Registration N 19993

In accordance with the Federal Law of March 30, 1999 N 52-FZ "On the sanitary and epidemiological welfare of the population" (Collection of Legislation Russian Federation, 1999, N 14, Art. 1650; 2002, N 1 (part 1), Art. 2; 2003, N 2, art. 167; 2003, N 27 (part 1), Art. 2700; 2004, N 35, art. 3607; 2005, N 19, art. 1752; 2006, N 1, art. 10; 2006, N 52 (part 1), Art. 5498; 2007, N 1 (part 1), art. 21; 2007, N 1 (part 1), art. 29; 2007, N 27, Art. 3213; 2007, N 46, art. 5554; 2007, N 49, art. 6070; 2008, N 24, art. 2801; 2008, N 29 (part 1), art. 3418; 2008, N 30 (part 2), Art. 3616; 2008, N 44, Art. 4984; 2008, N 52 (part 1), Art. 6223; 2009, N 1, art. 17; 2010, N 40, Art. 4969) and Decree of the Government of the Russian Federation of July 24, 2000 N 554 "On Approval of the Regulations on the State Sanitary and Epidemiological Service of the Russian Federation and the Regulations on the State Sanitary and Epidemiological Rationing" (Collected Legislation of the Russian Federation, 2000, N 31, Art. 3295; 2004 , N 8, item 663; 2004, N 47, item 4666; 2005, N 39, item 3953) I decide:

1. Approve the sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions" (Appendix).

2. Enact these sanitary and epidemiological rules and regulations from September 1, 2011.

3. Since the introduction of SanPiN 2.4.2.2821-10, consider the sanitary and epidemiological rules and regulations SanPiN 2.4.2.1178-02 "Hygienic requirements for the conditions of education in educational institutions" approved by the decision of the Chief State Sanitary Doctor of the Russian Federation, First Deputy Minister of Health of the Russian Federation dated November 28, 2002 N 44 (registered in the Ministry of Justice of Russia on December 5, 2002, registration number 3997), SanPiN 2.4.2.2434-08 "Change N 1 to SanPiN 2.4.2.1178-02", approved by the decision of the Chief State Sanitary Doctor of the Russian Federation dated December 26, 2008 N 72 (registered with the Ministry of Justice of Russia on January 28, 2009, registration number 13189).

G. Onishchenko

Appendix

Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions

Sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10

I. General provisions and scope

1.1. These sanitary and epidemiological rules and regulations (hereinafter referred to as the sanitary rules) are aimed at protecting the health of students in the implementation of activities for their education and upbringing in educational institutions.

1.2. These sanitary rules establish sanitary and epidemiological requirements for:

Placement of a general educational institution;

Territories of a general educational institution;

The building of a general educational institution;

Equipping the premises of a general educational institution;

Air-thermal regime of a general educational institution;

natural and artificial lighting;

Water supply and sewerage;

Premises and equipment of educational institutions located in adapted buildings;

Regime educational process;

Organizations of medical care for students;

Sanitary condition and maintenance of the educational institution;

Compliance with sanitary rules.

1.3. Sanitary rules apply to designed, operating, under construction and reconstructed educational institutions, regardless of their type, organizational and legal forms and forms of ownership.

These sanitary rules apply to all educational institutions that implement programs of primary general, basic general and secondary (complete) general education and carry out the educational process in accordance with the levels of general education programs of three levels of general education:

the first stage is primary general education (hereinafter referred to as the I stage of education);

the second stage is the basic general education (hereinafter referred to as the II stage of education);

the third step is secondary (complete) general education (hereinafter referred to as the third step of education).

1.4. These sanitary rules are binding on all citizens, legal entities and individual entrepreneurs whose activities are related to the design, construction, reconstruction, operation of educational institutions, education and training of students.

1.5. Educational activities is subject to licensing in accordance with the legislation of the Russian Federation. The condition for making a decision on issuing a license is the submission by the license applicant of a sanitary and epidemiological conclusion on the compliance with the sanitary rules of buildings, territories, premises, equipment and other property, the mode of the educational process, which the license applicant intends to use for educational activities*.

1.6. If there are preschool groups in the institution that implement the main general educational program of preschool education, their activities are regulated by sanitary and epidemiological requirements for the arrangement, content and organization of the working hours of preschool organizations.

1.7. The use of premises of educational institutions for other purposes is not allowed.

1.8. Control over the implementation of these sanitary rules is carried out in accordance with the legislation of the Russian Federation by the authorized federal executive body exercising the functions of control and supervision in the field of ensuring the sanitary and epidemiological welfare of the population, protecting the rights of consumers and the consumer market and its territorial bodies.

II. Requirements for the placement of educational institutions

2.1. The provision of land plots for the construction of objects of educational institutions is allowed if there is a sanitary and epidemiological conclusion on the compliance of the land plot with sanitary rules.

2.2. Buildings of educational institutions should be located in a residential area, outside the sanitary protection zones of enterprises, structures and other facilities, sanitary breaks, garages, parking lots, highways, railway transport facilities, subways, takeoff and landing routes for air transport.

To ensure the normative levels of insolation and natural lighting of premises and playgrounds, when placing buildings of educational institutions, sanitary gaps from residential and public buildings must be observed.

The main engineering communications of urban (rural) purposes - water supply, sewerage, heat supply, energy supply - should not pass through the territory of educational institutions.

2.3. Newly constructed buildings of educational institutions are located on the intra-quarter territories of residential microdistricts, remote from city streets, inter-quarter passages at a distance that ensures noise levels and air pollution to the requirements of sanitary rules and regulations.

2.4. When designing and building urban educational institutions, it is recommended to provide for pedestrian accessibility of institutions located:

In II and III building-climatic zones - no more than 0.5 km;

In the I climatic region (I subzone) for students of the I and II stages of education - no more than 0.3 km, for students of the III stage of education - no more than 0.4 km;

In the I climatic region (II subzone) for students of the I and II stages of education - no more than 0.4 km, for students of the III stage of education - no more than 0.5 km.

2.5. In rural areas, pedestrian accessibility for students of educational institutions:

In the II and III climatic zones for students of the I stage of education is no more than 2.0 km;

For students of the II and III stages of education - no more than 4.0 km, in the I climatic zone - 1.5 and 3 km, respectively.

At distances exceeding those indicated for students of educational institutions located in rural areas, it is necessary to organize transport services to the educational institution and back. Travel time should not exceed 30 minutes one way.

The transportation of students is carried out by a specially allocated transport intended for the transportation of children.

The optimal pedestrian approach of students to the gathering place at the stop should be no more than 500 m. For rural areas, it is allowed to increase the radius of walking distance to the stop up to 1 km.

2.6. It is recommended for students living at a distance exceeding the maximum allowable transport service, as well as in case of transport inaccessibility during adverse weather conditions, to provide boarding at a general education institution.

III. Requirements for the territory of educational institutions

3.1. The territory of the educational institution should be fenced and landscaped. Landscaping of the territory is provided at the rate of at least 50% of the area of ​​its territory. When placing the territory of a general educational institution on the border with forests and gardens, it is allowed to reduce the landscaping area by 10%.

Trees are planted at a distance of at least 15.0 m, and shrubs at least 5.0 m from the building of the institution. When landscaping the territory, trees and shrubs with poisonous fruits are not used in order to prevent the occurrence of poisoning among students.

It is allowed to reduce the landscaping with trees and shrubs of the territories of general educational institutions in the regions of the Far North, taking into account special climatic conditions in these areas.

3.2. On the territory of a general educational institution, the following zones are distinguished: a recreation area, a sports and economic area. It is allowed to allocate a training and experimental zone.

When organizing a training and experimental zone, it is not allowed to reduce the physical culture and sports zone and the recreation area.

3.3. It is recommended to place the physical culture and sports zone on the side of the gym. When placing a physical culture and sports area from the windows of classrooms, noise levels in classrooms should not exceed hygienic standards for residential, public buildings and residential areas.

When constructing treadmills and sports grounds (volleyball, basketball, handball), drainage must be provided to prevent flooding with rainwater.

The equipment of the physical culture and sports zone should ensure the implementation of the programs of the subject "Physical Education", as well as the holding of sectional sports classes and recreational activities.

Sports and playgrounds must have a hard surface, a football field - a grass cover. Synthetic and polymer coatings must be frost-resistant, equipped with drains and must be made of materials that are harmless to children's health.

Classes on damp areas with bumps and potholes are not carried out.

Physical culture and sports equipment should correspond to the height and age of students.

3.4. For the implementation of the programs of the subject "Physical culture" it is allowed to use sports facilities (grounds, stadiums) located near the institution and equipped in accordance with sanitary and epidemiological requirements for the arrangement and maintenance of places for physical culture and sports.

3.5. When designing and building educational institutions on the territory, it is necessary to provide a recreation area for organizing outdoor games and recreation for students attending after-school groups, as well as for implementing educational programs that provide for outdoor activities.

3.6. The utility zone is located on the side of the entrance to the production premises of the canteen and has an independent entrance from the street. In the absence of heating and centralized water supply, a boiler room and a pump room with a water tank are placed on the territory of the economic zone.

3.7. To collect waste on the territory of the economic zone, a platform is equipped on which garbage collectors (containers) are installed. The site is located at a distance of at least 25.0 m from the entrance to the catering unit and the windows of classrooms and classrooms and is equipped with a waterproof hard surface, the dimensions of which exceed the base area of ​​the containers by 1.0 m in all directions. Garbage bins must have tight-fitting lids.

3.8. Entrances and entrances to the territory, driveways, paths to outbuildings, to areas for garbage collectors are covered with asphalt, concrete and other hard surfaces.

3.9. The territory of the institution must have outdoor artificial lighting. The level of artificial illumination on the ground must be at least 10 lux.

3.10. The location on the territory of buildings and structures that are not functionally related to a general educational institution is not allowed.

3.11. If there are preschool groups in a general educational institution that implement the main general educational program of preschool education, a play area is allocated on the territory, equipped in accordance with the requirements for the device, content and organization of the working hours of preschool organizations.

3.12. Noise levels on the territory of a general education institution should not exceed the hygienic standards for premises of residential, public buildings and residential areas.

IV. building requirements

4.1. Architectural and planning solutions of the building should provide:

Allocation to a separate block of classrooms primary school with exits to the site;

Location of recreational facilities in close proximity to educational facilities;

Accommodation on the upper floors (above the third floor) of classrooms and classrooms attended by students in grades 8-11, administrative and utility rooms;

Exclusion of the harmful effects of environmental factors in a general education institution on the life and health of students;

Placement of training workshops, assembly and sports halls of educational institutions, their total area, as well as a set of premises for circle work, depending on local conditions and the possibilities of a general educational institution, in compliance with the requirements of building codes and regulations and these sanitary rules.

Previously constructed buildings of educational institutions are operated in accordance with the project.

4.2. It is not allowed to use the basement floors and basements for classrooms, offices, laboratories, educational workshops, medical facilities, sports, dance and assembly halls.

4.3. The capacity of newly built or reconstructed educational institutions should be calculated for training in only one shift.

4.4. Entrances to the building can be equipped with vestibules or air and air-thermal curtains, depending on the climatic zone and the calculated outdoor temperature, in accordance with the requirements of building codes and regulations.

4.5. When designing, constructing and reconstructing a building of a general educational institution, wardrobes must be placed on the 1st floor with the obligatory equipment of places for each class. Wardrobes are equipped with hangers for clothes and cells for shoes.

In existing buildings for primary school students, it is possible to place a wardrobe in recreation areas, provided that they are equipped with individual lockers.

In institutions located in rural areas, with the number of students in one class of no more than 10 people, it is allowed to arrange wardrobes (hangers or lockers) in classrooms, subject to the norm of the area of ​​the classroom for 1 student.

4.6. Students of elementary general education schools must study in the classrooms assigned to each class.

4.7. In newly constructed buildings of educational institutions, it is recommended to allocate classrooms for primary classes in a separate block (building), group them into study sections.

In the training sections (blocks) for students in grades 1-4, there are: classrooms with recreation, playrooms for extended day groups (at least 2.5 m 2 per student), toilets.

For 1st grade students attending extended day groups, sleeping quarters with an area of ​​at least 4.0 m 2 per child should be provided.

4.8. For students of the II - III stage of education, the organization of the educational process according to the class-room system is allowed.

If it is impossible to ensure that classrooms and laboratories match the educational furniture with the height and age characteristics of students, it is not recommended to use the classroom system of education.

In general educational institutions located in rural areas, with a small number of classes, it is allowed to use classrooms in two or more disciplines.

4.9. The area of ​​classrooms is taken without taking into account the area required for arranging additional furniture (wardrobes, cabinets, etc.) for storing teaching aids and equipment used in the educational process, based on:

Not less than 2.5 m 2 per 1 student with frontal forms of classes;

Not less than 3.5 m 2 per 1 student when organizing group forms of work and individual lessons.

In newly constructed and reconstructed buildings of educational institutions, the height of educational premises must be at least 3.6 m 2.

The estimated number of students in classes is determined based on the calculation of the area per student and the arrangement of furniture in accordance with Section V of these sanitary rules.

