is most productive to carry out education in your free time from studying.

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 the educational institution, including through extracurricular activities.

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

Extracurricular activities in the context of the implementation of the Federal State Educational Standard acquire new relevance, because it is the standards that have established the mandatory nature of its organization.

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

Project objectives: to encourage the child to choose a range of interests and develop personal abilities.

Main part

Extracurricular activities in accordance with the Federal State Educational Standard are included in the main educational program, namely in the part that is formed by participants in the educational process. At the present stage, extracurricular work is an excellent extension of the school infrastructure. The advantages of using extracurricular activities to consolidate and practically use certain aspects of the content of academic subject programs are also obvious.

Extracurricular activities in primary school make it possible to solve a number of important problems. Ensure favorable adaptation of the child at school.

Optimize students' workload.
Take into account the individual characteristics of students.
Formation of communication skills.
Development of a positive attitude towards basic social values (person, family, nature, peace, knowledge, culture, work) - for the formation of a healthy lifestyle.
Development of creative and intellectual abilities.
Training in the rules and forms of teamwork.

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

Involving students in active activities.
Accessibility and visibility.
The connection between theory and practice.
Taking into account age characteristics.
A combination of individual and collective forms of activity.
Purposefulness and sequence of activities (from simple to complex).

In accordance with the requirements of the standard, extracurricular activities are organized in the areas of personal development:

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

We implement sports and recreational activities in the programs “Rhythmics”, “Swimming”, “Dynamic pause”.

Increased physical activity is a biological need of a primary school student, the degree of which determines his health and overall development

The main focus of this area is on promoting health, developing motor abilities, and gaining theoretical and practical knowledge about a healthy lifestyle.

The general cultural direction is represented by the programs “Verbal Fun” and “Talk about Proper Nutrition”. The goal of which is to reveal new abilities of students in the field of creativity, to develop the ability to see life through the eyes of a creative person. In this area, teachers carry out their work in the form of play sessions, mini-performances, competitions, and exhibitions.

The general intellectual direction is implemented by the “RTS” program.

The leading idea of the programs is to find ways to organize the educational process in such a way that the mechanism of independent search and processing of new knowledge will be mastered even in the everyday practice of interacting with the world. The forms of organizing the work of circles are varied. These are conversations, games, observations.

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

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

The educational results of schoolchildren’s extracurricular activities are distributed across three levels.

Level 1 – the student knows and understands social life.

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

Level 2 – the student values social life.

The student’s gaining experience and a positive attitude towards the basic values of society (person, family, nature, peace, knowledge, etc.)

Level 3 – the student acts independently in social life.

Students gain experience of independent social action.

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

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

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

the degree of assistance that the teacher provides to students in completing assignments;
children’s behavior in class: liveliness, activity, interest provide positive results;
An indirect indicator of the effectiveness of classes can be an increase in the quality of academic performance in mathematics, the Russian language, the environment, literary reading, etc.

Conclusion

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

Exchange of experience on the topic “Extracurricular activities as a leading way to develop the creative talent of children of primary school age in the context of the implementation of the Federal State Educational Standard of Non-Educational Education”

“Genius may be just a fleeting opportunity.
Only work and will can give it life and turn it into glory.”
Camus A.
Currently, changes in all areas of life are occurring at an unprecedented speed. In order to successfully live and act in the modern world, you must be constantly prepared for changes, while maintaining your uniqueness. In society, there is an increasing need for people who think outside the box, are active, and are capable of solving assigned problems in an unconventional way and formulating new, promising goals; people who can think creatively. Therefore, one of the priority tasks of the elementary school is to create conditions for the development of students’ creative talent, as required by the Federal State Educational Standard of NEO.
Based on the foregoing, we can assume that the development of the unique creative potential and creative talent of each student is an urgent problem facing primary school.
Take a look at your children and pupils. Look into their eyes. Maybe they are the geniuses? Perhaps these guys are talented? Or gifted?
How to organize the educational process so that the child is interested in learning and communicating with the teacher and with peers, so that he can reveal his creative potential?
Creative talent is a special phenomenon that is impossible without activity, and productive activity at that. As part of creative activity, a general ability to seek and find new solutions, unusual ways to achieve the desired result, and new approaches to considering the proposed situation is formed. This is facilitated by various forms of work successfully implemented by the teacher in extracurricular activities in the context of the implementation of the Federal State Educational Standard of NEO.
I would like to dwell on the main directions in my work on developing the creative talent of junior schoolchildren through extracurricular activities, working on programs:
1) “Umka” (general intellectual direction);
2) “Speech development” (general intellectual direction);
3) “Fantasy Theater Studio” (general cultural direction);
4) an individual and creative approach to organizing children’s activities.

