Children study according to the Ukrainian educational program combined with business literacy classes. The effectiveness and quality of training programs is proven by the successful results of graduates.
Children study according to the Ukrainian educational program combined with business literacy classes. The effectiveness and quality of training programs is proven by the successful results of graduates.
The school teaches all subjects provided by the state program and required for certification. Most attention is paid to selected subjects in which the child has talent and genuine interest.
The school and kindergarten are open full time: 08: 00–19: 00. After lessons – additional classes in favorite subjects, sports, creativity and homework.
After school, children participate in discussions, workshops, leadership and research clubs, work on projects, engage in favorite sports, music, creativity and recreation.
Educational program for 1-2 grades of ASTOR Educational Institution LLC
(Compiled on the basis of the Standard educational program of general secondary education institutions of the first degree under the leadership of Savchenko O. Ya., approved by the order of the Ministry of Education and Science of Ukraine dated 21.03.2018 № 268)
General provisions of the educational program
The educational program of ASTOR Educational Institution LLC (hereinafter referred to as Astor Educational Institution) of the 1st degree (primary education) for grades 1-2 was developed on the basis of the Standard educational programs of general secondary education institutions of the 1st degree, pursuant to the Law of Ukraine “, The Concept of the New Ukrainian School (approved by the Cabinet of Ministers of Ukraine dated 14.12.2016 №988-r “On approval of the Concept of state policy in the field of reforming general secondary education “New Ukrainian School”, Resolution of the Cabinet of Ministers of Ukraine from 21.02.2018 №87 ” On approval of the State standard of primary education “(grades 1-2), letter of the Ministry of Education and Science of Ukraine dated 22.05.2018 №1 / 9-332” On approval of standard educational and training programs for grades 1-2 of general secondary education “, order of the Ministry of Education and Science Of Ukraine dated March 21, 2018 №268 “On approval of standard educational and training programs for 1-2 grades of general secondary education”.
The educational program outlines the recommended approaches to the planning and organization by the educational institution of a single set of educational components for students to achieve mandatory learning outcomes defined by the State Standard of Primary Education (hereinafter – the State Standard).
The educational program defines:
Total amount of study load and approximate duration and possible interrelations of educational branches, subjects, disciplines
The total amount of study load for students is 805 hours / academic year (1st grade), 875 hours / academic year (2nd grade).
The detailed distribution of the study load per week is outlined in the curriculum (Appendix 1). The institution provides a variant of the primary school curriculum with Ukrainian as the language of instruction.
The curriculum gives a holistic view of the content and structure of the first level of education, establishes the hourly ratio between individual subjects by year of study, determines the maximum allowable weekly workload of students. The curriculum of primary school provides for the implementation of educational areas of the State Standard of Primary Education through structuring the content of primary education on the basis of an integrated approach to learning. They cover the invariant component formed at the state level, which is common to all general secondary education institutions, regardless of subordination and forms of ownership, and the variable component.
The program defines the requirements for specific expected learning outcomes; the relevant content of each subject or integrated course is summarized.
The program is built taking into account the following principles:
˗ child-centeredness and conformity to nature;
˗ coordination of goals, content and expected learning outcomes;
˗ scientific, accessible and practical orientation of the content;
˗ continuity and prospects of training;
˗ interrelated formation of key and subject competencies;
˗ logical sequence and sufficiency of students’ mastery of subject competencies;
˗ opportunities to implement the content of education through subjects or integrated courses;
˗ creative use of the program by the teacher depending on the learning conditions;
˗ adaptation to individual characteristics, intellectual and physical abilities, needs and interests of children.
The educational program of Astor is concluded by the main educational branches.
Language and literature education (Ukrainian, foreign language (English) aims to develop the child’s personality through various types of speech activities, the formation of key, communicative and reading competencies; development of the ability to communicate in Ukrainian for spiritual, cultural and national self-expression, use it in personal and public life, in intercultural dialogue, enrichment of emotional and sensory experience, the development of speech and creative abilities.
In the initial course of language and literature education the following semantic lines are distinguished: “Interact orally”, “Read”, “Interact in writing”, “Explore the media”, “Explore linguistic phenomena”.
Content lines are implemented through the following integrated courses and subjects:
Grade 1 – integrated course “Literacy”.
The mathematical branch (mathematics) aims at the diverse development of the child’s personality and its worldview orientations by means of mathematical activity, the formation of mathematical and other key competencies necessary for her life and continuing education.
The implementation of the goals and objectives of the initial course of mathematics is carried out along the following content lines: “Numbers, actions with numbers. Values ”,” Geometric figures “,” Expressions, equalities, inequalities “,” Working with data “,” Mathematical problems and research “.
The program provides an indicative list of additional topics for advanced study of the course. Additional topics are optional. The teacher can choose individual topics from those offered or choose topics independently based on the methodological feasibility and cognitive needs of students. The results of the study of additional topics are not subject to evaluation.
Civic and historical, social and health, natural education (“I explore the world”) can be implemented in individual subjects or in an integrated course for different types of integration (thematic, procedural, intersectoral; within one field; in integrated lessons, during thematic days, in the process of project activities) with the active use of interdisciplinary links, the organization of various forms of student interaction. Learning outcomes from other fields of education are used to solve practical problems in life situations.
The “I explore the world” curriculum aims at personal development of junior students based on the formation of a holistic image of the world in the process of learning different types of social experience, which includes a system of integrated knowledge about nature and society, values in various spheres of life and social practice. behaviors that characterize students’ ability to solve practical problems.
The thematic basis of the course consists of content lines, which are defined by the State Standard of Primary Education and cover the components of the above areas in their integrated essence, namely:
“Man” (knowledge of themselves, their capabilities; healthy and safe behavior);
“Man among the people” (standards of behavior in the family, in society; moral norms; skills of coexistence and cooperation);
“Man in society” (civil rights and responsibilities as a member of society, knowledge of their land, history, symbols of the state.);
“Man and the world” (tolerant attitude to the diversity of the world of people, cultures, customs);
“Man and nature” (knowledge of nature; the relationship of objects and phenomena of nature; man-made world; responsible human activities in nature; the role of natural knowledge and technology in human life; the relationship between human activities and the environment).