4.10. In the classrooms of chemistry, physics, biology, laboratory assistants should be equipped.

4.11. The area of ​​computer science classrooms and other classrooms where personal computers are used must comply with hygienic requirements for personal electronic computers and the organization of work.

4.12. The set and area of ​​premises for extracurricular activities, circle classes and sections must comply with sanitary and epidemiological requirements for institutions additional education children.

When placing a sports hall on the 2nd floor and above, sound and vibration isolation measures must be taken.

The number and types of sports halls are provided depending on the type of educational institution and its capacity.

4.14. At sports halls in existing educational institutions, equipment must be provided; dressing rooms for boys and girls. It is recommended to equip gyms with separate showers and toilets for boys and girls.

4.15. In the newly constructed buildings of educational institutions at sports halls, the following should be provided: projectile; rooms for storing cleaning equipment and preparing disinfectant and washing solutions with an area of ​​at least 4.0 m 2; separate dressing rooms for boys and girls with an area of ​​at least 14.0 m 2 each; separate showers for boys and girls with an area of ​​at least 12 m 2 each; separate toilets for boys and girls with an area of ​​at least 8.0 m 2 each. Toilets or locker rooms are equipped with sinks for washing hands.

4.16. When constructing swimming pools in educational institutions, planning decisions and its operation must meet hygienic requirements for the device, operation of swimming pools and water quality.

4.17. In general educational institutions, it is necessary to provide a set of premises for organizing meals for students in accordance with the sanitary and epidemiological requirements for organizing meals for students in general educational institutions, institutions of primary and secondary vocational education.

4.18. During the construction and reconstruction of buildings of educational institutions, it is recommended to provide an assembly hall, the dimensions of which are determined by the number of seats at the rate of 0.65 m 2 per seat.

4.19. The type of library depends on the type of educational institution and its capacity. In institutions with in-depth study of individual subjects, gymnasiums and lyceums, the library should be used as a reference and information center of a general education institution.

The area of ​​the library (information center) must be taken at the rate of at least 0.6 m 2 per student.

When equipping information centers with computer technology, hygienic requirements for personal electronic computers and organization of work must be observed.

4.20. Recreational facilities of educational institutions should be provided at the rate of at least 0.6 m 2 per 1 student.

The width of recreations with a one-sided arrangement of classes should be at least 4.0 m, with a two-sided arrangement of classes - at least 6.0 m.

When designing a recreation area in the form of halls, the area is set at the rate of 2 m 2 per student.

4.21. In existing buildings of educational institutions for medical care of students, medical facilities should be provided on the first floor of the building, located in a single block: a doctor's office with an area of ​​at least 14.0 m 2 and a length of at least 7.0 m (to determine the acuity of hearing and vision of students ) and a procedural (vaccination) room with an area of ​​at least 14.0 m 2.

In general educational institutions located in rural areas, it is allowed to organize medical care at feldsher-obstetric stations and outpatient clinics.

4.22. For newly constructed and reconstructed buildings of educational institutions, the following premises for medical care should be equipped: a doctor's office with a length of at least 7.0 m (to determine the acuity of hearing and vision of students) with an area of ​​at least 21.0 m 2; treatment and vaccination rooms with an area of ​​at least 14.0 m 2 each; a room for the preparation of disinfectant solutions and storage of cleaning equipment intended for medical premises, with an area of ​​at least 4.0 m 2; toilet.

When equipping a dental office, its area must be at least 12.0 m 2.

All medical facilities should be grouped in one block and located on the 1st floor of the building.

4.23. The doctor's office, procedural, vaccination and dental rooms are equipped in accordance with the sanitary and epidemiological requirements for organizations engaged in medical activities. The vaccination room is equipped in accordance with the requirements for the organization of immunoprophylaxis of infectious diseases.

4.24. For children in need of psychological and pedagogical assistance, in general educational institutions there are separate rooms for a teacher-psychologist and a teacher-speech therapist with an area of ​​at least 10 m 2 each.

4.25. On each floor there should be toilets for boys and girls, equipped with cubicles with doors. The number of sanitary appliances is determined on the basis of: 1 toilet bowl for 20 girls, 1 wash basin for 30 girls: 1 toilet bowl, 1 urinal and 1 wash basin for 30 boys. The area of ​​sanitary facilities for boys and girls should be taken at the rate of at least 0.1 m 2 per student.

A separate bathroom is allocated for staff at the rate of 1 toilet for 20 people.

In previously built buildings of educational institutions, the number of sanitary facilities and sanitary appliances is allowed in accordance with the design decision.

In sanitary facilities, pedal buckets and toilet paper holders are installed; an electric towel or a paper towel holder is placed next to the washbasins. Sanitary equipment must be in good working order, free of chips, cracks and other defects. Entrances to the bathrooms are not allowed to be located opposite the entrance to the classrooms.

Toilets are equipped with seats made of materials that allow them to be treated with detergents and disinfectants.

For students of II and III levels of education in newly built and reconstructed buildings of educational institutions, personal hygiene rooms are provided at the rate of 1 cabin for 70 people with an area of ​​at least 3.0 m 2. They are equipped with a bidet or tray with a flexible hose, a toilet bowl and a washbasin with cold and hot water.

For previously built buildings of educational institutions, it is recommended to equip personal hygiene cabins in the toilet rooms.

4.26. In the newly constructed buildings of educational institutions, on each floor, a room is provided for storing and processing cleaning equipment, preparing disinfectant solutions, equipped with a tray and cold and hot water supply to it. In previously built buildings of educational institutions, a separate place is allocated for storing all cleaning equipment (except for equipment intended for cleaning catering and medical facilities), which is equipped with a cabinet.

4.27. Washbasins are installed in primary school rooms, laboratory rooms, classrooms (chemistry, physics, drawing, biology), workshops, home economics rooms, and in all medical rooms.

The installation of sinks in classrooms should be provided for, taking into account the growth and age characteristics of students: at a height of 0.5 m from the floor to the side of the sink for students in grades 1-4 and at a height of 0.7-0.8 m from the floor to the side of the sink for students in grades 5 - 11. Pedal buckets and toilet paper holders are installed near the sinks. Electric or paper towels and soap are placed next to the washbasins. Soap, toilet paper and towels should be available at all times.

4.28. Ceilings and walls of all rooms must be smooth, without cracks, cracks, deformations, signs of fungus damage and allowing them to be cleaned with a wet method using disinfectants. It is allowed in classrooms, classrooms, recreations and other premises to equip suspended ceilings made of materials permitted for use in general educational institutions, provided that the height of the premises is not less than 2.75 m, and in newly built buildings not less than 3.6 m.

4.29. Floors in classrooms and classrooms and recreation areas must have plank, parquet, tile or linoleum flooring. In the case of using a tile coating, the surface of the tile must be matte and rough, not allowing slipping. The floors of toilets and washrooms are recommended to be lined with ceramic tiles.

Floors in all rooms must be free of cracks, defects and mechanical damage.

4.30. In medical premises, the surfaces of the ceiling, walls and floor must be smooth, allowing them to be cleaned with a wet method and resistant to the action of detergents and disinfectants approved for use in medical premises.

4.31. All building and finishing materials must be harmless to the health of children.

4.32. In a general education institution and a school boarding school, it is not allowed to carry out all types of repair work in the presence of students.

4.33. As part of a general education institution structural subdivision may include a boarding school at a general educational institution, if the general educational institution is located above the maximum allowable transport service.

The building of a boarding school at a general educational institution may be separate, and also be part of the main building of a general educational institution with its allocation to an independent block with a separate entrance.

As part of the premises of a boarding school at a general education institution, the following should be provided:

Sleeping quarters separately for boys and girls with an area of ​​at least 4.0 m 2 per person;

Premises for self-training with an area of ​​at least 2.5 m 2 per person;

Rest rooms and psychological relief;

Washrooms (1 sink for 10 people), toilets (1 toilet for 10 girls, 1 toilet and 1 urinal for 20 boys, each toilet has 1 sink for washing hands), showers (1 shower net for 20 people), hygiene room. Pedal buckets, toilet paper holders are installed in toilets; electric or paper towels and soap are placed next to washbasins. Soap, toilet paper and towels should be available at all times;

Rooms for drying clothes and shoes;

Rooms for washing and ironing personal belongings;

Storage room for personal belongings;

Medical room: doctor's office and

Insulator;

Administrative and economic premises.

Equipment, decoration of premises and their maintenance must comply with hygienic requirements for the device, maintenance, organization of the working hours in orphanages and boarding schools for orphans and children left without parental care.

For a newly built boarding school at a general education institution, the main building of the general education institution and the building of the boarding school are connected by a warm transition.

4.34. Noise levels in the premises of a general educational institution should not exceed the hygienic standards for premises of residential, public buildings and residential areas

V. Requirements for premises and equipment

educational institutions

5.1. The number of jobs for students should not exceed the capacity of the educational institution provided for by the project according to which the building was built (reconstructed).

Each student is provided with a workplace (at a desk or table, game modules and others) in accordance with his height.

5.2. Depending on the purpose of the classrooms, various types of student furniture can be used: school desks, student tables (single and double), classroom, drawing or laboratory tables complete with chairs, desks and others. Stools or benches are not used instead of chairs.

Student furniture must be made of materials that are harmless to the health of children, and must comply with the growth and age characteristics of children and ergonomic requirements.

5.3. The main type of student furniture for students of the 1st stage of education should be a school desk, provided with a tilt regulator for the surface of the working plane. During the teaching of writing and reading, the slope of the working surface of the plane of the school desk should be 7-15. The front edge of the seat surface should go beyond the front edge of the working plane of the desk by 4 cm at the desks of the 1st number, by 5 - 6 cm - at the 2nd and 3rd numbers and by 7 - 8 cm at the desks of the 4th number.

The dimensions of the educational furniture, depending on the height of the students, must correspond to the values ​​\u200b\u200bgiven in Table 1.

A combined use of different types of student furniture (desks, desks) is allowed.

Depending on the height group, the height above the floor of the front edge of the desk top facing the student should have the following values: with a body length of 1150 - 1300 mm - 750 mm, 1300 - 1450 mm - 850 mm and 1450 - 1600 mm - 950 mm. The angle of inclination of the table top is 15 - 17 .

The duration of continuous work at the desk for students of the 1st stage of education should not exceed 7-10 minutes, and for students of the 2nd-3rd stage of education - 15 minutes.

5.4. For the selection of educational furniture according to the growth of students, its color marking is made, which is applied to the visible side outer surface of the table and chair in the form of a circle or stripes.

5.5. Desks (tables) are placed in classrooms by numbers: smaller ones are closer to the blackboard, larger ones are farther away. For children with hearing impairments, desks should be placed in the front row.

Children who often suffer from acute respiratory infections, tonsillitis, colds should be seated further from the outer wall.

At least twice per academic year students sitting on the outer rows, rows 1 and 3 (with a three-row arrangement of desks), change places without violating the correspondence of the furniture to their height.

In order to prevent violations of posture, it is necessary to cultivate the correct working posture for students from the first days of attending classes in accordance with the recommendations of Annex 1 of these sanitary rules.

5.6. When equipping classrooms, the following dimensions of aisles and distances in centimeters are observed:

Between the rows of double tables - at least 60;

Between a row of tables and an outer longitudinal wall - at least 50 - 70;

Between a row of tables and an internal longitudinal wall (partition) or cabinets along this wall - at least 50;

From the last tables to the wall (partition) opposite the blackboard - at least 70, from the back wall, which is external - 100;

From the demonstration table to the training board - at least 100;

From the first desk to the training board - at least 240;

The greatest distance of the last place of the student from the educational board - 860;

The height of the lower edge of the training board above the floor is 70 - 90;

The distance from the blackboard to the first row of tables in square or transverse cabinets with a four-row arrangement of furniture is at least 300.

The angle of visibility of the board from the edge of the board 3.0 m long to the middle of the extreme place of the student at the front table must be at least 35 degrees for students of the II-III levels of education and at least 45 degrees for students of the I level of education.

The most distant place of employment from the windows should not be more than 6.0 m.

In educational institutions of the first climatic region, the distance of tables (desks) from the outer wall must be at least 1.0 m.

When installing desks in addition to the main student furniture, they are placed behind the last row of tables or the first row from the wall opposite the light-bearing one, in compliance with the requirements for the size of the passages and the distances between the equipment.

This arrangement of furniture does not apply to classrooms equipped with interactive whiteboards.

In newly constructed and reconstructed buildings of educational institutions, it is necessary to provide for a rectangular configuration of classrooms and classrooms with student tables located along the windows and left-hand natural lighting.

5.7. Chalkboards (using chalk) should be made of materials that adhere well to writing materials, clean well with a damp sponge, be durable, dark green in color and anti-reflective.

Blackboards should have trays for holding chalk dust, storing chalk, rags, and a holder for drawing supplies.

When using a marker board, the color of the marker should be contrasting (black, red, brown, dark tones of blue and green).

It is allowed to equip classrooms and classrooms with interactive whiteboards that meet hygienic requirements. When using an interactive whiteboard and a projection screen, it is necessary to ensure its uniform illumination and the absence of bright spots of light.

