Google Translated at 07/04/2020

Source (in Latvian): https://m.likumi.lv/doc.php?id=303768

Regulations of the Cabinet of Ministers No. 747

Riga, 27 November 2018 (protocol No. 56 § 38)

Regulations on National Primary Education Standards and Samples of Basic Education Programs

Issued in accordance with the Education Law
Article 14 ( 19)
and the General Education Act
Article 4, paragraphs 11 and 11.1

I. General question

1. The Regulations prescribe the national basic education standard, which includes samples of basic education programs in accordance with the requirements of this standard, and the names of the fields of general primary education.

II. The aim and tasks of the implementation of the basic education content

2. The goal of the implementation of the basic education content is a comprehensively developed and competent student who is interested in his / her intellectual, social, emotional and physical development, lives healthy and safe, learns with joy and interest, participates socially responsibly and takes initiative, is a Latvian patriot.

3. The tasks of basic education are:

3.1. to strengthen a comprehensive understanding of the rule of law and values ​​such as life (including health), human dignity (including equality), freedom, family, marriage, work, nature, culture, the Latvian language and the Latvian state, developing an appreciative attitude and responsibility for oneself, and their actions;

3.2. to strengthen and develop knowledge, understanding and basic skills in the fields of study referred to in Paragraph 7 of these Regulations in order to successfully continue further education;

3.3. to master in different contexts and fields of study the necessary 5.2. The transversal skills referred to in point (a) to strengthen the link between new knowledge and personal experience, to build positive relationships and to make responsible decisions.

III. Values ​​to be included in the content of basic education

4. The values ​​and morals defined in the Satversme of the Republic of Latvia and regulatory enactments regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods shall be included in the acquisition of basic education content.

IV. Compulsory content of basic education, planned results of its acquisition in the fields of study and principles of implementation

5. The compulsory content of basic education consists of:

5.1. The values ​​and morals specified in the regulations of the Cabinet of Ministers regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods;

5.2. the following cross-cutting skills:

5.2.1. critical thinking and problem solving - the student learns, analyzes and evaluates different types of information and situations, understands their context, makes balanced and responsible decisions, defines the nature of the problem and solves simple and complex challenges;

5.2.2. Creativity and Entrepreneurship - the student is open to new experiences and challenges, seeks and sees a variety of opportunities to improve the current situation, takes the initiative and perseveres to turn an idea into a useful solution or product;

5.2.3. self-directed learning - the student is aware of himself / herself as an individual, his / her wishes, needs and interests, manages his / her emotions, thoughts and behavior, forms positive relationships, is motivated to improve himself / herself, sets goals, plans his / her activities, implements the plan and evaluates thinking strategies and keeps track of your learning progress;

5.2.4. cooperation - the student respectfully expresses his / her own and listens to the opinions of others, adapts his / her behavior and type of communication according to the situation, cooperates with different people to achieve specific goals, and reaches solutions acceptable to the parties involved;

5.2.5. civic participation - the student sees interconnections in society and the environment, analyzes his / her involvement in local and global processes and participates in their improvement, takes responsibility for his / her actions;

5.2.6. digital literacy - the student uses digital technologies responsibly and effectively to acquire knowledge, create new content, share and communicate content, critically and constructively evaluates the role of technology and media in society;

5.3. knowledge, understanding and basic skills in the fields of language, social and civic, cultural understanding and self-expression in the fields of science, mathematics, technology, health and physical activity.

6. The planned results to be achieved by a pupil in transversal skills at the end of grades 3, 6 and 9 are specified in Annex 1 to these Regulations.

7. The planned results to be achieved by the student are complex, they reveal the final result in action, include knowledge, understanding and basic skills in the fields of study, transversal skills, values ​​and virtues and are expressed as skills in the following fields of study:

7.1. field of language learning - the student is interested in language learning, understands the role of Latvian and minority languages ​​in forming national identity and preserving cultural heritage, understands the role of Latvian as a state language in integration into Latvian society and education, the role of foreign languages ​​in intercultural communication , means of cognition, communication and creative expression, expresses, understands, analyzes and interprets information, concepts, facts and ideas in texts of various formats and genres in clear, comprehensible, literally correct and in accordance with the communication situation expressions, feelings and opinions in oral and written form , uses reading skills for self - emotional and intellectual enrichment;

7.2. social and civic field of study - the student thinks and acts responsibly, being aware of the consequences of his / her actions and respecting life as a value, he / she has developed lasting, positive social habits in communication and interaction with people, has developed national, historical and civic awareness and understanding of social and economic processes;

7.3. field of cultural understanding and self-expression in art - the student practically works, imagines and enjoys the creative process, reveals and improves his / her creative talents, knowledge, skills and techniques in different art forms, evaluates and interprets various forms of creative expression, learning to understand cultural differences and creating his / her own cultural identity, experiences cultural events in person, gaining emotional and aesthetic experience and developing personal cultural needs, participates in the preservation of cultural heritage and inheritance of traditions;