Technological education (design and technology) aims to develop the child’s personality through subject-transformative activities, the formation of key and subject project-technological competencies needed to solve life problems in interaction with others, cultural and national self-expression.
The implementation of the purpose and objectives of the subject is carried out along the following content lines: “Information and Communication Environment”, “Design Environment”, “Environment of technology and technology”, “Socialization Environment”.
The field of art education (art) aims at comprehensive artistic and aesthetic development of the child’s personality, its development of cultural values in the process of learning about art; fostering respect for domestic and foreign artistic heritage; formation of key, artistic subject and interdisciplinary competencies necessary for artistic and creative self-expression in personal and public life.
The realization of this goal is carried out along the lines of content: “artistic and creative activities”, “perception and interpretation of art”, “communication through art”, which outline one of the models of achieving common goals of education and reveal the main mission of general art education.
The artistic educational field is realized through separate courses “Musical Art” and “Fine Arts”
Physical culture education (physical culture) aims at comprehensive physical development of the student’s personality by means of physical culture and play activities, formation of key physical competences in junior schoolchildren, values of physical culture, sports, physical culture and health education and education of physically hardened and patriotic citizens of Ukraine.
This goal is realized along the following content lines: “Motor activity”, “Game and competitive activity”. This industry can be implemented, including separate study of choreography, various sports.
In primary school, classes can be divided into groups when studying individual subjects in accordance with current regulations.
Sanitary and hygienic norms and normative duration of lessons in the 1st grade – 35 minutes, 2nd grade – 40 minutes are taken into account when determining the maximum allowable workload of students.
According to the resolution of the Cabinet of Ministers of Ukraine dated 21.02.2018 №87 “On approval of the State standard of primary education” physical education classes are not taken into account when determining the maximum allowable workload of students.
The curriculum for 1-2 grades for the 2019/2020 academic year is based on a standard educational program developed under the leadership of Savchenko. O. Ya. The variable component of the curriculum is determined by the institution itself, in accordance with the order of the Ministry of Education and Science of Ukraine from 21.03.2018 №268 “On approval of standard educational and training programs for 1-2 grades of general secondary education”. It takes into account the peculiarities of the organization of the educational process and individual educational needs of students, the level of educational and methodological and staffing, which is reflected in the curriculum.
The study time provided for the variable component in the 1st grade is used to reinforce the subjects of the invariant component – a foreign language (1 hour); in the 2nd grade in order to develop entrepreneurship and financial literacy added a subject – financial literacy (1 hour per week);
The maximum class size is set in accordance with the Law of Ukraine “On General Secondary Education” and the statute of Astor.
The curriculum is focused on the work of primary school for a 5-day school week.
Expected learning outcomes of students.
In accordance with the purpose and general objectives outlined in the State Standard, the tasks to be implemented by the teacher within each educational field are defined.
The educational program has the potential to form the following key competencies in students:
1) fluency in the state language, which involves the ability to express orally and in writing their thoughts, feelings, clearly and argumentatively explain the facts, as well as love of reading, a sense of beauty, awareness of the role of language for effective communication and cultural expression, willingness to use Ukrainian as native in various life situations;
2) ability to communicate in native and foreign languages, which involves active use of native language in various communicative situations, including life, educational process, cultural life of the community, the ability to understand simple expressions in a foreign language, communicate in appropriate situations, mastering intercultural communication skills;
3) mathematical competence, which involves identifying simple mathematical relationships in the world, modeling processes and situations using mathematical relationships and measurements, awareness of the role of mathematical knowledge and skills in personal and social life;
4) competencies in the field of natural sciences, engineering and technology, involving the formation of curiosity, the desire to seek and propose new ideas, individually or in groups to observe and research, formulate assumptions and draw conclusions based on experiments, learn about yourself and the world through observation and research;
5) innovation, which involves openness to new ideas, initiating changes in the environment (class, school, community, etc.), the formation of knowledge, skills, attitudes that are the basis of the competence approach, provide further ability to learn successfully, pursue professional activities, feel part of the community and participate in community affairs;
6) environmental competence, which involves awareness of the basics of environmental management, compliance with the rules of environmental behavior, economical use of natural resources, understanding the importance of nature conservation for sustainable development of society;
7) information and communication competence, which involves mastering the basics of digital literacy for development and communication, the ability to safely and ethically use the means of information and communication competence in learning and other life situations;
8) lifelong learning, which involves mastering the skills needed for further study, organizing their own learning environment, obtaining new information to use it to assess learning needs, determine their own learning goals and ways to achieve them, learning to work independently and in a group ;
9) civic and social competencies related to the ideas of democracy, justice, equality, human rights, prosperity and healthy lifestyles, awareness of equal rights and opportunities for cooperation with others to achieve a common goal, activity in class and school life , respect for the rights of others, the ability to act in conflict situations involving various forms of discrimination, appreciate the cultural diversity of different peoples and identify themselves as citizens of Ukraine, care for their own health and health of others, healthy lifestyle;
10) cultural competence, which involves involvement in various types of artistic creativity (fine, musical and other arts) through the disclosure and development of natural abilities, creative expression of personality;
11) entrepreneurship and financial literacy, which implies initiative, willingness to take responsibility for their own decisions, the ability to organize their activities to achieve goals, awareness of ethical values of effective cooperation, willingness to implement initiated ideas, making their own decisions.
Common to all key competencies are the following skills: reading comprehension, ability to express one’s opinion orally and in writing, critical and systematic thinking, creativity, initiative, ability to logically justify a position, ability to constructively manage emotions, assess risks, make decisions, solve problems , collaborate with others. Given the integrated nature of competence, in the process of implementing the Educational Program it is recommended to use interdisciplinary and interdisciplinary links that contribute to the integrity of the results of primary education and the transfer of skills to new situations.
Requirements for persons who can start obtaining basic secondary education.
Primary education is usually obtained from the age of six. Children who turned seven on September 1 of the current school year must begin primary education in the same school year. Children under the age of six on September 1 of the current school year may begin primary education in the same school year at the request of their parents or guardians if they are six years old by December 1 of the current school year. People with special educational needs can start primary education at another age.