5.8. Physics and chemistry classrooms should be equipped with special demonstration tables. To ensure better visibility of educational visual aids, the demonstration table is installed on the podium. Student and demonstration tables must have a coating that is resistant to aggressive chemicals and protective edges along the outer edge of the table.

The chemistry cabinet and the laboratory assistant are equipped with fume hoods.

5.9. The equipment of informatics classrooms must comply with hygienic requirements for personal electronic computers and the organization of work.

5.10. Workshops for labor training should have an area at the rate of 6.0 m 2 per 1 workplace. The placement of equipment in the workshops is carried out taking into account the creation of favorable conditions for visual work and maintaining the correct working posture.

Carpentry workshops are equipped with workbenches, arranged either at an angle of 45 to the window, or in 3 rows perpendicular to the light-bearing wall so that the light falls on the left. The distance between the workbenches must be at least 0.8 m in the front-rear direction.

In locksmith workshops, both left-handed and right-handed lighting is allowed with a perpendicular arrangement of workbenches to the light-bearing wall. The distance between the rows of single workbenches should be at least 1.0 m, double - 1.5 m. The vise is attached to the workbenches at a distance of 0.9 m between their axes. Locksmith workbenches must be equipped with a safety net 0.65 - 0.7 m high.

Drilling, grinding and other machines should be installed on a special foundation and equipped with safety nets, glass and local lighting.

Carpentry and locksmith workbenches should be appropriate for the height of students and equipped with footrests.

The dimensions of the tools used for carpentry and metalwork must correspond to the age and height of the students (Appendix 2 of these sanitary rules).

Locksmith and carpentry workshops and service work rooms are equipped with washbasins with cold and hot water supply, electric towels or paper towels.

5.11. In newly constructed and reconstructed buildings of educational institutions in the classrooms of home economics, it is necessary to provide for the presence of at least two rooms: for teaching cooking skills and for cutting and sewing.

5.12. In the home economics classroom used for teaching cooking skills, it is planned to install two-slot sinks with cold and hot water supply with a mixer, at least 2 tables with hygienic coating, a refrigerator, an electric stove and a cupboard for storing dishes. Approved detergents for washing tableware must be provided near sinks.

5.13. The home economics cabinet, used for cutting and sewing, is equipped with tables for drawing patterns and cutting, sewing machines.

Sewing machines are installed along windows to provide left-hand natural light to the work surface of the sewing machine or opposite a window for direct (front) natural light to the work surface.

5.14. In the existing buildings of educational institutions, in the presence of one home economics cabinet, a separate place is provided for placing an electric stove, cutting tables, a sink for dishes and a washbasin.

5.15. Labor training workshops and a home economics office, gyms should be equipped with first aid kits.

5.16. The equipment of classrooms intended for artistic creativity, choreography and music must comply with sanitary and epidemiological requirements for institutions of additional education for children.

5.17. In the playrooms, furniture, play and sports equipment should correspond to the growth data of students. Furniture should be placed around the perimeter of the game room, thereby freeing up the maximum part of the area for outdoor games.

When using upholstered furniture, it is necessary to have removable covers (at least two), with their obligatory replacement at least once a month and as they get dirty. Special cabinets are installed for storing toys and manuals.

Televisions are installed on special cabinets at a height of 1.0 - 1.3 m from the floor. When watching TV programs, the placement of spectator seats should ensure a distance of at least 2 m from the screen to the eyes of students.

5.18. Bedrooms for first-graders attending an extended day group should be separate for boys and girls. They are equipped with teenage (size 1600 x 700 mm) or built-in single-tier beds. The beds in the bedrooms are arranged in compliance with the minimum gaps: from the outer walls - at least 0.6 m, from the heaters - 0.2 m, the width of the passage between the beds - at least 1.1 m, between the headboards of two beds - 0.3 - 0.4 m.

VI. Air-thermal requirements

6.1. Buildings of educational institutions are equipped with centralized heating and ventilation systems, which must comply with the design and construction standards for residential and public buildings and provide optimal microclimate and air parameters.

Steam heating is not used in institutions. When installing fences for heating appliances, the materials used must be harmless to the health of children.

Fences made of particle boards and other polymeric materials are not allowed.

Do not use portable heaters, as well as heaters with infrared radiation.

6.2. The air temperature, depending on climatic conditions in classrooms and offices, psychologist and speech therapist's offices, laboratories, assembly hall, canteen, recreation, library, lobby, wardrobe should be 18 - 24 C; in the gym and rooms for sectional classes, workshops - 17 - 20 C; bedroom, playrooms, premises of preschool education units and school boarding school - 20 - 24 C; medical offices, locker rooms of the gym - 20 - 22 C, showers - 25 C.

To control the temperature regime, classrooms and classrooms must be equipped with household thermometers.

6.3. During extracurricular time, in the absence of children in the premises of a general educational institution, a temperature of at least 15 C must be maintained.

6.4. In the premises of educational institutions, the relative humidity of the air should be 40 - 60%, the speed of air movement should not exceed 0.1 m / s.

6.5. In the presence of stove heating in existing buildings of educational institutions, a firebox is arranged in the corridor. To avoid indoor air pollution with carbon monoxide, chimneys are closed no earlier than the complete combustion of fuel and no later than two hours before the arrival of students.

Stove heating is not allowed for newly constructed and reconstructed buildings of educational institutions.

6.6. Educational rooms are ventilated during breaks, and recreational rooms are ventilated during lessons. Before the start of classes and after their completion, it is necessary to carry out through ventilation of the classrooms. The duration of through ventilation is determined by weather conditions, the direction and speed of the wind, and the efficiency of the heating system. The recommended duration of cross-ventilation is shown in Table 2.

6.7. Physical education lessons and sports sections should be held in well-aerated sports halls.

It is necessary to open one or two windows on the leeward side during classes in the hall at an outdoor temperature above plus 5 C and a wind speed of no more than 2 m / s. At a lower temperature and a higher speed of air movement, classes in the hall are carried out with one or three transoms open. When the outside air temperature is below minus 10 C and the air speed is more than 7 m/s, through ventilation of the hall is carried out in the absence of students for 1 - 1.5 minutes; during big breaks and between shifts - 5 - 10 minutes.

When the air temperature reaches plus 14 C, airing in the gym should be stopped.

6.8. Windows must be equipped with hinged transoms with lever devices or vents. The area of ​​transoms and vents used for ventilation in classrooms must be at least 1/50 of the floor area. Transoms and vents should function at any time of the year.

6.9. When replacing window blocks, the glazing area must be maintained or increased.

The plane of opening of windows should provide a mode of ventilation.

6.10. Glazing of windows must be made of solid fiberglass. Broken glass must be replaced immediately.

6.11. Separate exhaust ventilation systems should be provided for the following premises: classrooms and classrooms, assembly halls, swimming pools, shooting ranges, a canteen, a medical center, a cinema room, sanitary facilities, rooms for processing and storing cleaning equipment, carpentry and locksmith workshops.

Mechanical exhaust ventilation is equipped in workshops and service rooms where stoves are installed.

6.12. The concentration of harmful substances in the air of the premises of educational institutions should not exceed the hygienic standards for atmospheric air in populated areas.

VII. Requirements for natural and artificial lighting

7.1. Daylight.

7.1.1. All classrooms must have natural lighting in accordance with the hygienic requirements for natural, artificial, combined lighting of residential and public buildings.

7.1.2. Without natural lighting, it is allowed to design: shell, washrooms, showers, toilets at the gym; showers and toilets for staff; storerooms and warehouses, radio nodes; film and photo laboratories; book depositories; boiler, pump water supply and sewerage; ventilation and air conditioning chambers; control units and other premises for installation and control of engineering and technological equipment of buildings; storage facilities for disinfectants.

7.1.3. In classrooms, side natural left-hand lighting should be designed. If the depth of the classrooms is more than 6 m, it is necessary to have a right-hand lighting device, the height of which must be at least 2.2 m from the floor.

The direction of the main light flux in front and behind the students is not allowed.

7.1.4. In workshops for labor training, assembly and sports halls, two-sided lateral natural lighting can be used.

7.1.5. In the premises of educational institutions, normalized values ​​​​of the coefficient of natural illumination (KEO) are provided in accordance with the hygienic requirements for natural, artificial, combined lighting of residential and public buildings.

7.1.6. In classrooms with one-sided lateral natural lighting, KEO on the working surface of the desks at the point of the room furthest from the windows should be at least 1.5%. With two-sided lateral natural lighting, the KEO indicator is calculated on the middle rows and should be 1.5%.

The luminous coefficient (SC - the ratio of the glazed surface area to the floor area) must be at least 1:6.

7.1.7. The windows of the classrooms should be oriented to the south, southeast and east sides of the horizon. The windows of the drafting and drawing rooms, as well as the kitchen room, can be oriented to the northern sides of the horizon. The orientation of the informatics classrooms is to the north, northeast.

7.1.8. The light openings of the classrooms, depending on the climatic zone, are equipped with adjustable sun protection devices (lifting and turning blinds, fabric curtains) with a length not lower than the level of the window sill.

It is recommended to use curtains made of light-colored fabrics that have a sufficient degree of light transmission, good light-scattering properties, which should not reduce the level of natural light. The use of curtains (curtains), including curtains with lambrequins, made of PVC film and other curtains or devices that limit natural light is not allowed.

In the non-working state, the curtains must be placed in the piers between the windows.

7.1.9. For the rational use of daylight and uniform illumination of classrooms, you should:

Do not paint over window panes;

Do not place flowers on window sills, they are placed in portable flower beds 65 - 70 cm high from the floor or hanging planters in the piers between the windows;

Cleaning and washing of glasses should be carried out as they get dirty, but at least 2 times a year (in autumn and spring).

The duration of insolation in classrooms and classrooms should be continuous, in duration not less than:

2.5 hours in the northern zone (north of 58 degrees N);

2.0 hours in the central zone (58 - 48 degrees north latitude);

1.5 hours in the southern zone (south of 48 degrees N).

The absence of insolation is allowed in the classrooms of computer science, physics, chemistry, drawing and drafting, sports and fitness rooms, catering facilities, assembly hall, administrative and utility rooms.

7.2. artificial lighting

7.2.1. In all premises of a general educational institution, levels of artificial illumination are provided in accordance with the hygienic requirements for natural, artificial, combined lighting of residential and public buildings.

7.2.2. In the classrooms, the general lighting system is provided by ceiling lights. Fluorescent lighting is provided using lamps according to the color emission spectrum: white, warm white, natural white.

Luminaires used for artificial lighting of classrooms should provide a favorable distribution of brightness in the field of view, which is limited by the discomfort index (Mt). The indicator of discomfort of the lighting installation of general lighting for any workplace in the class should not exceed 40 units.

7.2.3. Do not use fluorescent lamps and incandescent lamps for general lighting in the same room.

7.2.4. In classrooms, classrooms, laboratories, illumination levels must comply with the following standards: on desktops - 300 - 500 lux, in technical drawing and drawing rooms - 500 lux, in computer science classrooms on tables - 300 - 500 lux, on a blackboard - 300 - 500 lux, in assembly and sports halls (on the floor) - 200 lux, in recreations (on the floor) - 150 lux.

When using computer technology and the need to combine the perception of information from the screen and keeping records in a notebook, the illumination on the tables of students should be at least 300 lux.

7.2.5. In classrooms, a general lighting system should be used. Luminaires with fluorescent lamps are located parallel to the light-bearing wall at a distance of 1.2 m from the outer wall and 1.5 m from the inner one.

7.2.6. A blackboard that does not have its own glow is equipped with local lighting - spotlights designed to illuminate blackboards.

7.2.7. When designing an artificial lighting system for classrooms, it is necessary to provide for separate switching on of lighting lines.

7.2.8. For the rational use of artificial light and uniform illumination of classrooms, it is necessary to use finishing materials and paints that create a matte surface with reflection coefficients: for the ceiling - 0.7 - 0.9; for walls - 0.5 - 0.7; for the floor - 0.4 - 0.5; for furniture and desks - 0.45; for blackboards - 0.1 - 0.2.

It is recommended to use the following paint colors: for ceilings - white, for walls of classrooms - light colors of yellow, beige, pink, green, blue; for furniture (cabinets, desks) - the color of natural wood or light green; for chalkboards - dark green, dark brown; for doors, window frames - white.

7.2.9. It is necessary to clean the lighting fixtures of luminaires as they get dirty, but at least 2 times a year and replace burned-out lamps in a timely manner.

7.2.10. Faulty, burnt-out fluorescent lamps are collected in a container in a specially designated room and sent for recycling in accordance with applicable regulations.

VIII. Requirements for water supply and sewerage

8.1. Buildings of educational institutions must be equipped with centralized systems of domestic and drinking water supply, sewerage and drains in accordance with the requirements for public buildings and structures in terms of domestic and drinking water supply and sanitation.

Cold and hot centralized water supply is provided for the premises of a general educational institution, preschool education and a boarding school at a general educational institution, including: catering facilities, a canteen, pantry, showers, washrooms, personal hygiene cabins, medical facilities, labor training workshops, home economics rooms, primary classrooms, drawing rooms, physics, chemistry and biology rooms, laboratory rooms, rooms for processing cleaning equipment and toilets in newly built and reconstructed educational institutions.