7.4. field of science - the student recognizes, offers and evaluates explanations of certain natural phenomena and processes, uses research skills in solving problems, conducting research, assessing risks and observing safety conditions, analyzes and evaluates data, expresses opinions and arguments in different ways and infers from data, acts personally responsible in promoting one's own and others' health, preserving the quality of the environment and the sustainable use of natural resources;

7.5. mathematics field - a student in situations with a mathematical, other field of study and real context, meaningfully using mathematical tools, performs calculations, processes data, uses the properties of figures, sees relationships between quantities, judges in general and mathematical models, chooses an appropriate approach or technique in problem situations, is aware the need for evidence and form reasoned judgments;

7.6. field of technology - the student practically creates products, services, information and environmental solutions useful for himself and society, planning, designing and constructing in the design process, purposefully, safely and responsibly using various techniques, tools and devices, including digital, choosing suitable materials and learning appropriate skills, and creating a safe and healthy work environment, act appropriately in dangerous everyday situations, understand the design process and gain experience in performing a simple technological process and solving engineering problems, are able to safely, effectively and responsibly use digital technologies in the design process;

7.7. field of study of health and physical activity - the student understands and practices healthy lifestyle habits, recognizes risks in various situations, including extreme ones, and makes decisions for safe and active actions, competently, responsibly and interestedly engages in various physical activities that promote mental and physical abilities, participates team building, plans, distributes work tasks, helps and supports others.

8. The planned results to be achieved by the student in the fields of study at the end of the 3rd, 6th and 9th grades are determined:

8.1. in the field of language teaching - in Annex 2 to these Regulations;

8.2. in the field of social and civic education - in Annex 3 to these Regulations;

8.3. cultural understanding and self-expression in art in the field of education - in Annex 4 to these Regulations;

8.4. in the field of science education - in Annex 5 to these Regulations;

8.5. in the field of mathematics teaching - in Annex 6 to these Regulations;

8.6. in the field of technology training - in Annex 7 to these Regulations;

8.7. in the field of health and physical activities in training - in Annex 8 to these Regulations.

9. In order to achieve the objective referred to in Paragraph 2 of these Regulations and to fulfill the tasks referred to in Paragraph 3 of these Regulations, the compulsory content of basic education shall be implemented in accordance with the following principles:

9.1. the student strengthens competence by integrating purposeful knowledge, understanding and basic skills in the fields of study, integrated into practical activities, developing transversal skills, forming habits, cultivating morals, affirming values ​​and expressing attitudes;

9.2. the student's learning is related to his / her experience and daily life, the student is involved in making decisions relevant to him / her, learning encourages interest and involvement in the culture of the educational institution and social processes, looking to the future, learning and evaluating topics important for personal and social development and well-being;

9.3. the teacher plans and manages the student's learning, setting clear achievable results, choosing appropriate and diverse tasks, providing supportive and developing feedback and the opportunity to learn in depth - explaining the course of activities, thinking about learning and the achieved result;

9.4. the teacher uses various forms of learning organization to achieve the learning goals, varying their implementation according to the student's learning needs;

9.5. the educational institution develops an organizational culture that respects the diversity of students according to gender, ethnicity, religion, health status, language, intellectual development and other characteristics, respecting the prohibition of discrimination and different treatment;

9.6. the educational institution involves parents in supporting the pupil's learning by providing regular feedback on the pupil's performance and growth;

9.7. the educational institution creates a learning environment that is physically and emotionally safe, promotes the acquisition and learning of the pupil's social and emotional skills and is adapted to the different learning and development needs of each pupil;

9.8. educators and other staff of the educational institution regularly cooperate, jointly plan the implementation of the curriculum, follow the growth of each student and make the necessary improvements in the teaching and upbringing process, create a culture of the educational institution that provides better learning opportunities for each student;

9.9. the educational institution identifies for the first time as soon as possible the basic skills and learning needs of the pupil and monitors the growth of each pupil, uses the obtained data in planning pedagogical activities and selecting and implementing appropriate support, increasing opportunities for full participation in the learning process;

9.10. the educational institution involves the local community in the planning and implementation of the goals and objectives of the activity and in the implementation of change.

V. Basic principles of assessment of students' learning achievements and the procedure of assessment of acquired education

10. Assessment of learning performance is the acquisition of information in order to judge a student's performance or achieved result.

11. The basic principles of learning assessment are as follows:

11.1. the principle of systemicity - the assessment of learning performance is based on a system characterized by a regular and reasonable set of activities formed in a certain sequence;

11.2. the principle of openness and clarity - before the demonstration of learning performance, the student knows and understands the planned results to be achieved and the criteria for assessing his / her learning performance;

11.3. the principle of methodological diversity - various assessment methodological methods are used for the assessment of learning performance;

11.4. Inclusive principle - assessment of learning performance is adapted to the different learning needs of each student, for example, time division and duration, environment, way of demonstrating student performance, access to assessment work;

11.5. the principle of growth - in the assessment of learning performance, especially at the end of the learning phase, the dynamics of the development of the student's individual learning performance is taken into account.