Maintaining continuity with the preschool period of childhood, primary school provides further development of the child’s personality, his physical, intellectual, social development; forms the ability to express oneself creatively, think critically, cultivates values towards the state, native land, Ukrainian culture, respect for one’s dignity and other people, preservation of health.
Forms of organization of the educational process
The expected learning outcomes outlined within each area are achieved through the use of interactive forms and methods of teaching – research, information, art projects, role-playing games, staging, modeling, situational exercises, excursions, quests that the teacher organizes within the lesson or in extracurricular time, etc.
The choice of forms and methods of teaching the teacher determines independently, taking into account the specific working conditions, while ensuring the achievement of specific expected results specified in the curriculum of individual subjects.
Control and evaluation of applicants’ academic achievements are carried out on a subject-by-subject basis, which involves systematic monitoring of their individual development in the learning process. Under these conditions, control and evaluation activities acquire a formative character for applicants. The control is aimed at finding effective ways of progress of each applicant in education, and the determination of personal results of applicants does not involve comparison with the achievements of others and is not subject to statistical accounting by administrative bodies.
During their primary school education, students master the methods of self-control, self-reflection and self-evaluation, which contributes to the education of responsibility, interest development, timely identification of gaps in knowledge, skills, abilities and their correction.
The educational achievements of applicants in grades 1-2 are subject to verbal, formative assessment
Formative assessment aims to: support children’s learning development; to build an individual trajectory of their development; diagnose achievements at each stage of the learning process; identify problems in time and prevent their layering; analyze the progress of the curriculum and make decisions on adjusting the program and teaching methods according to the individual needs of the child; motivate the desire to achieve the maximum possible results; to cultivate the value qualities of the individual, the desire to learn, not to be afraid of mistakes, belief in their own capabilities and abilities.
Description and tools of the internal quality assurance system of education.
The internal quality assurance system consists of the following components:
Tasks of the internal quality assurance system of education:
The educational program of primary education Astor Educational Institution envisages the achievement by students of learning outcomes (competencies) defined by the State Standard.
Implementation of the educational program provides comprehensive development of the child, his talents, abilities, competencies and cross-cutting skills in accordance with age and individual psychophysiological characteristics and needs, values and development of independence, creativity, curiosity, ensuring its readiness to live in a democratic and information society, continuing education in primary school.
Appendix №1
(Compiled in accordance with the Standard Primary School Curricula approved by order Ministry of Education and Science of Ukraine dated March 21, 2018 № 268 “On approval of standard educational and training programs for grades 1-2 of general secondary education”)
Curriculum for 1-2 grades
2019-2020 academic year
| Branches of education | Educational subjects | Number of hours per week | |
| 1st grade | 2st grade | ||
| Invariant part | |||
| Languages and literature | Ukrainian language | 7 | 7 |
| Foreign language (English) | 2 | 3 | |
| Mathematics | Mathematics | 4 | 4 |
| Natural, civil and historical, social and health | I explore the world | 3 | 3 |
| Art | Musical art | 1 | 1 |
| Fine Arts | 1 | 1 | |
| Technological | Design and technology | 1 | 2 |
| Physical | Physical education | 3 | 3 |
| Together | 19+3 | 21+3 | |
| Variable part | |||
| Additional hours for studying subjects of the invariant component, elective courses, individual consultations and group classes, | 1 | 1 | |
| Foreign language (English) | 1 | 1 | |
| Maximum allowable weekly workload per student (according to sanitary norms) | 20 | 22 | |
| Total number of teaching hours of invariant and variable components financed from the budget (excluding the division of classes into groups) | 23 | 25 | |
Director
Astor Educational Institution LLC
Pilleroa Madana A. А.
Educational program for 3-4 grades of ASTOR Educational Institution LLC
(compiled on the basis of the Standard educational program of general secondary education institutions of the first degree, approved by the order of the Ministry of Education and Science of Ukraine dated April 20, 2018 №407)
General provisions of the educational program
The educational program of ASTOR Educational Institution LLC (hereinafter referred to as Astor Educational Institution) of the 1st degree school (primary education) for grades 3-4 has been developed pursuant to the Law of Ukraine “On Education” and the Concept of the New Ukrainian School. 14.12.2016 №988-r “On approval of the Concept of state policy in the field of reforming general secondary education” New Ukrainian School “, Resolution of the Cabinet of Ministers of Ukraine from 20.04.2011 №462” On approval of the State standard of primary general education “(3-4 classes ), the order of the Ministry of Education and Science of Ukraine dated 20.04.2018 №407 “On approval of the standard educational program of general secondary education of the first degree”.
The educational program outlines the recommended approaches to the planning and organization by the educational institution of a single set of educational components for students to achieve mandatory learning outcomes defined by the State Standard of Primary General Education (hereinafter – the State Standard).
The educational program defines:
The total amount of workload and duration and possible relationships of educational fields, subjects, disciplines.
The total amount of study load for students of 3-4 grades is 1820 hours / academic year:
for 3rd grades – 910 hours / academic year,
for 4th grade – 910 hours / academic year.
The detailed distribution of the study load per week is outlined in the curriculum for 3-4 grades of Astor (Appendix 1). There is a variant of the curriculum of primary school with Ukrainian language of instruction.
The educational program gives a holistic view of the content and structure of the first level of education (grades 3-4), establishes the hourly ratio between individual subjects by year of study, determines the maximum allowable weekly workload of students. The curriculum of primary school provides for the implementation of educational areas of the State Standard of Primary Education through the structuring of the content of primary education on the basis of an integrated approach to learning. They cover the invariant component formed at the state level, which is common to all general secondary education institutions, regardless of subordination and forms of ownership, and the variable component.
List of educational branches
The educational program is concluded in the following educational fields:
The educational branch “Languages and Literature” taking into account the age characteristics of students in the curriculum is implemented through separate subjects “Ukrainian language (language and reading)”, “Foreign language”.
Educational areas “Mathematics”, “Science” are implemented through the same individual subjects, respectively – “Mathematics”, “Science”.