8.2. If there is no centralized water supply in the existing buildings of general educational institutions in the settlement, it is necessary to ensure uninterrupted supply of cold water to the premises of the catering unit, medical facilities, toilets, boarding school premises at the general educational institution and preschool education and the installation of water heating systems.

8.3. Educational institutions provide water that meets the hygienic requirements for the quality and safety of drinking water.

8.4. In buildings of educational institutions, the canteen sewerage system must be separate from the rest and have an independent outlet into the external sewerage system. The risers of the sewerage system from the upper floors should not pass through the production premises of the canteen.

8.5. In non-sewered rural areas, the buildings of general educational institutions are equipped with internal sewerage (such as backlash closets), subject to the arrangement of local treatment facilities. Outdoor toilets are allowed.

8.6. In general educational institutions, the drinking regime of students is organized in accordance with the sanitary and epidemiological requirements for catering for students in general educational institutions, institutions of primary and secondary vocational education.

IX. Requirements for the premises and equipment of educational institutions located in adapted buildings

9.1. Placement of educational institutions in adapted premises is possible for the duration of the overhaul(reconstruction) of the existing main buildings of educational institutions.

9.2. When placing a general education institution in an adapted building, it is necessary to have a mandatory set of premises: classrooms, catering facilities, medical facilities, recreation, administrative and utility rooms, bathrooms, cloakrooms.

9.3. The areas of classrooms and classrooms are determined based on the number of students in one class in accordance with the requirements of these sanitary rules.

9.4. If it is not possible to equip your own sports hall, you should use sports facilities located near a general education institution, subject to their compliance with the requirements for the arrangement and maintenance of places for physical culture and sports.

9.5. For small-scale general educational institutions located in rural areas, in the absence of the ability to equip their own medical center, it is allowed to organize medical care at feldsher-obstetric stations and outpatient clinics.

9.6. In the absence of a wardrobe, it is allowed to equip individual lockers located in recreations, corridors.

X. Hygienic requirements for the mode of the educational process

10.1. The optimal age for starting school is not earlier than 7 years. Children of the 8th or 7th year of life are admitted to the 1st grade. Admission of children of the 7th year of life is carried out when they reach the age of at least 6 years 6 months by September 1 of the academic year.

The class capacity, with the exception of compensatory education classes, should not exceed 25 people.

10.2. The education of children under the age of 6 years 6 months by the beginning of the school year should be carried out in a preschool educational institution or in a general educational institution in compliance with all hygienic requirements for the conditions and organization of the educational process for preschool children.

10.3. To prevent overwork of students in the annual calendar curriculum, it is recommended to provide for an even distribution of periods of study time and holidays.

10.4. Classes should start no earlier than 8:00. Zero lessons are not allowed.

In institutions with in-depth study of individual subjects, lyceums and gymnasiums, training is carried out only in the first shift.

In institutions that work in two shifts, education of 1st, 5th, graduating 9th and 11th grades and classes of compensatory education should be organized in the first shift.

Education in 3 shifts in general educational institutions is not allowed.

10.5. The number of hours allotted for students to master the curriculum of a general education institution, consisting of a mandatory part and a part formed by the participants in the educational process, should not in aggregate exceed the value of the weekly educational load.

The value of the weekly educational load (number of training sessions), implemented through classroom and extracurricular activities, is determined in accordance with table 3.

The organization of specialized education in grades 10-11 should not lead to an increase in the educational load. The choice of a training profile should be preceded by career guidance work.

10.6. The educational weekly load must be evenly distributed during the school week, while the volume of the maximum allowable load during the day should be:

For students of the 1st grade, it should not exceed 4 lessons and 1 day a week - no more than 5 lessons at the expense of a physical education lesson;

For students of grades 2-4 - no more than 5 lessons, and once a week 6 lessons at the expense of a physical education lesson with a 6-day school week;

For students in grades 5 - 6 - no more than 6 lessons;

For students in grades 7 - 11 - no more than 7 lessons.

The schedule of lessons is compiled separately for compulsory and extracurricular activities. Extracurricular activities should be scheduled on the days with the fewest compulsory lessons. Between the start of extracurricular activities and the last lesson, it is recommended to arrange a break of at least 45 minutes.

10.7. The schedule of lessons is compiled taking into account the daily and weekly mental performance of students and the scale of the difficulty of educational subjects (Appendix 3 of these sanitary rules).

10.8. When scheduling lessons, subjects of various complexity should be alternated throughout the day and week: for students of the first stage of education, the main subjects (mathematics, Russian and foreign languages, natural history, computer science) should be alternated with music lessons, fine arts, labor, physical culture; for students of the II and III stages of education, subjects of natural and mathematical profile alternate with humanitarian subjects.

For students of the 1st grade, the most difficult subjects should be taught in the 2nd lesson; 2 - 4 grades - 2 - 3 lessons; for students of 5th - 11th grades at 2nd - 4th lessons.

IN primary school there are no double lessons.

During school day no more than one test should be carried out. Examinations are recommended to be carried out at the 2nd - 4th lessons.

10.9. The duration of a lesson (academic hour) in all classes should not exceed 45 minutes, with the exception of the 1st grade, in which the duration is regulated by paragraph 10.10 of these sanitary rules, and the compensating class, the duration of the lesson in which should not exceed 40 minutes.

The density of educational work of students in the lessons in the main subjects should be 60 - 80%.

10.10. Education in the 1st grade is carried out in compliance with the following additional requirements:

Training sessions are held on a 5-day school week and only on the first shift;

The use of a "stepped" learning mode in the first half of the year (in September, October - 3 lessons per day of 35 minutes each, in November - December - 4 lessons of 35 minutes each; January - May - 4 lessons of 45 minutes each) ;

For those attending an extended day group, it is necessary to organize daytime sleep (at least 1 hour), 3 meals a day and walks;

Training is conducted without scoring the knowledge of students and homework;

Additional weekly holidays in the middle of the third quarter in the traditional mode of study.

10.11. To prevent overwork and maintain an optimal level of performance during the week, students should have an easy school day on Thursday or Friday.

10.12. The duration of the breaks between lessons is at least 10 minutes, the big break (after the 2nd or 3rd lessons) is 20 - 30 minutes. Instead of one big break, it is allowed to set two breaks of 20 minutes each after the 2nd and 3rd lessons.

It is recommended to organize changes in the open air. To this end, when conducting a daily dynamic pause, it is recommended to increase the duration of a long break to 45 minutes, of which at least 30 minutes are allotted for the organization of motor-active activities of students on the sports ground of the institution, in the gym or in recreation.

10.13. The break between shifts should be at least 30 minutes for wet cleaning in the premises and their ventilation, in case of an unfavorable epidemiological situation for disinfection treatment, the break is increased to 60 minutes.

10.14. The use of innovative educational programs and technologies, class schedules, training modes in the educational process is possible in the absence of their adverse effect on the functional state and health of students.

10.15. In small-scale rural educational institutions, depending on the specific conditions, the number of students, their age characteristics, it is allowed to form classes-sets of students at the first stage of education. In this case, separate training of students is optimal. different ages I stage of education.

When combining students of the first stage of education into a class-set, it is optimal to create it from two classes: grades 1 and 3 (1 + 3), grades 2 and 3 (2 + 3), grades 2 and 4 (2 + 4). To prevent fatigue of students, it is necessary to reduce the duration of combined (especially 4th and 5th) lessons by 5-10 minutes. (except for the lesson of physical culture). The occupancy of the classes-sets must comply with Table 4.

10.16. In classes of compensatory education, the number of students should not exceed 20 people. The duration of the lessons should not exceed 40 minutes. Correctional and developmental classes are included in the volume of the maximum allowable weekly load established for a student of each age.

Regardless of the length of the school week, the number of lessons per day should not be more than 5 in primary grades (except first grade) and more than 6 lessons in grades 5-11.

To prevent overwork and maintain an optimal level of performance, a light training day is organized - Thursday or Friday.

To facilitate and shorten the period of adaptation to the educational process of students in compensatory classes, medical and psychological assistance should be provided by educational psychologists, pediatricians, speech therapists, other specially trained teachers, as well as using information and communication technologies, visual aids.

10.17. In order to prevent fatigue, impaired posture and vision of students in the classroom, physical education and gymnastics for the eyes should be carried out (Appendix 4 and Appendix 5 of these sanitary rules).

10.18. It is necessary to alternate during the lesson various types of educational activities (with the exception of tests). The average continuous duration of various types of educational activities of students (reading from paper, writing, listening, questioning, etc.) in grades 1-4 should not exceed 7-10 minutes, in grades 5-11 - 10-15 minutes. The distance from the eyes to the notebook or book should be at least 25-35 cm for students in grades 1-4 and at least 30-45 cm for students in grades 5-11.

The duration of continuous use of technical teaching aids in the educational process is set according to Table 5.

After using technical training aids associated with visual load, it is necessary to conduct a set of exercises to prevent eye fatigue (Appendix 5), and at the end of the lesson - physical exercises to prevent general fatigue (Appendix 4).

10.19. The mode of training and organization of the work of classrooms using computer technology must comply with the hygienic requirements for personal electronic computers and the organization of work on them.

10.20. To meet the biological need for movement, regardless of the age of students, it is recommended to conduct at least 3 physical education lessons per week, provided for in the volume of the maximum allowable weekly load. It is not allowed to replace physical education lessons with other subjects.

10.21. To increase the motor activity of students, it is recommended to include subjects of a motor-active nature in the curricula for students (choreography, rhythm, modern and ballroom dancing, teaching traditional and national sports games).

10.22. Motor activity of students in addition to physical education lessons in the educational process can be provided by:

Organized outdoor games at recess;

Sports hour for children attending an extended day group;

Extra-curricular sports activities and competitions, school-wide sports events, health days;

Independent physical education classes in sections and clubs.

10.23. Sports loads in physical culture classes, competitions, extracurricular sports activities during a dynamic or sports hour should correspond to the age, state of health and physical fitness of students, as well as weather conditions (if they are organized outdoors).

The distribution of students into the main, preparatory and special groups for participation in physical culture and recreation and sports events is carried out by the doctor, taking into account their state of health (or on the basis of certificates of their health). Students of the main physical culture group are allowed to participate in all sports and recreation activities in accordance with their age. With students of preparatory and special groups, physical culture and health work should be carried out taking into account the conclusion of a doctor.

Students assigned to the preparatory and special groups for health reasons are engaged in physical culture with a decrease in physical activity.

It is advisable to conduct physical education lessons outdoors. The possibility of conducting physical education classes in the open air, as well as outdoor games, is determined by the totality of weather conditions (temperature, relative humidity and air velocity) by climatic zones (Appendix 7).

On rainy, windy and frosty days, physical education classes are held in the hall.

10.24. The motor density of physical culture lessons should be at least 70%.

Students are allowed to test physical fitness, participate in competitions and hikes with the permission of a medical worker. His presence at sports competitions and at classes in swimming pools is mandatory.

10.25. In the labor classes provided for by the educational program, one should alternate tasks of a different nature. You should not perform one type of activity in the lesson throughout the entire time of independent work.

10.26. All work in workshops and home economics classrooms is performed by students in special clothes (robe, apron, beret, scarf). Protective goggles must be worn when performing work that poses a risk of injury to the eyes.

10.27. When organizing practice and socially useful work of students, provided for by the educational program, associated with heavy physical exertion (carrying and moving heavy loads), it is necessary to be guided by the sanitary and epidemiological requirements for the safety of working conditions for workers under 18 years of age.

It is not allowed to involve students in work with harmful or dangerous working conditions, during which the use of labor is prohibited, persons under 18 years of age, as well as in cleaning sanitary facilities and common areas, washing windows and lamps, removing snow from roofs and other similar works.

For agricultural work (practice) in regions II climate zone should be allocated mainly the first half of the day, and in areas of the III climatic zone - the second half of the day (16 - 17 hours) and the hours with the least insolation. Agricultural equipment used for work must be appropriate for the height and age of students. The permissible duration of work for students aged 12 - 13 is 2 hours; for teenagers 14 years and older - 3 hours. Every 45 minutes of work, it is necessary to arrange regulated 15-minute breaks for rest. Work on sites and in premises treated with pesticides and agrochemicals is allowed within the time limits established by the State Catalog of Pesticides and Agrochemicals.

10.28. When organizing extended day groups, it is necessary to follow the recommendations set out in Annex 6 of these sanitary rules.

10.29. Club work in extended day groups should take into account the age characteristics of students, ensure a balance between motor-active and static classes, and is organized in accordance with sanitary and epidemiological requirements for institutions of additional education for children.

10.30. The volume of homework (for all subjects) should be such that the time spent on its completion does not exceed (in astronomical hours): in grades 2-3 - 1.5 hours, in grades 4-5 - 2 hours, in grades 6 - 8 classes - 2.5 hours, in 9 - 11 classes - up to 3.5 hours.

10.31. During the final certification, it is not allowed to conduct more than one exam per day. The break between examinations must be at least 2 days. With the duration of the exam 4 or more hours, it is necessary to organize meals for students.