12. The types of assessment of learning performance are the following:

12.1. formative assessment, which is a continuous part of the daily learning process and provides the student and the teacher with feedback on the student's current performance against the planned results to be achieved. Formative assessment is implemented by:

12.1.1. an educator to identify the student's learning needs and provide additional support to the student, plan and improve teaching;

12.1.2. the student to independently evaluate his / her own and others' performance in order to improve learning;

12.2. diagnostic assessment to assess the strengths and weaknesses of a pupil's learning and to identify the support needed. Diagnostic evaluation is carried out by:

12.2.1. an educator to identify the student's learning needs and plan the future learning process;

12.2.2. The State Education Content Center (hereinafter - the Center) in order to improve the curriculum of basic education, promote the quality of teaching aids and the professional competence of teachers;

12.3. summative assessment organized at the end of the learning phase (eg subject, school year, level of education) to assess and document the student's learning outcome. Summative evaluation is carried out by:

12.3.1. an educator to assess and document how the student has mastered the intended outcome at the end of the learning phase;

12.3.2. a center in order to assess and document how the pupil has acquired the achievable results specified for the pupil in Paragraph 8 of these Regulations at the end of the educational level.

13. Pupil's study performance at the end of the school year in summative assessment is expressed:

13.1. 1-3 in the classroom - at the levels of acquisition ( Annex 9 );

13.2. 4-9 class - on a 10-point scale ( Annex 10 ).

14. Assessment of learning performance is objective. Assessment can be challenged at the end of the learning phase if it directly affects the student's rights and interests.

15. An educational institution shall independently develop the assessment procedure in accordance with the basic principles of assessment referred to in Paragraph 12 of these Regulations.

16. The tests prescribed by the State at the end of Class 9 are as follows:

16.1. state examination paper in the field of language teaching - Latvian language;

16.2. state examination in the field of language teaching - foreign language;

16.3. state examination in the field of mathematics teaching;

16.4. interdisciplinary state examination work, which includes the content of social and civic, natural sciences and technology studies.

17. The type of expression of the assessment of a pupil's learning achievements in the examination work specified by the State shall be determined by the center.

VI. Samples of basic education programs

18. In Annex 11 to these Regulations, in accordance with the Latvian education classification, a sample of a basic education program (code 21011111) is specified for the following programs:

18.1. for the first stage program of basic education (code 11011111);

18.2. for the part-time basic education program (code 21011113);

18.3. basic education distance learning program (code 21011114);

18.4. for the second stage program of basic education (code 23011111);

18.5. for the part-time program of the second stage of basic education (code 23011113);

18.6. for the second stage distance education program of basic education (code 23011114).

19. Annex 12 to these Regulations, in accordance with the Latvian education classification, specifies a sample minority basic education program (code 21011121) for the following programs:

19.1. the minority program for the first stage of basic education (code 11011121);

19.2. the part-time program for minorities in basic education (code 21011123);

19.3. basic education distance learning program for minorities (code 21011124);

19.4. the second stage basic education program for minorities (code 23011121);

19.5. the part-time program for minorities in the second stage of basic education (code 23011123);

19.6. the minority distance learning program for the second stage of basic education (code 23011124).

20. Annex 13 to these Regulations, in accordance with the Latvian education classification, specifies a sample of the basic education social correction education program (code 21011911) for the following programs:

20.1. for the social correction education program of the first stage of basic education (code 11011911);

20.2. for the social correction education program of the second stage of basic education (code 23011911).

21. Annex 14 to these Regulations, in accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:

21.1. special basic education program for students with visual impairments (code 21015111);

21.2. special basic education minority program for students with visual impairments (code 21015121);

21.3. special primary education program for students with hearing impairments (code 21015211);

21.4. the special primary education minority program for students with hearing impairments (code 21015221);

21.5. special basic education program for students with physical disabilities (code 21015311);

21.6. special basic education minority program for students with physical disabilities (code 21015321);

21.7. special basic education program for students with somatic diseases (code 21015411);

21.8. special primary education minority program for students with somatic diseases (code 21015421);

21.9. special primary education program for students with language disorders (21015511);

21.10. the special primary education program for minorities with language disorders (21015521);

21.11. special primary education program for students with learning disabilities (code 21015611);

21.12. special basic education minority program for students with learning disabilities (code 21015621);

21.13. special primary education program for students with mental health disorders (code 21015711);

21.14. special primary education minority program for students with mental health disorders (code 21015721).