The educational branch “Social Sciences” is realized by the subject “I am in the world”.
The educational field “Health and Physical Culture” is implemented by separate subjects “Fundamentals of Health” and “Physical Culture”. This industry can be implemented, including separate study of choreography or various sports.
The educational branch “Technology” is realized through separate subjects “Crafts” and “Informatics”.
The educational branch “Art” is realized by separate subjects “Fine art” and “Musical art”.
The variable component of the curriculum is determined by the institution itself, in accordance with the order of the Ministry of Education and Science of Ukraine from 04/20/2018 №407. It takes into account the peculiarities of the organization of the educational process and individual educational needs of students, the level of educational and methodological and staffing, which is reflected in the curriculum.
A variable component of the curriculum is used:
– to strengthen the subject of the invariant component – a foreign language (+1 hour per week);
– in order to develop entrepreneurship and financial literacy added the subject – financial literacy (1 hour per week);
In primary school, classes can be divided into groups when studying individual subjects in accordance with current regulations. Sanitary and hygienic norms and normative duration of lessons in 3-4 grades – 40 minutes are taken into account when determining the maximum allowable workload of students.
According to the resolution of the Cabinet of Ministers of Ukraine dated 20.04.2011 № 462 “On approval of the State standard of primary general education” hours of physical education are not taken into account when determining the maximum allowable workload of students.
The maximum class size is set in accordance with the Law of Ukraine “On General Secondary Education” and the statute of Astor.
Curricula are focused on the work of primary school in a 5-day school week.
Expected learning outcomes of students.
In accordance with the purpose and general objectives outlined in the State Standard, the tasks to be implemented by the teacher within each educational field are defined. Learning outcomes should contribute to the formation of key competencies of students.
Key competencies such as the ability to learn, initiative and entrepreneurship, environmental literacy and a healthy lifestyle, social and civic competences can be formed by all subjects at once. Highlighting in curricula such cross-cutting lines of key competencies as “Environmental Security and Sustainable Development”, “Civil Responsibility”, “Health and Security”, “Entrepreneurship and Financial Literacy” is aimed at developing students’ ability to apply knowledge and skills in real life situations.
A necessary condition for the formation of competencies is the activity orientation of learning, which involves the constant involvement of students in various types of pedagogically appropriate active educational and cognitive activities, as well as its practical orientation. It is advisable, where possible, not only to show the occurrence of a fact from a practical situation, but also, if possible, to verify it in practice and to establish cause-and-effect relationships. The formation of key competencies is facilitated by the establishment and implementation in the educational process of interdisciplinary and intradisciplinary links, namely: content and information, operational and organizational and methodological. Their use enhances students’ cognitive interest in learning and increases the level of their general culture, creates conditions for the systematization of educational material and the formation of scientific worldview. Students gain experience in applying knowledge in practice and transferring them to new situations.
Requirements for persons who can start obtaining basic secondary education.
Primary education is usually obtained from the age of six (according to the Law of Ukraine “On Education”). Persons with special educational needs can start obtaining basic secondary education under other conditions.
The logical sequence of studying subjects is revealed in the relevant curricula.
The main forms of organization of the educational process are different types of lessons, excursions, virtual trips, performances, quests, which the teacher organizes within the lesson or after school hours.
Forms of organization of the educational process can be clarified and expanded in the content of individual subjects, subject to compliance with state requirements of the State Standard and individual subjects during the school year.
The choice of forms and methods of teaching is determined by the teacher, taking into account the specific working conditions, while ensuring the achievement of specific expected results specified in the curricula of individual subjects (Appendix 2).
Description and tools of the internal quality assurance system of education.
The internal quality assurance system consists of the following components:
Tasks of the internal quality assurance system of education:
The educational program of primary education envisages the achievement by students of learning outcomes (competencies) defined by the State Standard.
Implementation of the educational program of primary education of Astor provides the formation of key competencies necessary for every modern person for his successful life, namely:
On the basis of the educational program the curriculum specifying the organization of educational process is made.
Appendix 1
(compiled according to Annex 1 of the Standard Curricula of Primary School, approved by the order of the Ministry of Education and Science of Ukraine dated 20.04.2018 №407 “On approval of the standard educational program of general secondary education of the first degree”)
Curriculum for 3-4 grades
2019-2020 academic year
| Branches of education | Educational subjects | Number of hours per week | |
| 3rd grade | 4th grade | ||
| Languages and literature
(linguistic and literary components) |
Ukrainian language | 7 | 7 |
| Foreign language (English) | 2 | 2 | |
| Mathematics | Mathematics | 4 | 4 |
| Natural science | Natural science | 2 | 2 |
| Social science | I am in the world | 1 | 1 |
| Art | Musical art | 1 | 1 |
| Fine Arts | 1 | 1 | |
| Technologies | Crafts | 1 | 1 |
| Computer Science | 1 | 1 | |
| Health and physical culture | Health Basics | 1 | 1 |
| Physical Education | 3 | 3 | |
| Together | 21+3 | 21+3 | |
| Variable part | |||
| Additional hours for studying subjects of the invariant component, elective courses, individual consultations and group classes | 2 | 2 | |
| Financial literacy | 1 | 1 | |
| Foreign language (English) | 1 | 1 | |
| The maximum allowable weekly workload per student | 23 | 23 | |
| Total number of teaching hours of invariant and variable components financed from the budget (excluding the division of classes into groups) | 26 | 26 | |
Director
Astor Educational Institution LLC
Pilleroa Madana A. А.