As part of the “Umka” circle, I organize the development and implementation of projects by children, conducting research, participating in clubs, olympiads, competitions, intellectual games, maintaining a portfolio of personal achievements, and creative interaction with peers and adults. The theory of inventive problem solving also helps teach creativity. For example, the methods of “brainstorming”, “trial and error”, “resolving contradictions”, which help children identify a problem, find a contradiction, set a research goal, plan their creative activity, and achieve a result. The greatest effect in the development of creative abilities is provided by the following forms of work:
daily inclusion of creative tasks and exercises;
involving students in creative interaction with peers and adults by involving students’ families;
didactic and plot-role-playing games;
excursions, observations;
creative workshops;
trainings.
Primary school age is a favorable period for the emergence of the need for public recognition, awareness of one’s own individuality comes and the search for ways of self-expression begins. Creativity is already perceived as a socially significant phenomenon. Therefore, I pay great attention to the participation of children in intellectual competitions, marathons, and Olympiads, in which they become winners and prize-winners at various levels (see slide).
It is known that literature, music and painting have the strongest emotional impact on a child. To promote the development of creative talent of students in my class, as part of extracurricular activities I conduct clubs: “Speech Development” and the theater studio “Fantasy”. We use all these types of art in our classes. While studying in these clubs, children write literary works, participate in various competitions, draw, invent and stage dances. As part of this work, I try to use a variety of forms of activities: activity-excursion, activity-fairy tale, activity-competition, activity-travel, activity-game.
The participation of children in the “Fantasy” theater club creates conditions for the disclosure of the internal qualities of the individual and his self-realization, the ability to interact in a team and reflect, promotes the development of artistic creativity, aesthetic taste and the desire to master new experiences, the formation of self-awareness, that is, for the development of creative talent.
By creating a theater group in my class, I was able to unite children and offer communication. By participating in the process of creating a performance, the child learns to work collectively on the concept of the future performance, exchange information, and create characters and decorative elements. In addition, students learn to coordinate actions, which contributes to the creation of community between children and adults, interaction and cooperation. As a result, students gain great social experience.
The performance has enormous educational potential. This is not about preparing for a professional acting career, but “about testing with action” many interpersonal interactions: me and my comrades, me and the other, me and my parents. Children gain experience in public speaking, learn to control their body and not be ashamed of it. It has long been noted that talents appear everywhere and always, wherever and whenever there are conditions favorable for their development.
As noted by the famous teacher Sh. then beliefs, worldview, moral principles.”
The activities of the theater club have great opportunities for the implementation of socio-cultural education of students (formation of artistic taste, moral values of the individual, basic communication skills, ways of working in a team, self-education, organization and responsibility). Classes in a theater club develop speech, facial expressions, and help overcome communication difficulties. As a result of club activities, the class team becomes more united. Creative cooperation between students and parents is actively developing. A situation of success is created for the socialization of students in society. The result of this activity is theatrical holiday programs both within the classroom and performances at school-wide events, defense of creative projects, victories in music festivals and artistic expression competitions. (see slide)
The next direction in the development of creative talent is careful work with the text. Therefore, from the first days of school, I have been conducting targeted, systematic work to develop students’ speech. In the “Speech Development” club and the “Fantasy” theater studio, I teach children to present their work orally and in writing, set cognitive tasks and put forward hypotheses, ask questions about observed phenomena, master the skills of working with various sources of information, independently create oral and written works on speech development: stories, mini-essays, essays, fairy tales, poems.
Children really enjoy the classes in the Speech Development program. They carry out creative work with pleasure, try to design it colorfully and originally, and keep special notebooks for creative work. We send the best works to competitions and present them at holidays. This indicates that the development of speech forms communicative competence in children, that is, internal readiness and ability for verbal communication. As a result of work organized in this way, the oral and written speech of primary schoolchildren develops, taste is formed, the reader's horizons expand, and the child's creative potential develops. Of course, this is a painstaking process, but exciting not only for the child, but also for the teacher. One of the indicators of the effectiveness of such work is the active participation of the children of our class in competitions of artistic expression, projects, and creative works. (see slide)
Thus, in the work to develop the creative talent of students in our class, the following principles have developed: maximum variety of opportunities provided, freedom of choice, increasing the role of extracurricular activities, individualization and differentiation, cooperation between children and parents.
Creative talent- this is the ability for self-realization in various areas of life. The basis of such giftedness is creative potential - unrealized opportunities available to every person. To do this, it is necessary to develop the unique creative potential of each elementary school student, using an individually creative approach to organizing children’s activities.
1) Systematic appeal to the emotional sphere is the main condition for the development of creative talent in schoolchildren. To do this, I try to create conditions in which the child lives, understands and expresses various emotional states. I believe that the main principle of developing creative potential is the principle of transforming cognitive content into emotional content. This principle means that in order to develop children's creative talent, it is necessary to systematically turn them to their own emotional experiences.
2) Another necessary condition for the development of creative talent in schoolchildren is adherence to the principles of humanistic psychology - non-judgment, acceptance, safety, support. These principles must be observed in interactions between children and adults. In practice, this means that all student responses are positively reinforced and approved. Unlike conventional learning, in which mistakes are corrected, when developing creative talent, the child is given the “right to make mistakes.” This actually means that there are no errors at all. Whatever emotional attitude the child expresses, it cannot be wrong, because it is his own emotional attitude, demonstrating his individual reaction to what is happening.
3) The third necessary condition for the development of creative talent in schoolchildren is adherence to the principles of developmental education - problem-solving, dialogicality and individualization.
4) Transformation of emotional state into creative content.
I believe that using a personal approach, creating a situation of success for everyone in the class, constant concern for the state of interpersonal relationships in the team, creating a favorable psychological climate, make it possible to build children’s relationships on mutual trust, respect and openness and to educate creatively gifted individuals. Therefore, the students in my class are active and have good creative potential. The psychological climate of the class is open. The emotional mood of the team is positive, there is a feeling of goodwill and empathy.
I'm proud of my children. Their achievements are my joy and satisfaction from my work. When you see the happy eyes of children, kind and naive, who look with love and respect, new strength and inspiration appear, you want to work even better.
“There are invisible strings in the soul of every child.
If you touch them with a skillful hand, they will sound beautiful.”
V.A. Sukhomlinsky