22. Annex 15 to these Regulations, in accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:

22.1. special basic education program for students with mental disabilities (code 21015811);

22.2. special basic education minority program for students with mental disabilities (code 21015821).

23. Annex 16 to these Regulations, in accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:

23.1. a special basic education program for pupils with severe mental disabilities or several severe disabilities (code 21015911);

23.2. special primary education minority program for students with severe mental disabilities or several severe developmental disabilities (code 21015921).

24. The subjects referred to in the curriculum and lesson implementation plan of the educational program may be implemented in an integrated manner. In such cases, the educational institution shall indicate in the curriculum implementation plan of the subjects and lessons of the educational program which subjects are implemented in an integrated manner.

VII. Closing remarks

25. Cabinet Regulation No. 1 of 12 August 2014 is repealed. 468 " Regulations on the State Basic Education Standard, Basic Education Subject Standards and Samples of Basic Education Programs " (Latvijas Vēstnesis, 2014, No. 165).

26. These Regulations shall enter into force on 1 September 2021 for the implementation of the general education program in grades 2, 5 and 8, and on 1 September 2022 for the implementation of the general education program in the 3rd, 6th and 9th grades. in September. Until those dates, general education programs in grades 2, 5 and 8 and grades 3, 6 and 9 shall be implemented in accordance with the regulatory enactments regarding the state basic education standard, basic education subject standards and basic education program samples that were in force until the entry into force of these regulations. date of entry into force.

27. These Regulations regarding the proportion of the use of the Latvian language in the acquisition of the study content in the 9th grade of the minority education program shall enter into force on 1 September 2021. Until the said date, Latvian language minority education programs in the 9th grade shall be used in accordance with regulatory enactments regarding the state basic education standard, basic education subject standards and samples of basic education programs, which were in force until the date of entry into force of these Regulations.

28. The Regulations shall enter into force on 1 September 2020.

In place of the Prime Minister -
Minister of Finance Dana Reizniece-Ozola

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 1
Cabinet
November 27, 2018
to Regulation No. 747

Planned results for the student in cross-cutting skills, finishing 3rd, 6th and 9th grade

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 2
Cabinet
November 27, 2018
to Regulation No. 747

Achievable results in the field of language learning at the end of the 3rd, 6th and 9th grades

I. Language learning content. Latvian Language

II. Language learning content. Latvian language and literature in educational institutions that implement minority education programs

III. Language learning content. Minority language

IV. Language learning content. Foreign language

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 3
Cabinet
November 27, 2018
to Regulation No. 747

Achievable results in the field of social and civic learning, finishing 3rd, 6th and 9th grade

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 4
Cabinet
November 27, 2018
to Regulation No. 747

Achievable results in the field of cultural awareness and self-expression in the field of teaching, finishing 3rd, 6th and 9th grade

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 5
Cabinet
November 27, 2018
Regulations No. 747

Achievable results in the field of science education, finishing 3rd, 6th and 9th grade

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 6
Cabinet
November 27, 2018
to Regulation No. 747

Achievable results in the field of mathematics teaching, finishing 3rd, 6th and 9th grade

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 7
Cabinet
November 27, 2018
to Regulation No. 747

Achievable results in the field of technology training, finishing 3rd, 6th and 9th grade

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 8
Cabinet
November 27, 2018
to Regulation No. 747

Achievable results in the field of health and physical activity training, finishing 3rd, 6th and 9th grade

Notes.
1. * The school, in accordance with the climatic conditions and the materials and technical support of the educational institution, offers students the opportunity to learn 1-9. basic movement in a class group, exercising in at least two modes of movement (skiing, skating, rollerblading, scootering, self-rolling, cycling and skateboarding, Nordic walking and swimming).
2. ** The school, in accordance with the climatic conditions and the materials and technical provision of the educational institution, offers students the opportunity to learn 4-9. at least six sports games with reduced or changed rules in the class group, such as basketball, volleyball, football, handball, frisbee, floorball, touch rugby, kinn-ball , water polo and other games exercises, at least four single games with relaxed or changed rules such as badminton, table tennis, disc golf, mini cricket, bochi, gorodku, mini curling, speedminton and other single-player exercises.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 9
Cabinet
November 27, 2018
to Regulation No. 747

Assessment of student learning performance at acquisition levels

1. Pupil's performance in accordance with the planned result to be achieved is assessed in accordance with the following criteria:

1.1. the amount and quality of knowledge, understanding, basic skills demonstrated, transversal skills and attitudes demonstrated;

1.2. the need for support;

1.3. ability to apply what has been learned in a typical or unfamiliar situation.

2. A pupil's performance in relation to his / her intended result shall be expressed at the "started to learn" level if:

2.1. the pupil's performance (demonstrated knowledge, understanding, basic skills in the field of learning, cross-cutting skills and attitudes) indicates that the acquisition of the planned result to be achieved has begun;

2.2. the student demonstrates performance with the support of a teacher in a certain typical situation. The student needs support and regular teacher approvals to complete the task;

2.3. the student must continue to learn systematically in order to successfully master the content of further studies.