Appendix 2
List of training programs
(approved by the order of the Ministry of Education and Science of Ukraine dated 29.05.2015 № 584)
| № | Name of the curriculum |
| 1. | Ukrainian language. Curriculum for secondary schools 1-4 grades |
| 2. | Computer Science. Curriculum for secondary schools of 2-4 grades |
| 3. | Literary reading. Curriculum for secondary schools 2-4 grades |
| 4. | Mathematics. Curriculum for secondary schools 1-4 grades |
| 5. | Musical art. Curriculum for secondary schools 1-4 grades |
| 6. | Fine Arts. Curriculum for secondary schools 1-4 grades |
| 7. | Health Basics. Curriculum for secondary schools 1-4 grades |
| 8. | Natural science. Curriculum for secondary schools 1-4 grades |
| 9. | Crafts. Curriculum for secondary schools 1-4 grades |
| 10. | Physical Education. Curriculum for secondary schools 1-4 grades |
| 11. | I am in the world. Curriculum for secondary schools 3-4 grades |
| 12. | Foreign languages. Curricula for grades 1-4 of secondary schools and specialized schools |
Educational program for grades 5-6, 8 of ASTOR Educational Institution LLC
(compiled on the basis of the Standard educational program of general secondary education institutions of the second degree, approved by the order of the Ministry of Education and Science of Ukraine dated April 20, 2018 №405)
General provisions of the educational program
The educational program of ASTOR Educational Institution LLC (hereinafter referred to as Astor Educational Institution) for basic secondary education for grades 5-6, 8 was developed pursuant to the Law of Ukraine “On Education”, Article 15 of the Law of Ukraine “On General Secondary Education”, Resolutions Cabinet of Ministers of Ukraine dated 23.11.2011 №1392 “On approval of the State standard of basic and complete general secondary education” and compiled on the basis of a standard educational program approved by the order of the Ministry of Education and Science of Ukraine dated 20.04.2018 № 405 “On approval of a standard educational program secondary education of the second degree “.
The curriculum of basic secondary education for grades 5-6, 8 of Astor School outlined the recommended approaches to planning and organizing a single set of educational components to achieve mandatory learning outcomes defined by the State Standard of Basic and Complete General Secondary Education (hereinafter – the State Standard ).
The educational program of 5-6, 8 classes defines:
– the total amount of study load, approximate duration and possible relationships of individual subjects, electives, elective courses, etc., in particular their integration, as well as the logical sequence of their study, which are presented in the curriculum;
– the expected learning outcomes of students are presented in the curriculum, the list of which is given in table 18 of the order of the Ministry of Education and Science of Ukraine from 04/20/2018 № 405;
– the proposed content of educational programs marked “Approved by the Ministry of Education and Science of Ukraine” and posted on the official website of the Ministry of Education and Science;
– recommended forms of organization of the educational process and tools of the internal quality assurance system of education;
– requirements for persons who can start training under the Educational Program.
Total amount of study load and approximate duration and possible interrelations of educational branches, subjects, disciplines
The total amount of study load for students of 5-6, 8 classes is 3412.5 hours / school year: for 5th grade – 1050 hours / school year, for 6th grade – 1155 hours / school year, for 8th grade – 1207.5 hours / academic year, Detailed distribution of study load per week is outlined in the curriculum for grades 5-6, 8 (Appendices 1-2).
In grades 5 and 8, the curriculum is compiled in accordance with the Standard educational program Institutions of general secondary education of the second degree with instruction in the Ukrainian language and the study of two foreign languages.
The curriculum gives a holistic view of the content and structure of the second level of education (grades 5-9), establishes the hourly ratio between individual subjects by year of study, determines the maximum allowable weekly workload of students. The curriculum provides for the implementation of educational areas of the Basic Curriculum of the State Standard through individual subjects (Appendix 3). They cover the invariant component formed at the state level, which is common to all general secondary education institutions, regardless of subordination and forms of ownership, and the variable component.
The variable component of the curriculum is determined by the institution itself, in accordance with the order of the Ministry of Education and Science of Ukraine from 04/20/2018 №405. It takes into account the peculiarities of the organization of the educational process and individual educational needs of students, the level of educational and methodological and staffing, which is reflected in the curriculum.
The variable component of the curriculum is used to strengthen the subjects of the invariant component:
The variability of the content of basic secondary education is also realized through the introduction of spare time in curricula, which creates space to meet the educational needs of students, equalization of their achievements, development of cross-cutting skills and more. The full value of basic secondary education is ensured by the implementation of both invariant and variable components.
The curriculum is focused on the work of the primary school for a 5-day school week with the Ukrainian language of instruction, made taking into account the maximum allowable load and contains all subjects of the invariant component provided by the selected version of the Standard educational program.
The maximum class size and the duration of lessons are set in accordance with the Law of Ukraine “On General Secondary Education” and the statute of Astor. The division of classes into groups in the study of individual subjects is carried out in accordance with regulations and the charter of the institution.
According to the resolution of the Cabinet of Ministers of Ukraine dated 23.11.2011 № 1392 “On approval of the State standard of basic and complete general secondary education” physical education classes are not taken into account when determining the maximum allowable workload of students.
Expected learning outcomes of students
In accordance with the purpose and general objectives outlined in the State Standard, the tasks to be implemented by the teacher within each educational field are defined. Learning outcomes should contribute to the formation of key competencies of students.
| № | Key competencies | Components |
| 1. | Communication in the state (and native – in case of difference) languages | Skills: ask questions and recognize the problem; reason, draw conclusions based on information presented in various forms (in text form, tables, charts, graphs); understand, explain and transform the texts of tasks (orally and in writing), to speak competently in the native language; it is appropriate and correct to use in speech terminology from individual subjects, clearly, succinctly and clearly formulate an opinion, argue, prove the correctness of statements; avoidance of unregulated foreign language borrowings in communication on the subject of a particular subject; replenish your vocabulary.
Attitude: understanding the importance of clear and concise wording. Learning resources: definitions, formulation of properties, proof of rules, theorems |
| 2. | Communication in foreign languages | Skills: to communicate within the areas, topics and situations defined by the current curriculum; understand by ear the meaning of authentic texts; read and understand authentic texts of different genres and types with different levels of understanding of the content; to communicate in writing in accordance with the tasks; use non-verbal means of communication if necessary, given the shortage of available language means; interact effectively with others orally, in writing and through electronic means of communication.
