Recommendations for drawing up a business plan. Recommendations for drawing up a lesson plan. Methodical recommendations for drawing up an annual plan

1.1. Guidelines for the preparation of plans and cards for extinguishing fires (hereinafter - Methodical recommendations) determine general requirements to the development, execution and use of documents for preliminary planning of actions to extinguish fires and conduct emergency rescue operations.

1.2. In order to ensure the readiness of the service personnel (employees, employees) of organizations, as well as fire departments and emergency rescue teams, to take action to extinguish fires and carry out emergency rescue operations (hereinafter referred to as actions to extinguish fires), preliminary planning documents for extinguishing fires are being developed, namely: fire extinguishing plans (hereinafter referred to as PTP) and fire extinguishing cards (hereinafter referred to as KTP).

1.3. PTP and KTP are intended for:

providing the head of extinguishing the fire (hereinafter - RTP) with information on the operational and tactical characteristics of the object;

preliminary forecasting of the possible situation in the facility during a fire;

planning the main actions to extinguish fires;

improving the theoretical and practical training of the personnel of fire protection units, emergency rescue teams and their control bodies for fire extinguishing actions;

information support in the study (study) of the fire.

1.4. The general management of the organization of work on the preparation, development and accounting of the PTP and KTP is assigned to the chiefs of the fire brigades.

2. Development and adjustment of the List of organizations (facilities, rural settlements) for which the PTP and KTP should be drawn up

2.1. PTP and KTP are drawn up for all objects and rural settlementslocated in the exit area of \u200b\u200bthe units included in the fire brigade and falling under the criteria specified in Appendix No. 1 to the Methodological Recommendations, as well as other facilities (at the discretion of the heads of the fire brigade).

The decision on the development of the PTP for each facility is made by the head of the fire brigade by written agreement with its head (owner). In case of refusal of the head (owner) of the object, the DTP is not drawn up.

2.2. For the purposes of accounting and planning of work with anti-terrorist facilities and KTP in each local garrison of the fire brigade, the List of objects (rural settlements) for which the TPP and KTP should be compiled (hereinafter referred to as the List) (Appendix No. 2 to the Methodological Recommendations) should be developed and timely adjusted.

2.3. The list is developed by the head of the local fire brigade and approved by the head of the local self-government body of the municipality.

2.4. PTP and KTP for objects located in the area of \u200b\u200bdeparture of special units of the Federal Border Guard Service are included in the List on the basis of information provided by the relevant management bodies of special units of the Federal Border Guard Service.

2.5. The list is updated as necessary, but at least once a year.

2.6. Based on the results of the adjustment, the head of the local garrison of the fire department makes the appropriate changes to the List (if necessary), if there are no changes - a note on the measures taken.

2.7. An extract from the List is sent to the fire departments of the local fire brigade garrison (as far as they are concerned). In the fire departments, an extract from the List is stored at the fire department's communication point, in the absence of it at the central fire communication station (hereinafter referred to as the CPPS), the EDDS of the fire department control body.

2.8. A copy of the List is sent to the territorial body of the EMERCOM of Russia for the subject Russian Federation for accounting and use in work.

3. Drawing up and adjusting the PTP and KTP.

3.1. Based on the List, the head of the fire department develops an annual schedule for drawing up and adjusting the DTP and KTP for objects (rural settlements) located on the territory of the fire department departure area (Appendix No. 3 to the Methodological Recommendations).

3.2. The schedule is agreed with the heads of the protected municipalities and the management (owners) of the objects included in it, approved by the head of the local fire department.

3.3. Requirements for the design and content of DTP and KTP are given in Sections 7 and 8 of the Methodological Recommendations.

3.4. The following activities precede the drafting of the PTP and KTP:

study and analysis of the operational and tactical characteristics of the object (rural settlement), including the collection of information about its fire protection;

study of regulatory and reference materials, including industry-specific regulations, for this object;

forecast of the probable place of occurrence of the most complex fire and possible situations of its development;

study of analytical materials on the fires that occurred in the facility (rural settlement) and in similar facilities (rural settlements).

3.5. PTPs are drawn up in at least three copies. The first copy is in the fire department, in the area (subarea) of which the organization (object) is located, the second copy is in the CPPS (EDDS) of the local fire brigade, the third copy is from the management (owner) of the object.

3.6. KTP are drawn up in at least two copies. The first copy is in the fire department, in the exit area of \u200b\u200bwhich the object is located (rural settlement), the second copy is at the management (owner) of the facility (administration of the rural settlement).