3. A pupil's performance in relation to the intended result shall be expressed at the level of "continuing to study" if:

3.1. the student's performance (demonstrated knowledge, understanding, basic skills in the field of teaching, cross-cutting skills and attitudes) shows that the planned result to be achieved is partially achieved and it is not sustainable;

3.2. the student demonstrates performance mostly independently in a typical situation, in some cases also in a lesser-known situation, if necessary, uses support materials. Sometimes an encouragement is needed to follow the task;

3.3. the student must continue to strengthen certain individual knowledge, understanding, basic learning skills, transversal skills and attitudes.

4. A pupil's performance in accordance with the intended result shall be expressed by the level "mastered" if:

4.1. the pupil's performance (demonstrated knowledge, understanding, basic learning skills, cross-cutting skills and attitudes) indicates that the intended outcome has been fully achieved and is sustainable;

4.2. the student demonstrates performance in both a known typical situation and an unfamiliar situation. The task is performed independently;

4.3. the student is prepared for further learning in the next class.

5. A pupil's performance in accordance with the intended result to be achieved shall be expressed by the level "in-depth" if:

5.1. the student's performance (demonstrated knowledge, understanding, basic learning skills, cross-cutting skills and attitudes) indicates that the intended outcome has been achieved in depth and is sustainable. Able to justify the choice of the appropriate strategy;

5.2. the student demonstrates performance in a certain typical situation, unfamiliar and interdisciplinary situation;

5.3. the student is prepared for further learning in the next class. This level does not mean that the student has exceeded the result set in this class.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 10
Cabinet
November 27, 2018
to Regulation No. 747

Assessment of a student's learning achievements on a 10-point scale

1. The assessment of learning achievements on a 10-point scale shall consist of the following criteria:

1.1. the amount and quality of the acquired knowledge;

1.2. acquired basic training skills and cross-cutting skills;

1.3. developed habits and attitudes that affirm values ​​and virtues;

1.4. dynamics of development of learning achievements.

2. The student's learning achievements in the subject are expressed on a 10-point scale (10 - excellent, 9 - excellent, 8 - very good, 7 - good, 6 - almost good, 5 - average, 4 - almost average, 3 - weak, 2 - very weak, 1 - very, very weak). When determining the rating on a 10-point scale, the criteria are evaluated as a whole.

3. A student obtains a grade of 9 and 10 points if:

3.1. has acquired knowledge, understanding and basic skills in the fields of study, transversal skills and is able to use the study content independently to form new knowledge and solve complex problems in changing real life situations;

3.2. is able to solve appropriate problems, substantiate and logically argue an idea, see and explain regularities;

3.3. is able to synthesize separate knowledge and skills in a single picture in relation to reality;

3.4. is able to independently express his / her opinion, define evaluation criteria, predict consequences;

3.5. is able to respect and appreciate different points of view, promotes cooperation in solving learning problems.

4. A student obtains a grade of 6, 7 and 8 points if:

4.1. is able to reproduce the content of studies with understanding (in full or close to it), sees regularities and problems, distinguishes the essential from the insignificant;

4.2. is able to use knowledge and skills, performs standard and combined learning tasks according to a model, analogy or in a familiar situation;

4.3. the task is performed conscientiously, shows abilities, as well as developed qualities of will;

4.4. expresses personal attitude in basic issues of study content more at the level of findings than at the level of analysis;

4.5. has acquired cooperation and communication skills;

4.6. learning outcomes are developing successfully.

5. A student obtains a grade of 4 and 5 points if:

5.1. is acquainted with the indicated content of studies, is able to distinguish the essential from the insignificant, knows and can define concepts, main rules and regularities, solves most standard tasks without mistakes;

5.2. the content of the training is presented in a sufficiently clear and comprehensible manner;

5.3. traditional cognitive methods are used in teaching, following the teacher's instructions;

5.4. can express personal attitude using memorized learning content;

5.5. underdeveloped cooperation and communication skills;

5.6. learning achievements are evolving.

6. A student obtains a grade of 1, 2 and 3 points if:

6.1. knows and is able to perceive only the learning content, but is unable to memorize and reproduce a sufficient amount of learning content (at least 50%), performs primitive tasks only on a sample in a well-known situation, performs only a part of tasks without mistakes;

6.2. the content of the study is presented, but incomprehensible to others, rarely distinguishes the essential from the insignificant;

6.3. is able to express personal attitude episodically or does not have one's own opinion;

6.4. cooperation skills are not developed;

6.5. the development of learning achievements is insufficient.