10.32. The weight of a daily set of textbooks and stationery should not exceed: for students in grades 1-2 - more than 1.5 kg, for students in grades 3-4 - more than 2 kg; 5 - 6 - more than 2.5 kg, 7 - 8 - more than 3.5 kg, 9 - 11 - more than 4.0 kg.

10.33. In order to prevent violations of posture, students are recommended to have two sets of textbooks for primary school: one for use in lessons in a general education institution, the second for homework.

XI. Requirements for the organization of medical care for students and the passage medical examinations employees of educational institutions

11.1. Medical care for students should be organized in all educational institutions.

11.2. Medical examinations of students in general educational institutions and pupils of preschool education units should be organized and carried out in the manner established by the federal executive body in the field of healthcare.

11.3. Students are allowed to attend classes in a general education institution after suffering a disease only if they have a certificate from a pediatrician.

11.4. In all types of educational institutions, work is organized to prevent infectious and non-infectious diseases.

11.5. In order to detect pediculosis, at least 4 times a year after each vacation and monthly selectively (four to five classes), medical personnel must conduct examinations of children. Examinations (scalp and clothing) are carried out in a well-lit room, using a magnifying glass and fine combs. After each inspection, the comb is doused with boiling water or wiped with a 70% alcohol solution.

11.6. If scabies and pediculosis are detected, students are suspended from visiting the institution for the duration of the treatment. They can be admitted to a general education institution only after the completion of the entire complex of therapeutic and preventive measures, confirmed by a certificate from a doctor.

The issue of preventive treatment of persons who have been in contact with a patient with scabies is decided by the doctor, taking into account the epidemiological situation. Those who were in close household contact are involved in this treatment, as well as entire groups, classes where several cases of scabies are registered, or where new patients are detected in the process of monitoring the focus. In organized groups where preventive treatment of contact persons was not carried out, examination of the skin of students is carried out three times with an interval of 10 days.

If scabies is detected in an institution, current disinfection is carried out in accordance with the requirements of the territorial body exercising state sanitary and epidemiological supervision.

11.7. It is recommended to draw up a health sheet in the class journal, in which information about anthropometric data, health group, physical education group, health status, recommended size of educational furniture, as well as medical recommendations are entered for each student.

11.8. All employees of a general education institution undergo preliminary and periodic medical examinations and must be vaccinated in accordance with the national vaccination schedule. Each employee of a general educational institution must have a personal medical book of the established form.

Employees who evade medical examinations are not allowed to work.

11.9. Pedagogical workers of educational institutions undergo professional hygienic training and certification during employment.

XII. Requirements for the sanitary maintenance of the territory and premises

12.1. The territory of the educational institution must be kept clean. Cleaning of the territory is carried out daily before the exit of students to the site. In hot, dry weather, the surfaces of the playgrounds and the grass cover are recommended to be watered 20 minutes before the start of the walk and sports activities. In winter, grounds and footpaths should be cleared of snow and ice.

Garbage is collected in garbage bins, which must be tightly closed with lids, and when 2/3 of their volume is filled, they are taken out to municipal solid waste landfills in accordance with a contract for the removal of domestic waste. After being released, the containers (garbage bins) must be cleaned and treated with disinfectant (disinfestation) agents permitted in accordance with the established procedure. It is not allowed to burn garbage on the territory of a general educational institution, including in garbage bins.

12.2. Annually (in spring) they carry out decorative pruning of shrubs, cutting down young shoots, dry and low branches. If there are tall trees directly in front of the windows of the classrooms that cover the light openings and reduce the values ​​\u200b\u200bof the indicators of natural light below the normalized ones, measures are taken to cut down or trim their branches.

12.3. All premises of a general educational institution are subject to daily wet cleaning using detergents.

Toilets, canteens, lobbies, recreation areas are subject to wet cleaning after each change.

Cleaning of educational and auxiliary premises is carried out after the end of the lessons, in the absence of students, with open windows or transoms. If a general education institution works in two shifts, cleaning is carried out at the end of each shift: floors are washed, dust accumulation areas (window sills, radiators, etc.) are wiped.

Cleaning of boarding school premises at a general educational institution is carried out at least 1 time per day.

For cleaning and disinfection in a general educational institution and a boarding school at a general educational institution, detergents and disinfectants are used that are approved in accordance with the established procedure for use in children's institutions, following the instructions for their use.

Disinfectant solutions for mopping are prepared before direct use in the toilet rooms in the absence of students.

12.4. Disinfectants and detergents are stored in the manufacturer's packaging, in accordance with the instructions and in places inaccessible to students.

12.5. In order to prevent the spread of infection in an unfavorable epidemiological situation in a general education institution, additional anti-epidemic measures are taken according to the instructions of the bodies authorized to exercise state sanitary and epidemiological supervision.

12.6. At least once a month, general cleaning is carried out in all types of premises of a general educational institution and a boarding school at a general educational institution.

General cleaning by technical staff (without the involvement of students) is carried out using approved detergents and disinfectants.

Exhaust ventilation grilles are cleaned of dust monthly.

12.7. In the sleeping quarters of a general educational institution and a boarding school at a general educational institution, bedding (mattresses, pillows, blankets) should be aired directly in the bedrooms with open windows during each general cleaning. Bed linen and towels are changed as they get dirty, but at least once a week.

Before the start of the school year, bedding is processed in a disinfection chamber.

In the restrooms, soap, toilet paper and towels must be available at all times.

12.8. Daily cleaning of toilets, showers, buffets, medical facilities is carried out using disinfectants, regardless of the epidemiological situation. Sanitary equipment is subject to daily disinfection. Wash cistern handles and door handles with warm soapy water. Sinks, toilet bowls, toilet seats are cleaned with ruffs or brushes, cleaners and disinfectants permitted in the prescribed manner.

12.9. In the medical office, in addition to disinfecting the premises and furnishings, it is necessary to disinfect medical instruments in accordance with the instructions for disinfection, pre-sterilization cleaning and sterilization of medical devices.

Preference should be given to sterile disposable medical devices.

12.10. When medical waste is generated, which, according to the degree of epidemiological danger, are classified as potentially hazardous waste, they are neutralized and disposed of in accordance with the rules for the collection, storage, processing, neutralization and disposal of all types of waste from medical institutions.

12.11. Cleaning equipment for cleaning premises must be marked and assigned to certain premises.

Cleaning equipment for cleaning sanitary facilities (buckets, basins, mops, rags) must have signal markings (red), be used for their intended purpose and be stored separately from other cleaning equipment.

12.12. At the end of cleaning, all cleaning equipment is washed with detergents, rinsed with running water and dried. Store cleaning equipment in the place designated for these purposes.

12.13. Sanitary maintenance of premises and disinfection measures in preschool education units are carried out in accordance with sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool organizations.

12.14. The sanitary condition of the premises of the catering unit should be maintained taking into account the sanitary and epidemic requirements for catering for students in educational institutions. If there is a swimming pool, cleaning and disinfection of premises and equipment is carried out in accordance with the sanitary rules for swimming pools.

12.15. Sports equipment is subject to daily cleaning with detergents.

Sports equipment placed in the hall is wiped with a moistened rag, metal parts - with a dry rag at the end of each training shift. After each class, the gym is aired for at least 10 minutes. The sports carpet is cleaned daily using a vacuum cleaner, at least 3 times a month it is wet cleaned using a washing vacuum cleaner. Sports mats are cleaned daily with a soap and soda solution.

12.16. If there are carpets and carpets (in the premises of an elementary general education school, after-school groups, a boarding school), they are cleaned with a vacuum cleaner on a daily basis, and once a year they are dried and knocked out in the fresh air.

12.17. When synanthropic insects and rodents appear in the institution on the territory of the educational institution and in all premises, it is necessary to carry out disinsection and deratization by specialized organizations in accordance with regulatory and methodological documents.

In order to prevent the breeding of flies and destroy them in the development phase, once every 5 to 10 days, outdoor toilets are treated with approved disinfectants in accordance with the regulatory and methodological documents for the fight against flies.

XIII. Requirements for compliance with sanitary rules

13.1. The head of the educational institution is responsible for the organization and completeness of the implementation of these sanitary rules, including ensuring:

The presence in the institution of these sanitary rules and bringing their content to the employees of the institution;

Compliance with the requirements of sanitary rules by all employees of the institution;

Necessary conditions for compliance with sanitary rules;

Employment of persons with a permit for health reasons, who have undergone professional hygienic training and certification;

Availability of medical books for each employee and timely passage of periodic medical examinations;

Organization of measures for disinfection, disinfestation and deratization;

Availability of first aid kits and their timely replenishment.

13.2. The medical staff of the educational institution exercises daily control over compliance with the requirements of sanitary rules.

* Decree of the Government of the Russian Federation of March 31, 2009 N 277 "On Approval of the Regulation on Licensing Educational Activities".

Appendix 1 to SanPiN 2.4.2.2821-10

In order to form the correct posture and maintain health, it is necessary from the first days of training in a general educational institution to educate and form the correct working posture of students at the school desk. For this, it is necessary to dedicate a special lesson in the first grades.

To form the correct posture, it is necessary to provide a workplace for the student with furniture in accordance with his height; teach him to maintain the correct working posture during training sessions, which is the least tiring: sit deep in a chair, keep your body and head straight; the legs should be bent at the hip and knee joints, the feet should rest on the floor, the forearms should lie freely on the table.

When placing the student at the desktop, the chair slides under the table so that when resting on the back, his palm is placed between the chest and the table.

For the rational selection of furniture in order to prevent disorders of the musculoskeletal system, it is recommended to equip all classrooms and classrooms with height rulers.

The teacher explains to the students how to hold the head, shoulders, hands, and emphasizes that one should not lean on the edge of the desk (table) with the chest; the distance from the eyes to the book or notebook should be equal to the length of the forearm from the elbow to the end of the fingers. Hands lie freely, not clinging to the table, the right hand and fingers of the left lie on the notebook. Both legs rest on the floor with the entire foot.

When mastering writing skills, the student leans on the back of the desk (chair) with his lower back, when the teacher explains, he sits more freely, leans on the back of the desk (chair) not only with the sacral-lumbar, but also with the subscapular part of the back. The teacher, after explaining and showing the correct seating at the desk, asks the students of the whole class to sit correctly and, bypassing the class, corrects if necessary.

In the classroom, a table "Sit correctly when writing" should be placed so that students always have it before their eyes. At the same time, students need to show tables showing defects in posture resulting from improper landing. The development of a certain skill is achieved not only by explanation, supported by a demonstration, but also by systematic repetition. To develop the habit of correct landing pedagogical worker must daily monitor the correct posture of students during classes.

The role of the teacher in educating students in the correct fit is especially great during the first three to four years of study in a general education institution, when they develop this skill, as well as in subsequent years of study.

The teacher, in cooperation with parents, can give recommendations on choosing a satchel for textbooks and school supplies: the weight of the satchel without textbooks for students in grades 1-4 should be no more than 700 g. In this case, the satchel should have wide straps (4-4.5 cm) and sufficient dimensional stability, ensuring its snug fit to the student's back and uniform weight distribution. The material for the manufacture of knapsacks should be light, durable, with a water-repellent coating, easy to clean.

Annex 4 to SanPiN 2.4.2.2821-10

physical culture minutes (FM)

Training sessions that combine mental, static, dynamic loads on individual organs and systems and on the whole organism as a whole require physical training minutes (hereinafter referred to as FM) in lessons to relieve local fatigue and FM of the general impact.

FM to improve cerebral circulation:

2. I.p. - sitting, hands on the belt. 1 - head turn to the right, 2 - ip, 3 - head turn to the left, 4 - ip Repeat 6 - 8 times. The pace is slow.

3. I.p. - standing or sitting, hands on the belt. 1 - swing your left hand over your right shoulder, turn your head to the left. 2 - ip, 3 - 4 - the same with the right hand. Repeat 4 - 6 times. The pace is slow.

FM to relieve fatigue from the shoulder girdle and arms:

1. I.p. - standing or sitting, hands on the belt. 1 - right hand forward, left up. 2 - change the position of the hands. Repeat 3-4 times, then relax down and shake your hands, tilt your head forward. The pace is average.

2. I.p. - standing or sitting, hands with the back on the belt. 1 - 2 - bring your elbows forward, tilt your head forward, 3 - 4 - elbows back, bend. Repeat 6-8 times, then arms down and shake relaxed. The pace is slow.

3. I.p. - sitting, hands up. 1 - clench the brushes into a fist, 2 - unclench the brushes. Repeat 6-8 times, then relax your arms down and shake your hands. The pace is average.

FM to relieve fatigue from the body:

1. I.p. - stand legs apart, hands behind the head. 1 - sharply turn the pelvis to the right. 2 - sharply turn the pelvis to the left. During turns, the shoulder girdle should remain motionless. Repeat 6 - 8 times. The pace is average.

2. I.p. - stand legs apart, hands behind the head. 1 - 5 - circular movements of the pelvis in one direction, 4 - 6 - the same in the other direction, 7 - 8 - arms down and shake your hands in a relaxed manner. Repeat 4 - 6 times. The pace is average.