3.7. The heads of the garrisons of the fire department determine the list of DTP and KTP, electronic versions of which must be stored on portable personal electronic computers intended for use by the RTP and officials of firefighting headquarters, about which a corresponding note is made in the List and List of DTP and KTP for objects (rural settlements points) located in the area of \u200b\u200bdeparture of the fire department (Appendix No. 4 to the Methodological Recommendations).

3.8. Electronic versions of PTP and KTP must meet the following requirements:

ensuring the maintenance of a database for repeated use and timely data correction;

security minimum costs to prepare employees for the operation of the software;

simple and intuitive interface that allows you to use them for direct fire extinguishing and emergency rescue operations;

protection against unauthorized changes to the software.

3.9. PTP and KTP are subject to adjustment when changing the form of ownership, functional purpose, space-planning solutions, modernization technological process production, changing the tactical capabilities of fire departments, etc. Adjustments are made no later than a month from the moment of occurrence (detection) of changes.

When correcting the PTP and KTP, the corresponding changes are also made to their electronic versions.

3.9. For the facilities under construction, DTP and KTP are drawn up at the stage of their construction or at least a month before the commissioning of a new object or its individual elements (installations and structures).

3.10. PTP and KTP for especially important and sensitive facilities are compiled, stored and applied in accordance with the established procedure for work, storage of secret documents and materials. The degree of their secrecy is determined by the regime service (owner) of the facility.

Plan - lesson outline - the main document for conducting a specific lesson on the topic. Standard, required forms plans - abstracts the lesson has not been established, since the form of the plan - synopsis, as well as its content, methods of conducting, the depth of disclosure of the material change depending on the content of the lesson, its educational and educational goals, the nature of the upcoming work, the organization of exercises, the experience of the master.

A well-written outline helps to guide the lesson at a high level. The synopsis summarizes the main essence of the educational material, provides the necessary justifications, tabular data, diagrams, sketches, calculations, etc. It is advisable to make a synopsis entirely on the topic. At the same time, it is possible to always supplement the previously drawn up synopsis with clippings and extracts from magazines, newspapers, articles, new textbooks, brochures for the exchange of experience, data from the Internet and other sources. Thus, the synopsis becomes a collection of didactic, methodological and technical materialswhere the master brings everything new that he has learned, learned. Such notes are of great value in preparing for lessons.

Sample lesson plan

Lesson type - combined

Lesson topic: The lesson topic is always indicated in the teacher's year lesson plan. But in some cases clarification is required. For example, the topic "A. Pushkin's Biography" in grade 5 will differ in volume and coverage of the material from the same topic in grade 9. Therefore, when formulating a topic, specify the amount of material in advance.

Lesson Objectives:

educational;

correctional - developing;

educating.

Lesson Equipment: This section lists everything that the teacher will use during the lesson. it multimedia presentations, reproductions of paintings, audio and video materials, visual and handouts.

1) Organizational stage

The goal is to prepare students for work in the lesson. Stage content (possible options):

find your place by call;

mutual greeting;

report of the attendant, identification of the absent;

recording a number;

attitude of students to work, organization of attention;

checking readiness for the lesson (workplace, working posture, appearance);

communication of the topic and purpose of the lesson.

2) Checking homework

The goal is to establish the correctness and awareness of homework, to identify typical shortcomings, to identify the level of knowledge of students, to repeat the material covered, to eliminate the gaps in knowledge found during the test. Possible options for checking homework:

frontal survey;

individual survey with a call to the board;

frontal written survey (at the blackboard, on cards);

individual written survey;

condensed survey (a combination of frontal and individual, oral and written);

practical work;

programmed control;

checking notebooks;

technical training aids.

3) Preparing students to master new material

The goal is to organize the cognitive activity of students. To inform the topic, goals and objectives of studying new material, to show the practical significance of studying new material, to attract attention and arouse interest in the study new topic... The introduction of a new concept is possible in different ways:

crossword;

the game "The fourth extra";

vocabulary work (connection with new material);

problematic issue.

4) Post new material

The goal is to give students a specific idea of \u200b\u200bthe question being studied, rule, phenomenon, etc. Communication of new material is possible:

in the form of a teacher's story (scientific, accessible, moderately emotional, consistent, based on clarity, with vocabulary work, with conclusions);

independent acquaintance with new material by observing and using the textbook;

an introductory conversation (if students have a stock of information on this topic);

alternation of conversation and story;

tCO application.

5) Consolidation of the acquired knowledge

The goal is to consolidate the knowledge and skills necessary for students to work independently on new material, to teach how to apply knowledge in a similar situation. Methods used:

work with the textbook;

work with a notebook;

practical work;

programmed tasks;

didactic games;

tables, diagrams, tests;

independent work.