Attitude: critically evaluate information and use it for different purposes; express their thoughts, feelings and attitudes; adequately use the experience gained in the study of native language and other subjects, considering it as a means of conscious mastery of a foreign language; select and apply appropriate communication strategies according to different needs; effectively use learning strategies for independent study of foreign languages. Learning resources: textbooks, dictionaries, reference books, multimedia tools, adapted foreign texts. |
| 3. | Mathematical competence | Skills: to operate with textual and numerical information; to establish relations between real objects of the surrounding reality (natural, cultural, technical, etc.); solve problems, including practical content; build and study the simplest mathematical models of real objects, processes and phenomena, interpret and evaluate results; to forecast in the context of educational and practical tasks; use mathematical methods in life situations.
Attitude: awareness of the importance of mathematics for a full life in modern society, the development of technological, economic and defense potential of the state, the successful study of other subjects. Learning resources: solving mathematical problems, and necessarily those that simulate real life situations |
| 4. | Basic competencies in natural sciences and technologies | Skills: to recognize problems that arise in the environment; build and study natural phenomena and processes; use technological devices.
Attitude: awareness of the importance of natural sciences as a universal language of science, technology and engineering. awareness of the role of scientific ideas in modern information technology Learning resources: drawing up graphs and charts that illustrate the functional relationships of the results of human impact on nature |
| 5. | Information and digital competence | Skills: structure data; act according to the algorithm and compose algorithms; determine the sufficiency of data to solve the problem; use different sign systems; find information and assess its reliability; to prove the truth of statements.
Attitude: critical understanding of information and sources of its receipt; awareness of the importance of information technology for the effective solution of mathematical problems. Learning resources: data visualization, construction of graphs and charts using software |
| 6. | Ability to learn throughout life | Skills: to determine the purpose of educational activities, to select and apply the necessary knowledge and methods of activity to achieve this goal; organize and plan their educational activities; model their own educational trajectory, analyze, control, adjust and evaluate the results of their educational activities; to prove the correctness of one’s own judgment or to admit erroneousness.
Attitude: awareness of their own educational needs and the value of new knowledge and skills; interest in learning about the world; understanding the importance of lifelong learning; the desire to improve the results of their activities. Learning resources: modeling your own educational trajectory |
| 7. | Initiative and entrepreneurship | Skills: generate new ideas, solve life problems, analyze, predict, make optimal decisions; use the criteria of rationality, practicality, efficiency and accuracy in order to choose the best solution; argue and defend their position, discuss; use different strategies, looking for the best ways to solve a life problem.
Attitude: initiative, responsibility, self-confidence; conviction that the success of the team is also a personal success; positive evaluation and support of constructive ideas of others. Learning resources: tasks of entrepreneurial content (optimization tasks) |
| 8. | Social and civic competence | Skills: to express one’s own opinion, listen and hear others, evaluate arguments and change one’s opinion based on evidence; argue and defend their position; make informed decisions in life situations; cooperate in a team, allocate and perform their own role in teamwork; analyze your own economic situation, family budget; navigate a wide range of services and goods based on clear criteria, make consumer choices based on different data.
Attitude: thrift and moderation; equal treatment of others regardless of wealth, social origin; responsibility for the common cause; willingness to logically justify the position without premature transition to conclusions; respect for human rights, an active position in the fight against discrimination. Learning resources: tasks of social content |
| 9. | Awareness and self-expression in the field of culture | Skills: to express one’s opinion competently and logically, to argue and conduct a dialogue, taking into account the national and cultural peculiarities of the interlocutors and adhering to the ethics of communication and interaction; take into account the artistic and aesthetic component when creating the products of their activities (drawings, texts, diagrams, etc.).
Attitudes: cultural self-identification, respect for cultural diversity in global society; awareness of the impact of a particular subject on human culture and society. Learning resources: mathematical models in different arts |
| 10. | Environmental literacy and healthy living | Skills: to analyze and critically evaluate socio-economic events in the country on the basis of various data; take into account the legal, ethical, environmental and social consequences of decisions; recognize how interpretations of problem-solving results can be used for manipulation.
Attitude: awareness of the relationship between each individual subject and ecology on the basis of different data; economical and careful attitude to natural resources, cleanliness of the environment and observance of sanitary norms of life; consideration of comparative characteristics for choosing a healthy lifestyle; own opinion and position on alcohol, nicotine abuse, etc. Educational resources: educational projects, tasks of socio-economic, ecological content; tasks that promote awareness of the value of a healthy lifestyle |
Key competencies such as the ability to learn, initiative and entrepreneurship, environmental literacy and a healthy lifestyle, social and civic competences can be formed by all subjects at once. Highlighting in curricula such cross-cutting lines of key competencies as “Environmental Security and Sustainable Development”, “Civil Responsibility”, “Health and Security”, “Entrepreneurship and Financial Literacy” is aimed at developing students’ ability to apply knowledge and skills in real life situations. Cross-cutting lines are a means of integrating key and general subject competencies, individual subjects and subject cycles; they must be taken into account in shaping the school environment. Cross-cutting lines are socially significant cross-curricular topics that help students form ideas about society as a whole, develop the ability to apply the acquired knowledge in different situations.
Training through cross-cutting lines is implemented primarily through:
– organization of the educational environment – the content and goals of cross-cutting topics are taken into account in the formation of spiritual, social and physical learning environment;
– individual subjects – based on cross-cutting topics in the study of the subject are appropriate interpretations, examples and methods of teaching, implemented extracurricular, interclass and school projects. The role of individual subjects in teaching on cross-cutting topics is different and depends on the goals and content of a particular subject and on how closely a particular subject cycle is related to a particular cross-cutting topic;
– optional items;
– work in projects;
– extracurricular educational work and work of circles, studios.
| Cross-cutting line | Brief description |
| Environmental security and sustainable development | Formation of students’ social activity, responsibility and environmental awareness, willingness to participate in addressing environmental issues and society, awareness of the importance of sustainable development for future generations.
The problem of the through line is realized through tasks with real data on the use of natural resources, their conservation and increase. The analysis of these data promotes the development of respect for the environment, ecology, the formation of critical thinking, the ability to solve problems, critically evaluate the prospects for the development of the environment and man. Outdoor lessons are possible. |
| Civil liability | It will promote the formation of a responsible member of the community and society who understands the principles and mechanisms of society. This cross-cutting line is mastered mainly through collective activities (research, group work, projects, etc.), which combines individual subjects and develops in students a willingness to cooperate, tolerance for different ways of working and thinking.