3. I.p. - stand legs apart. 1 - 2 - tilt forward, the right hand slides down along the leg, the left, bending, up along the body, 3 - 4 - ip, 5 - 8 - the same in the other direction. Repeat 6 - 8 times. The pace is average.

FM of the general impact are completed from exercises for different muscle groups, taking into account their tension in the process of activity.

A set of FM exercises for students of the 1st stage of education in lessons with elements of writing:

1. Exercises to improve cerebral circulation. I.p. - sitting, hands on the belt. 1 - turn the head to the right, 2 - ip, 3 - turn the head to the left, 4 - ip, 5 - gently tilt the head back, 6 - ip, 7 - tilt the head forward. Repeat 4 - 6 times. The pace is slow.

2. Exercises to relieve fatigue from the small muscles of the hand. I.p. - sitting, hands raised up. 1 - clench the brushes into a fist, 2 - unclench the brushes. Repeat 6-8 times, then relax your arms down and shake your hands. The pace is average.

3. Exercise to relieve fatigue from the muscles of the body. I.p. - stand legs apart, hands behind the head. 1 - sharply turn the pelvis to the right. 2 - sharply turn the pelvis to the left. During turns, the shoulder girdle should remain motionless. Repeat 4 - 6 times. The pace is average.

4. Exercise to mobilize attention. I.p. - standing, arms along the body. 1 - right hand on the belt, 2 - left hand on the belt, 3 - right hand on the shoulder, 4 - left hand on the shoulder, 5 - right hand up, 6 - left hand up, 7 - 8 - clapping hands above the head, 9 - lower the left hand on the shoulder, 10 - the right hand on the shoulder, 11 - the left hand on the belt, 12 - the right hand on the belt, 13 - 14 - clapping hands on the hips. Repeat 4 - 6 times. The pace is 1 time slow, 2 - 3 times - medium, 4 - 5 - fast, 6 - slow.

Annex 5 to SanPiN 2.4.2.2821-10

1. Blink quickly, close your eyes and sit quietly, slowly counting to 5. Repeat 4-5 times.

3. Stretch your right hand forward. Follow with your eyes, without turning your head, the slow movements of the index finger of the outstretched hand to the left and right, up and down. Repeat 4 - 5 times.

4. Look at the index finger of the outstretched hand at the expense of 1 - 4, then look into the distance at the expense of 1 - 6. Repeat 4 - 5 times.

5. At an average pace, do 3 - 4 circular movements with your eyes to the right side, the same amount to the left side. After relaxing the eye muscles, look into the distance at the expense of 1 - 6. Repeat 1 - 2 times.

Appendix 6 to SanPiN 2.4.2.2821-10

daycare groups

General provisions.

It is recommended to complete extended day groups from students of the same class or parallel classes. The stay of students in an extended day group simultaneously with the educational process can cover the period of time students stay in a general education institution from 8.00 - 8.30 to 18.00 - 19.00.

Premises for extended day groups for students of grades I - VIII should be placed within the relevant educational sections, including recreation.

It is recommended for students of the first grades of the extended day group to allocate sleeping quarters and playrooms. In the absence of special rooms for organizing sleep and games in a general educational institution, universal rooms can be used that combine a bedroom and a playroom, equipped with built-in furniture: wardrobes, single-tier beds.

For students of grades II-VIII, depending on specific opportunities, it is recommended to allocate fixed premises for organizing gaming activities, circle work, classes at the request of students, daytime sleep for the weakened.

Daily regime.

To ensure the maximum possible health-improving effect and maintain the working capacity of students attending extended-day groups, it is necessary to rationally organize the daily routine, starting from the moment they enter the general educational institution, and to conduct extensive sports and recreational activities.

The best combination of activities for students in extended day groups is their physical activity in the air before the start of self-training (walking, outdoor and sports games, socially useful work on the site of a general educational institution, if it is provided for by the educational program), and after self-training - participation in emotional activities. nature (classes in clubs, games, attending entertainment events, preparing and holding amateur concerts, quizzes and other events).

The daily regimen must necessarily include: meals, walking, daytime sleep for students of the 1st grade and weakened students of the 2nd - 3rd grades, self-training, socially useful work, circle work and a wide range of physical culture and recreation activities.

Outdoor recreation.

After the end of training sessions in a general education institution, to restore the working capacity of students, before doing homework, a rest of at least 2 hours is organized. Most of this time is spent outdoors. It is advisable to provide for walks:

Before lunch lasting at least 1 hour, after the end of school hours;

Before self-training for an hour.

Walks are recommended to be accompanied by sports, outdoor games and physical exercises. In winter, it is useful to organize ice skating and skiing 2 times a week. In the warm season it is recommended to organize classes athletics, volleyball, basketball, tennis and other outdoor sports. It is also recommended to use the swimming pool for swimming and water sports.

Students assigned to a special medical group or who have had acute illnesses perform exercises that are not associated with a significant load during sports and outdoor games.

The clothes of students during outdoor activities should protect them from hypothermia and overheating and not restrict movement.

In bad weather, outdoor games can be moved to well-ventilated areas.

A place for outdoor recreation and a sports hour can be a school site or specially equipped playgrounds. In addition, adjacent squares, parks, forests, stadiums can be used for these purposes.

Organization of daytime sleep for first-graders and weakened children.

Sleep relieves fatigue and excitement of children who have been in a large team for a long time, increases their performance. The duration of daytime sleep should be at least 1 hour.

For the organization of daytime sleep, either special sleeping rooms or universal rooms with an area of ​​\u200b\u200b4.0 m2 per student, equipped with teenage (size 1600 x 700 mm) or built-in single bunk beds, must be allocated.

When arranging the beds, it is necessary to observe the distance between: the long sides of the bed - 50 cm; headboards - 30 cm; bed and outer wall - 60 cm, and for the northern regions of the country - 100 cm.

Each student should be assigned a specific bed with a change of bed linen as it gets dirty, but at least once every 10 days.

Preparing homework.

When students do homework (self-study), the following recommendations should be observed:

The preparation of lessons should be carried out in a fixed classroom equipped with furniture corresponding to the growth of students;

Start self-training at 15 - 16 hours, since by this time there is a physiological rise in working capacity;

Limit the duration of homework so that the time spent on doing it does not exceed (in astronomical hours): in grades 2-3 - 1.5 hours, in grades 4-5 - 2 hours, in grades 6-8 - 2.5 hours, in grades 9-11 - up to 3.5 hours;

Provide, at the discretion of the students, the order in which homework is done, while recommending that they start with a subject of medium difficulty for this student;

Provide students with the opportunity to arrange arbitrary breaks at the end of a certain stage of work;

Conduct "physical training minutes" lasting 1-2 minutes;

Provide students who have completed homework before the whole group, the opportunity to start classes of interest (in the game room, library, reading room).

Extracurricular activities.

Extracurricular activities are implemented in the form of excursions, circles, sections, olympiads, competitions, etc.

The duration of classes depends on age and type of activity. The duration of activities such as reading, music lessons, drawing, modeling, needlework, quiet games should be no more than 50 minutes a day for students in grades 1-2, and no more than one and a half hours a day for other classes. In music lessons, it is recommended to use elements of rhythm and choreography more widely. TV shows and movies should not be watched more than twice a week with a viewing time limit of up to 1 hour for students in grades 1-3 and 1.5 for students in grades 4-8.

It is recommended to use general school premises for organizing various types of extracurricular activities: reading, assembly and sports halls, a library, as well as premises of closely located cultural centers, children's leisure centers, sports facilities, stadiums.

Nutrition.

Properly organized and rational nutrition is the most important health factor. When organizing an extended day in a general education institution, three meals a day for students should be provided: breakfast - at the second or third break during training sessions; lunch - during the stay on an extended day at 13-14 hours, afternoon tea - at 16-17 hours.

Material from the IOT Wiki - a project of the network social and pedagogical community "SotsObraz"

What is the maximum number of lessons per day for high school students? What governing documents set these standards? Does the school principal have the right to establish a "five-day period" by increasing the number of lessons per day?

Sanitary norms and rules approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated November 28, 2002 No. 44 apply to all educational institutions in Russia and are mandatory for use.

The requirements for the mode of the educational process provide for the following.

In accordance with Art. 28 of the Federal Law "On the sanitary and epidemiological well-being of the population" programs, methods and modes of education and training, in terms of hygiene requirements, are allowed to be used if there is a sanitary and epidemiological conclusion on compliance with their sanitary rules.

Hours of optional, group and individual lessons should be included in the volume of the maximum allowable load.

With a 35-minute lesson in grades 2-4, the maximum allowable weekly load for a 6-day school week is 27 hours, for a 5-day school week - 25 hours.

The duration of the school week for students in grades 5-11 depends on the volume of the weekly study load and is determined as follows:

1st grades study with a 5-day week no more than 20 hours a week;

2-4th grades - with a 6-day week - 25 hours, with a 5-day week 22 hours;

5th classes - with a 6-day - 31 hours, with a 5-day - 28 hours;

6th grade - with a 6-day - 32 hours, with a 5-day - 29 hours;

7th classes - with a 6-day - 34 hours, with a 5-day - 31 hours;

8-9th grades - with a 6-day - 35 hours, with a 5-day - 32 hours;

10-11th grades - with a 6-day - 36 hours, with a 5-day - 33 hours a week.

Lesson duration should not exceed 45 minutes.

Education of children in the 1st grade should be carried out in compliance with the following requirements:

Training sessions are held only in the first shift;

5-day study week;

Organization of a facilitated school day in the middle of the school week;

Conducting no more than 4 lessons per day;

The duration of the lessons is no more than 35 minutes;

Organization in the middle of the school day of a dynamic pause lasting at least 40 minutes;

Use of "stepped" mode of training in the first half of the year;

Organization of daytime sleep, 3 meals a day and walks for children attending an extended day group;

Education without homework and scoring of students' knowledge;

Additional weekly vacation in the middle of the third quarter.

With changes and additions from:

Modern scientific research has established that the biorhythmological optimum of mental performance in children of school age falls on the interval of 10-12 hours. During these hours, the greatest efficiency of assimilation of the material is noted at the lowest psychophysiological costs of the body.

Therefore, in the schedule of lessons for students of primary general education, the main subjects should be taught at 2-3 lessons, and for students of basic general and secondary general education - at 2, 3, 4 lessons.

The mental performance of students is not the same on different days of the school week. Its level increases towards the middle of the week and remains low at the beginning (Monday) and at the end (Friday) of the week.

Therefore, the distribution of the study load during the week is built in such a way that its largest volume falls on Tuesday and (or) Wednesday. On these days, the lesson schedule includes subjects that correspond to the highest score on the difficulty scale (Table 1, , of this appendix) or with an average score and the lowest score on the difficulty scale, but in greater numbers than on other days of the week. The presentation of new material, tests should be carried out at 2-4 lessons in the middle of the school week.

Items that require a lot of time for home preparation should not be grouped on the same day.

When scheduling lessons for primary, secondary and senior students, it is necessary to use tables 1-3, in which the difficulty of each academic subject is ranked in points.

With the right timetable the largest number points for the day for the sum of all subjects must fall on Tuesday and (or) Wednesday.

Table 1

Subject difficulty scale for grades 1 - 4

General subjects
Maths
Russian (national, foreign language)
Natural history, computer science
Russian (national) literature
History (4 classes)
Drawing and music
Physical Culture

table 2

Scale of difficulty of subjects studied in grades 5-9

General subjects	Number of points (rank of difficulty)
Geometry
Economy
Drawing
World Artistic Culture (MHK)
Biology
Maths
Foreign language
Russian language
local history
natural history
Geography
civics
Literature
Physical Culture
Ecology
Informatics

Table 3

Scale of difficulty of subjects studied in grades 10-11

General subjects	Number of points (rank of difficulty)
Geometry,
Russian language
Literature, Foreign language
Biology
Informatics, Economy
Social Studies,			Annex 4. >> Recommended set of exercises of physical culture minutes
	Content Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 N 189 "On the approval of SanPiN 2.4.2.2821-10 ...

Pre-school Classes 20,5 Classes, electives, elective courses (in the senior classes, profiling subjects applied courses) 1,5 - Individual and group consultations, activities of an active-motor nature -

The training week can be 5-day and 6-day. The five-day week is more tiring, as the curriculum is planned for a shorter period than with the 6-day week. In addition, in order to prevent an increase in the number of lessons, as a rule, hours for physical education and aesthetic education are reduced, which, without providing proper rest between lessons with difficult subjects, sharply increases the burden on children. A two-day break between academic weeks also leads to a violation of the dynamic stereotype in children and a significant lengthening of the period of working out at the beginning of the next week. In this regard, in general educational organizations with in-depth study of individual subjects, the introduction of a 5-day week is not allowed. It is also undesirable to use it in primary school.

Classes in schools should begin no earlier than 8 am, and when teaching 6-year-old children - no earlier than 9 am. An earlier start, not corresponding to the biorhythmological optimum of the body, hinders the effective learning process and quickly leads to the development of fatigue. In general education organizations that work in several shifts, students in elementary school, fifth, graduation and advanced classes must study in the first shift.