6) Summing up

The goal is to draw a conclusion and summarize how the class worked in the lesson, to celebrate the work of the students, to find out what the students learned new in the lesson.

questions on understanding the studied material;

analysis and recording of homework;

assessment of students' work.

7) Homework.

Traditionally, this stage is left at the end of the lesson. But homework can be given both at the beginning and in the middle of the lesson. Especially if the home will be asked, for example, writing an essay, essay, or doing a laboratory. In this case, the teacher orients attention in advance that the theses developed in the lesson will be important when doing homework.

Modern technique recommends, in addition to the compulsory assignment, to offer students and options of a more complex level or aimed at developing creative abilities. For example, not just learn a poem, but also create a collage, draw a picture on a topic, or prepare a report, presentation.

Recommendations: Remember that every lesson should contain a "twist". It could be interesting fact, non-standard assignment, unusual form of material presentation, intriguing epigraph - that will contribute to the interest of students.

Sample Lesson Planning

The content of the lessons will be different, depending on the subject, the type of lesson. But the basic principles of drawing up a competent summary are the same in all cases.

Stage 1. Lesson topic

The topic of the lesson is always indicated in the teacher's annual lesson plan.

Phase II. Lesson objectives

Mit is more convenient for young teachers to use the old, proven method and clearly delineate the objectives of the lesson in three positions:

Learning goals. These can be goals such as:

To give an idea of \u200b\u200b...;

To generalize and systematize knowledge about ...;

Introduce students to (concept, rule, facts, law, etc.)

Develop skills (work with laboratory equipment, etc.).

Educational:

To foster in students a sense of patriotism, humanity, hard work, respect for elders, aesthetic taste, ethical standards, discipline.

Developing. Here goals are indicated that will help develop students' memory, fantasy, thinking, cognitive ability, will, independence, communication. If the lesson provides for group types of work, then you can indicate that the main developmental goal will be to teach how to work in a team, express and defend your point of view, and develop communication skills.

Stage III. Planned tasks

It indicates the minimum of the knowledge and skills that students should acquire during the lesson. The planned tasks should be compared with the requirements for the knowledge and skills of students, which are indicated by the Ministry of Education for each class and for each subject.

Stage IV. Lesson type and form

For yourself, every time it is worth clarifying whether it will be an explanation lesson, a conversation lesson, or you are aiming to conduct a non-standard lesson.
For convenience, I will give examples of the most common types and forms of the lesson.

Types and forms of the lesson

1. Lesson of familiarization with new material.

Forms: conversation, problem lesson, lecture.

2. Lesson to consolidate what has been learned.

Forms: games, competitions, KVN, travel, benefit performance, briefing, auction, fairy tale, performance, etc.

3. Lesson in applying new knowledge and skills in practice.

Forms: same as for reinforcement lessons. You can also conduct research lessons, laboratory, creative workshops, competitions, testing, excursions, etc.

4. Lesson generalization and systematization of knowledge.

The form is chosen free, at the request of the teacher.

5. Control lesson.

Shapes: as traditional test papers, tests, dictations, compositions, and more creative types: seminars, briefings or consultations.

6. Integrated lessons. The forms are free, since 2 or more subjects are involved in one lesson.

Stage V. Equipment

Everything that the teacher will use during the lesson is listed here. These are multimedia presentations, audio and video materials, visuals and handouts.

Stage VI. During the classes

1. Organizing time - compulsory stage of all lessons. Helps to focus the attention of students, to determine their concentration and readiness for the lesson.

2. Checking homework. Experienced teachers practice daily homework checking. This helps not only to check how well the previous topic has been learned, but also to remind the class of the main points of the previous lessons.

Exceptions are control lessons.

3. Updating students' knowledge on the topic. This stage is very popular in teaching methods. Actualization helps students tune in to the perception of the topic, outline the range of issues that will be considered in the lesson. In addition, actualization makes it possible to set a practical lesson goal.

4. Announcement of the topic and objectives of the lesson. The teacher can himself identify the topics and goals of the lesson. Or you can lead students to this during a preliminary conversation, making a cluster or mini-testing.

5. The main part of the lesson.

This part of the lesson will vary depending on the type and form of the lesson. But the principle of construction is the same: from simple to complex, from general to particular.

6. Summing up. You can replace this stage with reflection. It is important for the teacher to understand what the students have learned, what questions remained unclear, what problems were unresolved.

7. Grading. Grades can be given by the teacher himself, analyzing and evaluating the work of students in the lesson, but practice self-assessment or a system of cumulative points. In this case, students evaluate their own work.