7. The assessment of a student's learning achievements in a subject on a 10-point scale in accordance with these Regulations, the student's planned achievements in the field of study, as well as the subject program in a particular class shall be determined in more detail by the subject teacher.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 11
Cabinet
November 27, 2018
to Regulation No. 747

Example of a basic education program

(educational program codes 21011111, 11011111, 21011113, 21011114, 23011111, 23011113, 23011114)

I. Aims and tasks of the educational program implementation

1. The aim of the basic education program (hereinafter - the education program) is to ensure the comprehensive development and value orientation of the pupil so that the pupil is willing and able to continue general education or acquire a profession, participate in society and develop into a happy and responsible personality. The tasks are to be implemented in accordance with the state basic education standard.

II. Content of education

2. The compulsory content of basic education and the planned results of its acquisition in the fields of study shall be determined by the state basic education standard.

III. Requirements for prior education

3. Pupils 1-9. the class is admitted in accordance with the regulatory enactments which determine the procedures by which the learners are admitted to and deducted from the general education programs, as well as the mandatory requirements for the transfer of the learners in these programs to the next class.

IV. Principles of pedagogical process organization and implementation plan
(including according to subjects)

4. The acquisition of basic education may be organized in the form of full-time, part-time and distance learning.

5. In order to organize the pedagogical process, the educational institution, depending on the form of acquisition of education, shall develop a plan for the implementation of subjects and lessons, observing the total number of lessons in subjects specified in Table 1 or 2.

Number of teaching hours in a three - year subject ¹

Table 1

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.
³ The distribution of hours between the first and the second foreign language is determined by the educational institution in accordance with the priorities specified in its development plan. Learning a second foreign language begins in the 4th grade.
^{4 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

Number of teaching hours in three years in subject ¹ , organizing the acquisition of basic education by correspondence or distance learning

Table 2

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.
³ The distribution of hours between the first and the second foreign language is determined by the educational institution in accordance with the priorities specified in its development plan. Learning a second foreign language begins in the 4th grade.
^{4 In the} subjects Theater Arts , Music , Visual Arts , Design and Technology , Sport and Health, students can learn the theoretical part of the curriculum.

6. The total number of hours in a subject is set for three years, so that the educational institution can flexibly plan the study content and organize the learning process according to the results to be achieved, the needs of students and the possibilities of the educational institution.

7. The educational institution shall, by the order of the head, approve the subject and lesson plan with the total number of teaching hours in the subject per month, semester, school year and for three years in the following stages: 1. – 3. class, 4-6. class and 7-9. in class.

8. An educational institution may reduce or increase the number of teaching hours in a subject, not exceeding 10% of the total number of hours in three years, in a subject in which the number of hours is changed, in accordance with the priorities set out in the development plan 7. –9. in a class, the number of teaching hours in a subject may be reduced or increased, not exceeding 25% of the total number of hours in three years, in the subject in which the number of hours is changed.

9. The educational institution may determine the subjects to be taught in full or in part in one of the official languages ​​of the European Union during the school year, observing the conditions of the national education standard.

10. The first foreign language to be acquired, which is one of the official languages ​​of the European Union, shall be determined by the educational institution in accordance with the aims and tasks specified in its regulations, taking into account the choice of parents and efficiency considerations.

11. In order to achieve the goals specified in the State basic education standard, various forms of teaching and upbringing work are used, varying the duration of their implementation in accordance with the goal and learning needs of students. The planned results to be achieved for the student are achieved in a unified learning and upbringing process, which includes both work in lessons and activities included outside the total study load.

12. Outside the total teaching load, the following shall be included in the educational program:

12.1. class lessons planned according to the needs of teaching and educational work, including, for example, health education and road safety issues;

12.2. optional classes (including Choir, Collective Music Making, Christian Teaching for Grades 1-3 and Faith Teaching ), which are organized for a group of students on a voluntary basis (basis - parents' application);

12.3. lessons for individual work with students;

12.4. measures in accordance with the regulations of the Cabinet of Ministers regarding the guidelines for the upbringing of learners and the procedure for the evaluation of information, teaching aids, materials and teaching and upbringing methods.

13. An educational institution shall develop an individual curriculum for a pupil in order to assist him or her to integrate into the common learning process by planning individual lessons or providing other support, not exceeding the weekly teaching load specified in the General Education Law , if the pupil has returned or arrived from another country or ill or the student has other learning needs.

14. Lessons may include 2-3 minute dynamic breaks to develop and strengthen students' postures.

15. For the implementation of the study content, an educational institution or teacher shall select teaching aids in accordance with the planned result to be achieved by the pupil and use the criteria specified in the regulations of the Cabinet on educational guidelines and information, teaching aids, materials and assessment procedures.

V. Characteristics of the learning environment

16. An educational institution shall ensure a learning process that complies with the hygiene requirements specified in regulatory enactments, an inclusive, intellectual, social-emotional development and health-promoting, physically and emotionally safe learning environment that meets the physical and mental development needs of students and universal design requirements, such as easy-to-understand information, easy access, contrasting design of environmental objects on the floor and indoors.