The optimal lesson length in schools for middle and high school students is 45 minutes. For first-graders, such a duration is tiring due to excessive static load in the seat. In addition, the ability for active attention is maintained only for 30-35 minutes, after which the performance decreases sharply. In this regard, in the first grades, a "stepped" mode of training sessions with a gradual increase in the teaching load should be used. Three 35-minute lessons are planned for September; from the second quarter - 4 lessons of 35 minutes each; from the second half of the year lessons - 45 minutes each. Paired lessons are not allowed, with the exception of labor training lessons. For first grade students, additional weekly holidays are established throughout the year.

The number of lessons for both 5-day and 6-day weeks should not exceed five lessons per day in elementary school and six- in primary school. When compiling the school schedule, the dynamics of students' working capacity should be taken into account during school day and week. The days with the lowest working capacity are Monday and Friday: on Monday, only working out in educational activities takes place, and on Friday, the fatigue that appeared on the previous days of the week becomes most pronounced. On Saturday, there is usually a certain rise in working capacity (“the final impulse”), due to positive emotions due to the anticipation of the upcoming holiday. The most efficient are Tuesday and Wednesday, on Thursday the first signs of fatigue appear. Highly productive days should be loaded more than the rest, difficult and tedious subjects, while on Monday and Friday it is advisable to study less difficult disciplines. It is not recommended to carry out control work these days, as well as to give an excessively complex and large amount of material. The difficulty of subjects is determined by special scales (scales of Agarkov V.I., 1986 and Sivkov I.G., 1975, tables 9.9., 9.10.), in points. Usually, the most difficult subjects for senior classes include mathematics, languages, physics, chemistry, for junior classes - mathematics, languages, natural history, literature. However, it is shown that subjects that students are just beginning to study have a no less pronounced tiring effect. For example, in elementary school it is reading, history, natural history, in middle classes it is computer science, geography and history, in high school it is literature, geography, profile disciplines.

Table 9.9 Scale of difficulty of subjects for younger students (Agarkov V.I., 1986)		Table 9.10 Scale of difficulty of subjects for older students (Sivkov I.G., 1975)
Subject	score		Subject	score
Maths			Mathematics, Russian language ( national school)
Russian (national) language			Foreign language
natural history			Physics chemistry
Russian (national) literature			History
History			Natural science, geography
Drawing and music			Physical Culture
Work			Work
Physical Culture			Drawing
			Drawing
			Singing

If you graphically display the sum of points for subjects on each day of the week, then with a correctly constructed schedule, two rises are distinguished in the curve - on Wednesday and Friday, or one rise - on Wednesday or Thursday (Fig. 9.2).

Irrational is considered a schedule in which the load is evenly distributed over the days of the week, or prevails on Monday and Saturday.

Fatigue prevention must be achieved not only through the rational distribution of the load and difficult objects during the week, but also on every day of the week. The most difficult subjects should be given during a period of consistently high performance - in the second or third lesson, subjects of medium difficulty or subjects that load the second signal system (Russian language, literature, geography, etc.) - at the beginning of the school day. Physical education, labor, singing, drawing are recommended to be carried out at 3-4 o'clock, when the first signs of fatigue appear. Realization of the need for motor activity, as well as switching from mental to physical activity, contribute to the active recreation of schoolchildren in these classes. Double lessons and a combination of two or three difficult subjects in a row have a negative effect on the working capacity of students.

Conducting double lessons in elementary school is prohibited. For students in grades 5-9, dual lessons are allowed during laboratory, test work, labor lessons, physical education for the intended purpose (skiing, swimming). Double lessons in basic and specialized subjects for students in grades 5-9 are allowed provided that they are carried out after a physical education lesson or a dynamic pause of at least 30 minutes. In grades 10-11, double lessons are allowed in basic and specialized subjects.

The lesson, as well as the training week and the day of the week, should be built in accordance with the performance curve: the maximum load is given by the middle of the lesson, reducing it by the end of the lesson.

In order to increase efficiency, interest in the subject, better assimilation of new information, reduce the monotony of the lesson in the educational process, technical teaching aids (TUT) are actively used: video and movies, sound recordings, computer technologies. However, the lesson should not be loaded with TCO, as their use increases the load on the central nervous system, visual and auditory analyzers. In this regard, the number of lessons with the use of TCO during the week should not exceed 3-4 for students in the lower grades, 4-6 in the senior grades. In reading lessons, the use of sound technical means is permissible only as visual sound aids.

Computer technologies are allowed to be used in teaching from the second grade. The duration of work on the computer at writing lessons in the second grade should be no more than 20 minutes, in the third grade - no more than 26 minutes; in mathematics lessons in the second grade - no more than 15 minutes, in the third - no more than 20 minutes.

An obligatory component in the structure of the school day is change, allowing you to relieve stress and prevent fatigue by active recreation. Changes should be after each lesson. Their duration should be at least 10 minutes, and a big break, usually arranged after 2 lessons, should be 30 minutes. It is also possible to have two 20-minute big breaks instead of one 30-minute one. The most effective impact on the student's body is made by changes carried out in the fresh air in outdoor games.

In the daily routine of schoolchildren, unlike preschoolers, a new component appears - homework, the duration of which increases from 1-2 hours in the lower grades to 4 hours or more in the older ones. The large volume and complexity of the material assigned for self-study, the inability to rationally organize work, difficulties in understanding the topic lead to a significant increase in the time spent on homework due to a sharp reduction in the time spent by children in the fresh air, and, as a result, to a decrease in active motor activity and body resistance. To prevent the negative manifestations of excessive workload by homework, it is necessary to observe their permissible duration (Table 9.7), and also to develop a certain stereotype of performance. You can not start classes immediately after school and meals. 1.5-2 hours before class should be used first for outdoor games, and then, at the end of the rest, for calm walks in the fresh air. It is advisable to start preparing lessons at the same time and take short breaks every 40-45 minutes. If the performance of classes requires 2-3 or more hours, a longer break with fresh air is optimal.

Staying in the fresh air is one of the necessary components of the daily routine of schoolchildren, the role of which is due to its powerful health-improving, developing and hardening effect. Its duration should be at least 3-3.5 hours for younger students and 2-2.5 hours for older students.

A beneficial effect on the body has a rest of your own choice in your free time. Extracurricular activities are diverse: participation in circles, music lessons, sculpting, choreography, sports, reading books, watching TV, playing on the computer, attending concerts, socially useful work, helping at home, etc. This form of recreation, in which there is no element of coercion, positive emotions are formed, a feeling of satisfaction from the work done, self-confidence arises, the abilities of children develop, etc. However, classes of one's own choice cannot be unlimited in time and in terms of the degree of load, , as a rule, leads to the development of severe fatigue and often serious pathology. This is especially true of spending many hours in front of the TV and the global hobby for the computer, which is acquiring the features of computer mania.

Self-selected activities should not be realized at the cost of reduced active rest and sleep. The duration of night sleep for younger students should be at least 10 hours, for middle school students - at least 9 hours, and for high school students - 8-8.5 hours. At the same time, 6-year-old schoolchildren are required to have 1-hour daytime sleep. Daytime sleep is also recommended for 7-year-old children, as well as for students of various ages during periods of increased learning loads.

Study load of schoolchildren

At present, the problem of schoolchildren's health has reached the level of a political problem. And this is quite justified. Blatant figures showing the catastrophic state of health of school graduates are well known. It is clear that the reason for this is rooted not only in the school: the decrease in the quality of nutrition, and the deterioration of the environment, and the increase in social stress, are also "contributing" to this, but the school also must take a greater share of the responsibility.
One of the strongest factors in the deterioration of children's health is associated with exorbitant educational overload at school, and this has been discussed more than once by teachers, hygienists, physiologists, and psychologists. If a high school student has 32-36 academic hours of compulsory classroom studies, plus he must spend 3-4 astronomical hours daily on homework, then his total weekly workload is about 50 astronomical hours (at the same time, in accordance with the well-known reality, we believe that that homework is done on weekends). And this is still a rather restrained quantitative assessment, many experts come to even more significant figures.
In addition, the student is between two (or more) fires. In the middle classes, parents are well aware that all these volumes - required only in order not to receive "deuces", and 50-80% of the information studied is not needed by anyone (now this circumstance has been recognized by the Minister of Education) - nevertheless, do not give the child the opportunity to really learn something sensible: foreign language such as music or a computer. Therefore, many children still use third-party, out-of-school educational services, in the public or private sector. In the senior classes, it is clear to everyone that even if this "school Moloch" grinds you to the fullest, then this does not give any guarantees of continuing education at a university; and therefore it is necessary to study with tutors, at paid preparatory departments, etc. So the actual teaching load is even higher, according to some estimates, it reaches 65-70 astronomical hours per week.

It is obvious that the workload of schoolchildren is already physically going beyond all possible medical and chronometric limits.
At the same time, teachers say that even with such a working week, there is not enough time to "go through the program." So maybe you need to change the program?

ConsiderOne example that is directly related to both the problem of overload and the problem of the scope of the content of educational programs is the issue of homework time. On the one hand, homework assignments are obligatory (=compulsory); on the other hand, there is no norm here, even the simplest - for the maximum possible duration.
Many are tempted to deal with the situation by invoking labor laws. Then, it seems, it is possible to limit the mandatory teaching load by the norms of the maximum duration of the working week. For example, if 30 hours is a weekly study load, then for homework - a maximum of 11 hours, while it is forbidden to set it on a day off.
At the same time, of course, a number of technical questions arise (for example, whether to equate a 45-minute academic hour to 6 0 - minute astronomical, or recalculate in the proportion of 3/4; what about vacations, the total duration of which significantly exceeds the legally required minimum of 4 weeks of vacation, etc.).
However, the problem is much more difficult and, so to speak, more hopeless. The fact is that from a legal point of view, study is by no means labor. Firstly, according to all Russian and international standards, labor legislation regulates the labor relations of employees (no lawyer equates a student to an employee), while labor is performed by employees for remuneration; secondly, and most importantly, forced labor is prohibited (eg Labor Code, art. 2; European Convention for the Protection of Human Rights and Fundamental Freedoms, art. 4, item 2). But the 43rd article of the Constitution of the Russian Federation, similarly to the basic laws of other countries, speaks of "compulsory basic general education." Consequently, both according to the fundamental principle of the prohibition of compulsory (forced) labor, and according to the main characteristics of labor as such, studying at school cannot be recognized as labor and labor legislation cannot apply to it.

Thus, it is impossible to set an educational norm from the sphere of labor law. Therefore, an immanent task of the educational norm is necessary, namely from within the educational law.
Let's say right away that - despite all the obviousness of the situation and the problem - there are a lot of people (teachers, managers, methodologists, etc.) who are clearly against the introduction of a norm for homework. However, there is a class of people who were, are and will be against the introduction of any norms, everywhere and always.
All this can be said one thing - of course, the problem dosing homework is not an easy thing, but if you do not try to introduce at least some norm, then chaos arises. In fact, it has been around for a long time.
Some regions, however, are beginning to do at least something. For example, Moscow recently ordered to limit the duration of compulsory homework in the 11th grade. Namely, four things are set:

(1) homework is not given in the subjects of the regional component;

(2) the duration of homework in a subject should not exceed 50% of the time volume of this subject per week (that is, for example, if there are 2x45 minutes per week for chemistry, then the total amount homework in chemistry should not exceed 45 minutes per week);

(3) the teacher should record in the journal, next to the homework column, the approximate duration of the homework;

(4) the student should record the actual time spent on the task in the diary.
There is no doubt that this measure is not 100% perfect. But at least it's something; further experience can show ways to improve it. By the way, there is indirect information that for the upcoming academic year this mechanism will be extended to other classes, not only to the 11th.
Another attempt was made in the federal bill "On Ensuring the Constitutional Rights of Citizens to General Education" (submitted to the State Duma of the Russian Federation). This text suggested the following:
"The maximum (limit) norms of the total teaching load, including the classroom load, the time allotted for doing homework, other types of compulsory educational activities of students, are established in the following volume (teaching hours, per week):

in grade 1 - 24 (homework is not provided);
in grades 2-4 - 26;
in grades 5-6 - 38;
in grades 7-8 - 42;
in the 9th grade - 45;
in grades 10-11 - 48".
Take the amount of mandatory classroom workload (at least according to SanPiNam) and minus it from the indicated values ​​- you will get the maximum weekly amount of homework. Note that the developers of the bill understand that the proposed version also needs to be corrected, even purely quantitative (and it will be introduced when the bill is finalized).

Features of the educational work of schoolchildren in the course of doing homework

The modernization of secondary general education imposes a number of requirements not only on the revision of the content of education, but also, in connection with its complication, on the organization of the educational work of schoolchildren, in particular, on the use of the possibilities of such a type of educational work as doing homework.

In this regard, the results of a study conducted at the Research Institute for the Psychology of Education and the Sociology of Education (now the Institute for the Psychology of Education (IPE)) of the Modern Humanitarian Academy (SGA) in 2003–2004 may be of interest. The study solved a number of tasks, including the definition of the main types of educational homework, their ratios and execution time.

39 teachers and 295 Moscow schoolchildren took part in the study as respondents: 5th grade students - 118 people, 8th grade students - 100 people, 11th grade students - 77 people.