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

adaptation of children to school education;
optimization of schoolchildren's academic workload;
improving the conditions for child development.

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

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

Let's consider the possibilities of implementing extracurricular activities in these areas.

Sports and recreation

Traditionally, within the framework of this area, various kinds of sports events are organized: school-wide and interschool competitions, competitions within classes, other events dedicated to various holidays, events, memorable dates, etc. In addition, this direction involves working in various sports sections at the school.

General intellectual direction

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

Spiritual and moral

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

General cultural

Within this direction, various excursions, visits to theaters, museums, exhibition halls, watching films, etc. can be carried out. It is also possible to use those forms that are used in general intellectual and spiritual-moral directions.

Social

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

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

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

Yagent Features

The name of the game stands for “I am a gentleman”, since it not only develops physically and teaches you how to win, but also requires, despite sports wrestling, displays of nobility and a tactful attitude towards your opponent.

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

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

Yagenta Rules

Yagent includes elements of volleyball, basketball, hand ball and various outdoor games. It is played with a volleyball. The size of the court is 9 by 18 meters, which is divided into two halves by a volleyball net. The mesh should be stretched so that its bottom edge touches the floor. A ribbon or elastic band is stretched between the net posts at a height of 243 cm. Each playing team includes 14 players, of which there must be 7 boys and 7 girls. The playing roles are distributed as follows: each team has 10 field players (5 boys and girls playing in pairs), 3 jokers (2 boys and 1 girl), 1 queen (girl).

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

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

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

you cannot throw the ball at the opponent’s head, but only at the legs or torso;
if the ball hits a player after bouncing off the floor, then such a hit is not counted;
the thrower must not step on the opponent’s court line, and the queen is prohibited from going beyond the circle when throwing;
the ball can be passed to partners only in the space that is limited from above by the tape, from the side by the net posts, and from below by the upper edge of the net.

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

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

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

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

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

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

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