The study of a particular subject should evoke as many positive emotions in students, and its content – to be aimed at educating decency, diligence, systematicity, consistency, perseverance and honesty. The example of a teacher is designed to play an important role in forming a tolerant attitude towards peers, regardless of the level of academic achievement. |
| Health and safety | The task of the cross-cutting line is to become a student as an emotionally stable member of society, able to lead a healthy lifestyle and create a safe living environment around him.
Implemented through tasks with real data on safety and health (text tasks related to the traffic environment, pedestrians and vehicles). You should pay attention to the problems associated with risks to life and health. Solving problems found with the “aha effect”, finding the best methods of solving and solving problems, etc., can cause a lot of joyful emotions in students. |
| Entrepreneurship and financial literacy | The cross-cutting line is aimed at developing leadership initiatives, the ability to operate successfully in a rapidly changing technological environment, providing students with a better understanding of practical aspects of financial issues (savings, investing, borrowing, insurance, lending, etc.).
This cross-cutting line is related to solving practical tasks related to business planning and real assessment of one’s own capabilities, drawing up a family budget, forming an economical attitude to natural resources. |
A necessary condition for the formation of competencies in the institution is the activity-oriented learning, which involves the constant involvement of students in various types of pedagogically appropriate active educational and cognitive activities, as well as its practical orientation. It is expedient, where possible, not only to show the emergence of a fact from a practical situation, but also if possible to create conditions for independent derivation of new knowledge, testing it in practice and establishing cause-and-effect relationships by creating problem situations, organizing observations, experiments and others. activities. The formation of key competencies is facilitated by the establishment and implementation in the educational process of interdisciplinary and intradisciplinary links, namely: content and information, operational and organizational and methodological. Their use enhances students’ cognitive interest in learning and increases the level of their general culture, creates conditions for the systematization of educational material and the formation of scientific worldview. Students gain experience in applying knowledge in practice and transferring it to new situations.
Requirements for persons who can start obtaining basic secondary education under this educational program
Basic secondary education is usually obtained after primary education. Children who received primary education on September 1 of the current school year must start obtaining basic secondary education in the same school year.
Persons with special educational needs can start obtaining basic secondary education under other conditions.
List of educational branches
The educational program is concluded in the following educational fields:
The logical sequence of studying subjects is revealed in the relevant curricula (Appendix 3).
The educational branch “Language and Literature” in the curriculum is implemented through separate subjects “Ukrainian language”, “Ukrainian literature”, “Foreign language”, “Foreign literature”.
Within the field of “Social Sciences” in the 5th grade will be studied the course “History of Ukraine (Introduction to History)”, in the 6th – an integrated course “World History”. History of Ukraine “, in 8th grade – subjects” History of Ukraine “and” World History “.
The educational branch “Art” is implemented in 5-6 grades through separate courses “Musical Art” and “Fine Arts”, in 8 – through an integrated course “Art”.
The educational branch “Mathematics” is realized through separate subjects “Mathematics” (5-6 grades), “Algebra” and “Geometry” (8th grade).
Within the field of “Natural Science” in the 5th grade the subject “Natural Science” is studied, in the 6th grade – the subjects “Biology” and “Geography”, in the 8th grade – the subjects “Physics” and “Chemistry”.
The educational branch “Technologies” is realized through separate subjects “Crafts” and “Informatics”.
Given the staffing and logistics, the institution may choose different modules for studying the subject “Crafts”:
Within the field of “Health and Physical Education” separate subjects “Fundamentals of Health” and “Physical Culture” are studied.
The content of the subject “Physical Culture” is formed by the institution independently from the variable modules in accordance with the gender and age characteristics of students, their interests, material and technical base of the institution, staffing, regional and folk traditions. Taking into account the staffing and logistics, the following modules were selected for the study of the subject “Physical Culture”:
Various modules can be used not only for individual sports, but also for rhythmics, choreography, plastic arts, fitness, yoga, etc.
Maintaining the health of children is one of the main tasks of the institution. Therefore, the development of skills for a healthy lifestyle and safe behavior is carried out not only in the subjects of “Physical Education” and “Fundamentals of Health”, but is integrated into the content of all subjects of invariant and variable components of the curriculum.
To prevent overloading students, their education in other types of educational institutions (art, music, sports schools, etc.) will be taken into account. Thus, according to the decision of the pedagogical council, the assessment of students is allowed to take into account the results of their education in relevant subjects (music, physical education, etc.) in out-of-school institutions.
Forms of organization of the educational process
The main forms of organization of the educational process are different types of lessons:
– formation of competencies;
– development of competencies;
– verification and / or assessment of the achievement of competencies;
– correction of basic competencies;
– combined lesson and others.
Also forms of organization of the educational process can be excursions, virtual trips, lessons-seminars, conferences, forums, performances, briefings, quests, interactive lessons (lessons- “courts”, lesson-discussion group, lessons with teaching some students to others), integrated lessons , problem lesson, video lessons, project activities, etc.
In order to learn new material and develop competencies, in addition to the lesson, practical classes or classes on project activities are held. This form of organization combines the implementation of various practical exercises, experimental work in accordance with the content of individual subjects, is less regulated and has an emphasis on greater independence of students in experimental and practical activities. Students can apply the achieved competencies in practical classes and workshops. A practical lesson is a form of organization in which students are given the opportunity to apply their knowledge in practice. Experimental tasks provided by the content of individual subjects are performed in workshops (performing experimental and practical work). The review conference (for grades 8-11) should include a discussion of the key provisions of the studied material, the student reveals new generalizing approaches to its analysis. A review conference can be comprehensive, which means implementing interdisciplinary links in the generalization and systematization of educational material. The sightseeing tour involves purposeful acquaintance of students with objects and observation of processes in order to restore and systematize previously acquired knowledge.
The function of testing and / or assessing the achievement of competencies is performed by educational and practical classes. Students receive specific tasks, which are reported to the teacher. Practical classes and workshops can also be built in order to implement the control functions of the educational process. In these classes, students make their own products, perform measurements and report on the work done.