The age sections selected for the study, firstly, correspond to the age periodization adopted in Russian psychology: grade 5 (10–11 years old) - younger adolescence, grade 8 (13–14 years old) - senior adolescence, 11- th grade (16–17 years old) – early adolescence. Secondly, from a didactic point of view, the 5th grade is the beginning of the middle stage of education, the emergence of a more prominent subject education than in the primary grades; 8th grade - the time of sustainable adaptation to subject teaching in secondary school; 11th grade - the stage of completion of general secondary education, preparation for the transition to a new (university) level of education.

The sample included schoolchildren from three different types of educational institutions of secondary general education: gymnasium - 112 people, secondary school with in-depth study of aesthetic subjects - 119 people, secondary school - 64 people.

This study clarified and concretized the most frequently used forms of homework in school practice. So, according to a survey of teachers, a rating was compiled of the forms of homework most commonly used. He showed that the most popular traditional tasks remain among teachers: working through textbook material analyzed in class (69% of respondents prefer to use this task), and solving problems and exercises of various types (56% of respondents). At the same time, 44% of the teachers surveyed prefer tasks typical for the topic, 23% prefer easier ones, 26% more difficult tasks, and only 1 person (3%) noted tasks of increased complexity that were not previously encountered by students.

The popularity of creative tasks (they were noted by 64% of the respondents) is associated with the trends of recent years in pedagogy - the search for ways to develop the individual creative abilities of students. Exercises and tasks of increased complexity, as well as special, non-traditional tasks, according to the survey, are practically not used in school practice or are used infrequently - by individual teachers in certain moments and conditions (3% of respondents - 1 person).

Table 1

Distribution of School Teachers' Preferences in Using Different Forms of Homework

% of quantity

respondents ( n =39)

% of the total number of elections ( n =158)*

Textbook material reviewed in class

Creative tasks

Tasks and exercises of different types

The most typical tasks for this topic

Practical tasks

The lighter part of the theoretical material, which was not analyzed in the class

Tasks and exercises similar to those passed, but more difficult

Similar tasks and exercises, but easier

Mostly theoretical material

Tasks and exercises of increased complexity, previously not met by students

Other (indicated - "tasks at will", subject - Russian, lit-ra)

Note. * - in the questionnaire, the question was given in a closed form, it was possible to choose several answers, and the total number of choices was 158.

In the course of processing the results obtained by the method of questioning schoolchildren, the main types of educational work of schoolchildren and the time spent on them in the process of doing homework were identified (Table 2).

table 2

The average time spent by schoolchildren of different age groups on different types home study work (in min.)

5th grade

8th grade

11th grade

Reading the text (paragraph) of the textbook

Solving problems or doing exercises

Memorization (concepts, rules, definitions, laws, poems, words, etc.)

Answers to the questions of the paragraph

Creative task (composition, drawing, report, abstract, etc.)

Working with additional literature

Work with the contour maps, cards, workbooks and other manuals

The table shows that, in general, for schoolchildren, homework with additional literature and the fulfillment of a creative task are the longest. Wherein longest time schoolchildren of the 5th grade spend on work with additional literature (35 minutes on average for all studied subjects), which can be explained by the novelty of this form of work for this age.

The survey showed that the time to complete a creative task gradually increases from one age group to another. It has a maximum value in the 11th grade (47 minutes on average for all academic subjects). This is due to the fact that creative tasks vary greatly in terms of complexity: in the 5th grade, its simple types are used (illustration, drawing, short essay), while in high school students master more complex, “adult” types creative tasks (reports, abstracts, various kinds projects, etc.), which prepare them for university types of educational work.

Very time-consuming in terms of time, as can be seen from Table. 2, it turned out to work with various aids (contour maps, cards, workbooks, tables). Here, too, there is a tendency to increase indicators from one age group to another, due to the natural complication of educational tasks.

It is interesting that, according to the data obtained, clearly less time is spent on memorization in grades 8 (16 minutes on average in all disciplines), while in homework of students in grades 5 and 11, it is on the third place in terms of time spent (23 minutes and 25 minutes, respectively).

This form of homework, like answering the questions of a paragraph of a textbook, takes the least time in all age groups.

Traditional for a mass school, the most frequently used types of tasks by teachers - reading a textbook and doing exercises and tasks - have average time indicators, fluctuating within 16–23 minutes, not exceeding the optimal range of 20–25 minutes.

Of greatest interest in the study were questions about homework time.

Calculations of average values ​​showed that, in general, an “average” schoolchild spends 1.9 hours on homework per day, while schoolchildren in grade 5 spend an average of 1.7 hours; schoolchildren of the 8th grade - 2.2 hours; schoolchildren of the 11th grade - 1.9 hours. Thus, students of the 8th grade turned out to be the most loaded with homework.

The norms of study time allotted for homework are defined in the Sanitary Rules and Norms (SanPiN). So, in the 5th grade it should not exceed 2.5 hours, in the 8th - 3 hours, in the 11th - 4 hours. Consequently, the survey data show that, on average, schoolchildren's homework time falls within the limits set by the norms.

It was assumed that the differences in school disciplines, due to the peculiarities of their content, would also determine the differences in the types of homework and in the time it was completed. However, the data obtained showed that the time for completing homework did not differ much - neither by age group, nor by subject. The average time range ranges from 20–30 min. Only the following are clearly out of this range:

homework in a foreign language (43 min.) in the 5th grade;

homework in literature (55 min.) and history (56 min.) in 11th grade.

In the first case, this may be due to the fact that it is in the 5th grade that the study of the subject begins. If a foreign language is included in the primary school curriculum, then, with the exception of "language" special schools, it is taught at a conversational-playing level, and a serious study of the grammar of the language begins from the 5th grade, which explains the large amount of time spent on home preparation.

In the second case, the increase in time for doing homework may be due to the fact that today humanitarian universities are very popular with applicants, where the main entrance exams are history and essay (with compulsory knowledge of literature, with skills of analysis and criticism). This causes increased attention of teachers and graduates to the development of skills in these disciplines in the course of home study.

When considering the distribution of time for different types of homework in various academic disciplines, it turned out that the indicators often deviate from the average discipline considered above. At the same time, for the 5th grades, the interval of deviations ranges from 6–9 minutes. (both in the direction of increasing time, and in the direction of its reduction).

For students of the 8th grade, the most deviations were found in reading a textbook. There is also a reduction in the time (relative to the average indicators for all disciplines) for reading a textbook in mathematics and the Russian language (by 8 and 7 minutes) and an increase in time for reading a textbook in the humanities - literature and history (by 10 and 5 minutes). . An increase in time is also observed during memorization: as well as in the 5th grade - in literature (by 6 minutes) and in a foreign language (by 7 minutes). For 8 min. for 8th graders, the time of work with additional sources in literature increases.

The most pronounced deviations from the average disciplinary indicators of the time to complete various tasks among schoolchildren of the 11th grade. Thus, reading a textbook in mathematics and the Russian language decreases (by 10–11 minutes), but increases in literature (by 14 minutes) and history (by 17 minutes). The time for solving problems and exercises in mathematics increases (by 7 minutes), while it decreases by the same interval during educational work in biology. A significant decrease in the time for memorization is observed in mathematics and the Russian language (by 9 minutes), chemistry (by 10 minutes) and biology (by 7 minutes). However, at the same time, the share of time for memorization in history increases (by 33 (!) min.). Also, the time for performing creative tasks in the Russian language (by 20 minutes) and literature (by 25 minutes) increases significantly (relative to the average indicators for all disciplines), while reducing the time for the same form of homework in chemistry and physics (by 10 minutes). .).

The considered features show that when organizing home independent work of schoolchildren (within the framework of the class-lesson system), the absence of norms for the types and volumes of homework leads to the fact thateverything is determined by the teacher and his preferences.

Studying teachers' preferences in the frequency of using various forms of homework, it was possible to establish that the most time-consuming tasks (for example, work with additional literature or a creative task) are not given to students every time or even every week. So, for example, teachers prefer to work with additional literature at home: in the 5th and 8th grades - once a month (33% and 50% of respondents), or even once a quarter (19% and 35% of respondents) ; in the 11th grade - mostly once a month (37%). A fairly high figure (26% of respondents) for 11th grade was obtained in the column "each lesson". Perhaps this is also due to the voluminous and intensive work of graduate students in preparing for exams in history, mathematics, the Russian language, literature, chemistry, biology and physics.

The task of working with manuals (contour maps, workbooks, cards, tables, etc.) teachers also prefer to give once a month: in the 5th grade - 45%, in the 8th grade - 46% and in the 11th grade – 37% of respondents. However, this task is used by a large percentage of teachers every lesson (especially in the 11th grade). This can be explained by the fact that this form of work is mainly used in teaching disciplines, classes in which are held 1-2 times a week (geography, physics, chemistry, biology, etc.). Therefore, here we can partly consider this answer assigned to the “once a week” column.

As for creative assignments, their teachers prefer to give home assignments even less often: no more than once a month, or even once a quarter or even once a year.

The conducted research provided an opportunity to obtain data on other interesting issues - for example, on the correlation of various forms of homework with the phases of knowledge acquisition, on the distribution of homework time for the phases of knowledge acquisition, etc. (these issues will be reflected in other publications).

Within the framework of the topic of this article, the following research results can be noted:

1. It has been established that, in general, an “average” student spends about two hours doing homework per day, while 8th grade students are the most loaded with homework. On average, schoolchildren's homework time falls within the framework set by SanPiNs.

2. The following features of doing homework were revealed:

in general, for schoolchildren, homework with additional literature and the fulfillment of a creative task are the longest; at the same time, schoolchildren of the 5th grade spend the most time working with additional literature (35 minutes on average for all studied academic subjects);

the time to complete a creative task increases from one age group to another: it has a maximum value in the 11th grade (47 minutes on average for all academic subjects);

the least time in all age groups is occupied by such a form of homework as answering questions from a textbook paragraph.

3. The hypothesis was confirmed that the distribution of time for various types of educational work in the process of doing homework by schoolchildren depends on the volume and prevailing type of homework. In turn, due to the lack of norms, the types and volumes of homework are determined by the teacher.

4. It has been suggested that there is a regularity: the distribution of study time (both in classwork and homework) changes during the transition from primary to secondary school, which is associated with changes in the nature and volume of schoolchildren's educational work.

The identified features can and should be taken into account for more efficient construction educational process in educational institutions of secondary general education, to maintain a balance between various forms of independent home study work of schoolchildren of different age groups. This corresponds to the tasks of technologization of education.

On the other hand, the results and data obtained in the course of the study can be useful in solving the issues of designing and constructing the educational process, especially in the conditions of specialization of educational institutions, which meets the goals of individualization of education. Thus, the results of the study can be applied in the course of solving the main tasks of modernizing Russian education.

Attachment 1.

Approximate norms for the allowable time spent by students on homework:

in elementary school from 15 min. in 1st grade;

up to 30 (35) minutes in 3 (4) classes;

in the middle and senior level from 27 to 40 minutes.

Appendix 2

The Russian language has its own homework norms.

Grade 5 - 40-60 words (6-8 printed lines);

Grade 6 - 60-70 words (8-9 printed lines);

Grade 7 - 70-80 words (9-10 printed lines);

Grade 8 - 80-105 words (9-12 printed lines);

Grade 9 - 105-130 words (13-15 printed lines).

Appendix 3

Approximate norms for the allowable time spent by students on homework in various subjects:

Appendix 4

Base of initial data required to calculate the time limit for doing homework by students of a general education institution

1. The norms of the maximum allowable load of schoolchildren are regulated by the Sanitary Rules and SanPin 2.4.2. - 576 - 96.

2. Giving homework is regulated by SanPin 2.4.2. - 576 - 96 within the following limits:

in the 1st grade (from the second half of the year) - up to 1 hour,

in the 2nd - up to 1.5 hours,

in the 3-4th until 2 o'clock,

in the 5th-6th up to 2.5 hours,

at 7-8 o'clock until 3 o'clock,

at 9-11 till 4 o'clock

3. Accounting for the difficulty of subjects by the norms of SanPin 2.4.2. - 576 - 96 it is recommended to produce on the basis of the table of I.G. Sivkov (1975), with an additional assessment of modern subjects (computer science, specialized disciplines) of at least 10 points.

Appendix 5

Initial provisions, assumptions and calculation formulas of the methodology for studying the time spent on homework by students

1. The calculation was made in accordance with the methodological recommendations for the prevention of educational overload of students (Babansky Yu.K. "Optimization of the educational process"):

do not give homework on Monday;

do not give homework in drawing, singing, labor and physical education.

2. The calculation formula for the maximum time for completing homework in a conditional subject (for 1 lesson) is as follows:

3. The calculation formula for the maximum time for completing homework, taking into account the difficulty of a particular subject (for 1 lesson), is as follows:

, where
T ur - the required time limit for doing homework (min.);

D- the maximum time for doing homework during the week, according to hygienic requirements (hours).

B i - difficulty 1- th subject according to the table of Sivkov I.G. (points)

P i - to number of hours in the curriculum1- mu subject (for which homework is given).