17. An educational institution, offering the implementation of a basic education program in the form of distance learning and achieving the results planned in the national basic education standard, shall provide adequate human resources and technical support, such as video collections and individual online consultations, communication in the educational institution's electronic learning environment and development of distance learning materials.

VI. Procedure for assessment of students' learning achievements

18. The basic principles of assessment of pupils' learning performance, types of assessment, type of expression of assessment and tests specified by the state at the end of the education level are specified in the state basic education standard.

19. In accordance with the basic principles of assessment specified in the basic education standard, an educational institution shall develop the procedure for assessment of pupils' learning achievements, for example, determining the purpose of assessment, its place in the learning process, scope and number of examinations, no more than one to two final examinations per day. the type, the procedure for informing the pupil's parents or their legal representatives, the use of "nv" (no assessment).

20. The methodological methods, time of performance and assessment criteria for the assessment of pupils 'learning performance shall be determined by the teacher, observing the results to be achieved for the pupil and the procedure for the assessment of pupils' learning achievements developed by the educational institution.

21. Acquisition of the educational program in each class shall be confirmed by a certificate which includes an assessment of the pupil's performance in each subject at the end of the school year. The transfer of students to the next class takes place in accordance with the regulatory enactments, which determine the procedure by which students are admitted to and deducted from general education programs, as well as the mandatory requirements for the transfer of students to the next class in these programs.

VII. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

22. In the implementation of an educational program, an educational institution shall observe the requirements of regulatory enactments which regulate the activities of educational institutions.

23. The costs related to the implementation of the educational program shall be covered by:

23.1. in an educational institution founded by the state - from the state budget;

23.2. in an educational institution established by the local government - from the state and local government budget;

23.3. in an educational institution founded by a private person - from the state, local government and private budget.

24. The number of paid hours per month shall be calculated in accordance with the subject and hour implementation plan approved by the head of the educational institution.

25. The workload and remuneration of a teacher shall be determined in accordance with the regulatory enactments regarding the remuneration of teachers.

26. An educational institution within the framework of the approved teachers' remuneration fund has the right to divide a class into groups for the acquisition of separate subjects, as well as to unite students of not more than two classes of one educational stage for the acquisition of a separate subject both in all and part of lessons.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 12
Cabinet
November 27, 2018
to Regulation No. 747

Example of a basic education minority program

(educational program codes 21011121, 11011121, 21011123, 21011124, 23011121, 23011123, 23011124)

I. Aims and tasks of the educational program implementation

1. The aim of the basic education minority program (hereinafter - the education program) is to ensure the comprehensive development and value orientation of the pupil so that the pupil wishes and can continue general education or acquire a profession in the state language, participate in society and develop into a happy and responsible personality. The tasks are to be implemented in accordance with the state basic education standard.

2. When implementing a minority education program, the following shall be observed:

2.1. acquisition of ethnic culture is ensured;

2.2. integrated acquisition of the state language and study content has been promoted;

2.3. the integration of the student into Latvian society has been promoted.

II. Content of education

3. The compulsory content of basic education, the planned results of its acquisition in the fields of study shall be determined by the state basic education standard.

III. Requirements for prior education

4. Pupils 1-9. the class is admitted in accordance with the regulatory enactments which determine the procedures by which the learners are admitted to and deducted from the general education programs, as well as the mandatory requirements for the transfer of the learners in these programs to the next class.

IV. Principles of pedagogical process organization and implementation plan
(including according to subjects)

5. Acquisition of basic education may be organized in the form of full-time, part-time and distance learning.

6. In order to organize the pedagogical process, an educational institution, depending on the form of acquisition of education, shall develop a subject and lesson implementation plan, observing the total number of teaching hours in subjects specified in Table 1 or 2 of this Annex.

Number of teaching hours in a three - year subject ¹

Table 1

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

Number of teaching hours in three years in subject ¹ , organizing the acquisition of basic education by correspondence or distance learning

Table 2

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} subjects Theater Arts , Music , Visual Arts , Design and Technology , Sport and Health, students can learn the theoretical part of the curriculum.

7. For the implementation of the pedagogical process, an educational institution shall choose one of the following proportions of the use of language for the acquisition of the study content:

7.1. the educational institution determines the subjects to be acquired in the Latvian language in the amount of not less than 80% of the total load of teaching hours in the school year, including foreign languages, and the subjects to be acquired in the minority language and bilingually;

7.2. the educational institution determines the subjects which in the classroom shall be taught in Latvian in the amount of not less than 50% of the total number of lessons per academic year, including foreign languages, and subjects to be taught in the minority language and bilingually; in the classroom in Latvian, not less than 80% of the total number of teaching hours per academic year, including foreign languages, and subjects to be taught in a minority language and bilingually;

7.3. when developing its educational program and including subjects which are not included in the sample of the basic education program, the educational institution shall determine the subjects which are specified in Articles 1 to 6. in the classroom shall be taught in Latvian in the amount of not less than 50% of the total number of lessons per academic year, including foreign languages, and subjects to be taught in the minority language and bilingually; in the Latvian language class, not less than 80% of the total teaching load per academic year, including foreign languages, and subjects to be taught in the minority language and bilingually.