It is possible to conduct classes in small groups, teams and units (including the work of students in pairs of variable composition), provided that individual students perform the work of consultants, those who teach a small group.
Excursions are primarily designed to show students the practical application of knowledge gained in the study of the content of individual subjects (possibly combined with the collection of students during the tour of the material to perform certain tasks).
Students can independently shoot and edit videos (during the video lesson) provided they develop the film’s plot, select material, perform independently assigned roles and analyze the work done.
Forms of organization of the educational process can be clarified and expanded in the content of individual subjects, subject to compliance with state requirements of the State Standard and individual subjects during the school year.
The choice of forms and methods of teaching the teacher determines independently, taking into account the specific working conditions, while ensuring the achievement of specific expected results specified in the curriculum of individual subjects.
Description and tools of the internal quality assurance system of education
The internal quality assurance system consists of the following components:
The educational program of Astor for 5-6, 8 grades (basic secondary education) provides for students to achieve learning outcomes (competencies) defined by the State Standard.
The educational program is formed on the basis of the Standard educational program, does not require separate approval by the central body for quality assurance of education. It is approved by the pedagogical council of the educational institution and approved by the director. In addition to the educational components for free choice by students, which are mandatory, according to the institution, it may contain other components, including the correctional and developmental component. This educational program and the list of educational components are published on the website of the institution.
On the basis of the Educational Program of Astor, a curriculum has been drawn up, which specifies the organization of the educational process.
Appendix 1
(compiled according to Table 10 (with instruction in Ukrainian and study of two foreign languages) of the Standard educational program ZZSO II degree, approved by the order of the Ministry of Education and Science of Ukraine from 20.04.2018 № 405)
Curriculum for 5th, 8th grades (with study of two foreign languages)
2019-2020 academic year
| Branches of education | Educational subjects | Number of hours per week | |
| 5th grade | 8th grade | ||
| Invariant part | |||
| Languages and literature | Ukrainian language | 3,5+0,5 | 2+1 |
| Ukrainian literature | 2 | 2 | |
| First foreign language (English) | 3+1 | 2+1 | |
| Second foreign language (French) | 2 | 2 | |
| World Literature | 2 | 2 | |
| Social science | History of Ukraine | 1 | 1,5+0,5 |
| World History | – | 1 | |
| Fundamentals of jurisprudence | – | – | |
| Art | Musical art | 1 | – |
| Fine Arts | 1 | – | |
| Arts / music, fine arts | – | 1 | |
| Mathematics | Mathematics | 4 | – |
| Algebra | – | 2 | |
| Geometry | – | 2 | |
| Natural science | Natural science | 2 | – |
| Biology | – | 2 | |
| Geography | – | 2 | |
| Physics | – | 2 | |
| Chemistry | – | 2 | |
| Technologies | Crafts | 2 | 1 |
| Computer Science | 1 | 2 | |
| Health and
Physical Education |
Health Basics | 1 | 1 |
| Physical Education | 3 | 3 | |
| Together | 25,5+3 | 29,5+3 | |
| Variable part | |||
| Additional time for subjects, electives, individual lessons and consultations, including: | 2,5 |
3,5 |
|
| Financial literacy | 1 | 1 | |
| The maximum allowable training load | 28 | 33 | |
| Total (excluding the division of classes into groups) | 28+3 | 33+3 | |
Director
Astor Educational Institution LLC
Pilleroa Madana A. А.
Appendix 2
(compiled according to Table 1 of the Standard educational program ZSSO II degree, approved by the order of the Ministry of Education and Science of Ukraine from 20.04.2018 № 405)
Curriculum for 6th grade
2019-2020 academic year
| Branches of education | Educational subjects | Number of hours per week |
| 6 | ||
| Languages and literature | Ukrainian language | 3,5+0,5 |
| Ukrainian literature | 2 | |
| First foreign language (English) | 3+1 | |
| Second foreign language (French) | 2 | |
|
Social science |
World Literature | 1 |
| History of Ukraine | 1 | |
| World History | – | |
|
Art |
Fundamentals of jurisprudence | 1 |
| Musical art | 1 | |
| Fine Arts | – | |
|
Mathematics |
Arts / music, fine arts | 4 |
| Mathematics | – | |
| Algebra | – | |
|
Natural science
|
Geometry | – |
| Natural science | 2 | |
| Biology | 2 | |
| Geography | – | |
| Physics | – | |
| Chemistry | 2 | |
| Technologies | Crafts | 1+1 |
| Computer Science | 1 | |
| Health and
Physical Education |
Health Basics | 3 |
| Physical Education | 3,5+0,5 | |
| Together | 26,5+3 | |
| Variable part | ||
| Additional time for subjects, electives, individual lessons and consultations, including: | 3,5 | |
| Financial literacy | 1 | |
| The maximum allowable training load | 30 | |
| Total (excluding the division of classes into groups) | 30+3 | |
Director
Astor Educational Institution LLC
Pilleroa Madana A. А.
Appendix 3
List of curricula for students of general secondary education of the second degree (grades 5-9, basic secondary education), approved by the order of the Ministry of Education and Science of Ukraine from 07.06.2017 №804)
| № | Name of the curriculum | Classes in which subjects are studied |
| 1. | Ukrainian language | 5-9 |
| 2. | Ukrainian literature | 5-9 |
| 3. | Biology | 6-9 |
| 4. | World History | 6-9 |
| 5. | Geography | 6-9 |
| 6. | World Literature | 5-9 |
| 7. | Computer Science | 5-9 |
| 8. | History of Ukraine | 5-9 |
| 9. | Mathematics | 5-9 |
| 10. | Art | 5-9 |
| 11. | Health Basics | 5-9 |
| 12. | Natural science | 5 |
| 13. | Crafts | 5-9 |
| 14. | Physics | 7-9 |
| 15. | Physical Education | 5-9 |
| 16. | Chemistry | 7-9 |
| 17. | Foreign languages | 5-9 |
| 18. | Fundamentals of jurisprudence | 9 |