8. Homework.

The modern methodology recommends, in addition to the obligatory assignment, to offer students options of a more complex level or aimed at developing creative abilities (create a collage, draw a picture on a topic or prepare a report, presentation).

Correct and balanced nutrition is a guarantee good health... And if your goal is to get stronger and build more muscle, then you can't achieve them without a meal plan. By following the suggested recommendations, you will be able to independently plan your diet.

Eat more often and in small portions

Eating a couple of times during the day and eating large quantities of everything that lies on a huge plate, you harm your body. You will recover less well after exercise, and of course this will lead to an increase in fat mass. And you can completely forget about increasing muscle mass. Do you need it?

To gain muscle mass, you need to monitor your diet. Training alone will not be enough. Eat small meals often and choose wholesome and healthy foods. For example, foods rich in protein and low in fat (turkey, chicken, egg white), healthy fats (nuts, omega-3, 6), complex carbohydrates rich in fiber (beans, legumes, vegetables, unpolished brown rice).

By adhering to the meal plan, you will be full of strength and energy throughout the day.

It turns out that you need to eat 5-6 times a day and each meal should consist of complex carbohydrates, protein and healthy fats. Lot? Apparently your portions are too large. Try to eat a small amount of food every 2-3 hours.

By sticking to this meal plan, you will be full of strength and energy throughout the day. Your body will receive the necessary nutrients for recovery between workouts, and you will be in a great mood.

Eat protein at every meal

By consuming sweets and unhealthy trans fats, you run the risk of increasing your body fat, blood sugar levels, and with it your mood. And most importantly, your body will not recover well after exercise.

BY DRAFTING AN ANNUAL PLAN

Annual plan is mandatory regulatory document The preschool educational institution is on a par with the Basic General Education Program and the Charter. It is aimed at solving specific problems that contribute to the improvement of the activities of the entire teaching staff in the academic year. An annual plan has a purpose, which is carried out through solving problems.

In accordance with the tasks in plan specific measures for their implementation must be identified.

The annual plan is drawn up taking into account the form preschool and the professional level of the teaching staff.

The following difficulties can be distinguished in planning:

Inability to clearly define the specifics of goals and objectives for the next academic year;

Lack of relationship between annual tasks and mechanisms for their implementation;

Inability to analyze the results of the academic year;

Lack of a clear and at the same time simple model planning;

Weak implementation of the main principles of education and training (systematic, consistent, etc.);

Congestion (high density) plans or vice versa;

Unbalanced distribution of responsibilities between performers;

Uneven scheduling events;

Uneven distribution of activities between performers and by timing;

- scheduling unrealistic cases;

Lack of control and self-control, its relationship with annual tasks;

Irrational composition of goals and objectives (the set of identified tasks does not fully ensure the achievement of the goal or the tasks intersect);

Promotion of a process as a goal, not a result;

Excessive focus on minor details.

Annual plan starts by writing an analysis work of preschool educational institution over the past academic year. The main tasks of the preschool educational institution should logically follow from the problems that emerged during the analysis of implementation Educational program and Annual plan in the current academic year. In the introductory part, the analysis of the results of work, the reasons for the failure to fulfill the previous annual plan, special difficulties in the work of educators, interesting experimental work, opinions of parents about the prospects for development in preschool educational institutions. Recommended outline 2 - 3 tasks arising from plan development of a preschool educational institution and analysis of its work over the past period. It so happens that a particular task is caused by an unsatisfactory state of affairs on a particular issue. Having analyzed all the above parameters, having discussed the results obtained with the team, having chosen the main directions in which the team will work in the upcoming academic year, you can proceed to formulating the main tasks of the preschool educational institution for the coming academic year. The essence of the analysis is not to give a list of what was done in the academic year, but to compare, compare, evaluate the results; define the conditions for success; identify the reasons that gave rise to the shortcomings, indicating their negative effects and consequences.

Wording annual problems causes senior educators, deputy managers, and managers, too, the greatest difficulties. Tasks: the first of the third year, the second of the second year, the third is new. The problem is written with a verb, eg: improve, shape, create conditions, etc. One of the tasks of health preservation.

We need to try to make the task not very voluminous in plan its implementation and real for the solution, but also not very narrow, closed on very specific conditions for its implementation. Important at the very beginning of writing annual plan distribute all the work so that a balance is maintained between various forms work, both with children, and with parents, and with teachers.

planning visible:

(in this case - year);

Main content plan;

Deadlines planned activities;

Responsible for implementation face plan.

Getting started drawing up an annual plan for a preschool educational institution, it must be remembered that this plan designed for the entire teaching staff of the institution. It depends on each teacher whether his work contributes to the achievement of the intended goals and objectives. plan.

It must be remembered that annual plan Is a living working document that can be corrected and corrected in the course of work on its implementation. We must boldly make changes and additions, do not be afraid to deviate from earlier planned activities... You just need to be able to prove, explain why you need to do this.

It should also be taken into account that annual plan requires building a certain work with personnel, organizational and pedagogical work with children, building interaction with the family.

One of the responsible moments: choice of writing form plan... Writing form plan maybe most different:

calendar (broken down by month,

cyclical (contain a certain cyclicality of forms of work,

textual (have a textual description of the content,

tabular (have tabular writing,

block-schematic (broken down into certain blocks of work).

Annual plan should include in myself:

Description of organizational and pedagogical work (preparation of a preschool educational institution for the new academic year, qualitative and quantitative characteristics of teachers, placement by age groups, material support of the pedagogical process, organization of a subject-developing environment, etc.);

A list of activities aimed at improving the pedagogical qualifications of educators;

Description of control measures for educational and educational work in a preschool educational institution, the work of all preschool educational institutions;

Representation multifaceted work with parents;

The list of activities aimed at improving the qualifications of service personnel;

Description of administrative economic work in a preschool educational institution;

Schedule of medical and preventive work at the preschool educational institution;

List of production meetings and events.

Stages drawing up a plan:

Stage I. First to plan monthly repeated cases, determined by the specifics of the work of the preschool educational institution and the characteristics of each month of the academic year (for example, conducting pedagogical councils, primary semi-annual and final diagnostics of preschoolers, preparation and holding of holidays, etc.).

Stage II. Per month planned events to supplement the traditional for this preschool educational institution with the existing events (for example, holding the holidays “Dad, Mom, I - sport family”,“ Competition of pedagogical ideas ”, etc.).

Stage III. To schedule new activities to implement the goals and objectives, which are determined on the basis of the analysis of the activities of the preschool educational institution for the previous year. For density introspection annual plan proposed to build diagram: vertically mark the number of events, horizontally - the months of the year.

Sections plan:

1. Work with personnel.

2. Organizational and pedagogical activities.

3. Control and analytical activities.

4. Organization of educational and recreational work.

5. Administrative and economic activities.

What is written in the sections

1. SECTION: WORKING WITH FRAMES

1.1 Methodical work

Pedagogical advice;

Coordination councils (project advice);

The work of creative groups;

Instructions on maintenance and protection of life and health of children;

Questioning of teachers;

Formation of a subject-developing environment (Equipping the pedagogical process, equipping methodical office);

Study and generalization of p.p. ;

Work in methodical office(library creation methodological literature, systematization and classification of materials, organization of exhibitions for teachers, compilation of filing cabinets, etc.... etc.);

Exhibitions, shows, competitions;

Seminars;

Seminars - workshops;

Consulting;

Collective views;

Overview of new products methodical and periodicals;

Other forms

1.2 Promotion professional excellence educators

Passage of refresher courses (complex courses, modular courses;

Mentoring;

School of Young Educators;

Self-education of teachers and its analysis;

Approbation and implementation of innovative technologies;

Participation in innovative projects;

Activities for the preparation of teachers for certification;

Other forms

1.3 Organization of control:

Frontal control;

Thematic control:

Operational control.

2. SECTION: educational and wellness work:

(coordinated with plans of specialists(muses of leaders, physical education instructors, psychologist, social. teacher, etc.):

Physical culture and health work (sports days, sports events, hikes, etc.);

Leisure, entertainment (holidays, entertainment, KVN, etc.);

Monitoring the development of the main general education program

According to most modern scientists, the process planning should lead to the creation of a certain unified system in which it would be good to visible:

The tasks of the preschool educational institution for a certain period (in this case - year);

Main content plan;

Deadlines planned activities;

Responsible for implementation face plan.

ANNEXES TO ANNUAL PLAN:

Training plan

Plan administrative work (if not included in the general plan)

Plan interaction with the school

Plan work with parents (if not included in the general plan)

Schedule of continuing education courses

Schedule for teachers to pass certification

Plan on self-education of teachers

Promising work plans of specialists

Experimental work program (if such work is in progress)

Plan creative work or working group

Plan interaction with public organizations.

Other (based on the characteristics of the institution's work)

IN PLAN FOR WORK WITH PARENTS:

General parenting meetings;

Group parent meetings;

Doors open days;

Questioning;

Visual design - information stands;

Consulting;

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