8. The total number of hours in a subject is set for three years, so that the educational institution can flexibly plan the study content and organize the learning process according to the results to be achieved, the needs of students and the possibilities of the educational institution.

9. An educational institution may reduce or increase the number of teaching hours in a subject in accordance with the priorities set in the development plan, not exceeding 10% of the total number of hours in three years in the subject in which the number of hours is changed, except for a state gymnasium. 9. in a class, the number of teaching hours in a subject may be reduced or increased, not exceeding 25% of the total number of hours in three years, in the subject in which the number of hours is changed.

10. An educational institution shall, by an order of the head, approve the syllabus and lesson plan with the total number of lessons in each subject per month, semester, school year and for three years in the following stages: 1-3. class, 4-6. class and 7-9. in class.

11. An educational institution may determine the subjects to be taught in full or in part in one of the official languages ​​of the European Union during the school year, observing the conditions of the national education standard.

12. The first foreign language to be acquired, which is one of the official languages ​​of the European Union, shall be determined by the educational institution in accordance with the aims and tasks specified in its regulations, taking into account the parents' choice and efficiency considerations.

13. In order to achieve the goals specified in the State basic education standard, various forms of teaching and upbringing work are used, varying the duration of their implementation in accordance with the goal and learning needs of students. The planned results to be achieved for the student are achieved in a unified learning and upbringing process, which includes both work in lessons and activities included outside the total study load.

14. The following shall be included in the education program outside the total study load:

14.1. class hours, which are planned according to the needs of teaching and educational work, including, for example, health education and road safety issues;

14.2. optional classes (including Choir, Collective Music Making, Christian Teaching for Grades 1-3 and Faith Teaching ), which are organized for a group of students on a voluntary basis (basis - parents' application);

14.3. lessons for individual work with students;

14.4. measures in accordance with the regulations of the Cabinet regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods.

15. An educational institution shall develop an individual curriculum plan for a pupil in order to help him / her integrate into the common learning process by planning individual lessons or providing other support, not exceeding the weekly workload specified in the General Education Law , if the pupil has returned or arrived from another country or for a long time. ill or the student has other learning needs.

16. Lessons may include 2-3 minute dynamic breaks to develop and strengthen students' postures.

17. For the implementation of the study content, an educational institution or pedagogue shall select teaching aids in accordance with the planned result to be achieved by the pupil and use the criteria specified in the Cabinet Regulations on Guidelines for Educating Learners and Procedures for Evaluating Information, Teaching Aids, Materials and Teaching Methods.

V. Characteristics of the learning environment

18. An educational institution shall ensure a learning process that complies with the hygiene requirements specified in regulatory enactments, inclusive, intellectual and social-emotional development and health-promoting, physically and emotionally safe learning environment in accordance with the needs and development peculiarities of students and universal design requirements, such as easy-to-understand information. access, contrasting design of environmental objects on the floor and indoors.

19. An educational institution, offering the implementation of a basic education program in the form of distance learning and achieving the results planned in the national basic education standard, shall provide appropriate human resources and technical support, such as video collections and individual online consultations, communication in the educational institution's electronic learning environment and development of distance learning materials.

VI. Procedure for assessment of students' learning achievements

20. The basic principles of assessment of pupils' learning performance, types of assessment, the way of expressing assessment and state-determined tests at the end of the education level are specified in the state basic education standard.

21. In accordance with the basic principles of assessment specified in the basic education standard, an educational institution shall develop the procedure for assessment of pupils' learning achievements, for example, determining the purpose of assessment, its place in the learning process, amount and number of examinations, no more than one to two final examinations per day. the type, the procedure for informing the pupil's parents or their legal representatives, the use of "nv" (no assessment).

22. The methodological methods, time of performance and assessment criteria for the assessment of pupils 'learning performance shall be determined by the teacher, observing the results to be achieved for the pupil and the procedure for the assessment of pupils' learning achievements developed by the educational institution.

23. Acquisition of the educational program in each class shall be confirmed by a certificate which includes an assessment of the pupil's performance in each subject at the end of the school year. The transfer of students to the next class takes place in accordance with the regulatory enactments, which determine the procedure by which students are admitted to and deducted from general education programs, as well as the mandatory requirements for the transfer of students to the next class in these programs.

VII. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

24. In the implementation of an educational program, an educational institution shall observe the requirements of regulatory enactments which regulate the activities of educational institutions.

25. The costs related to the implementation of the educational program shall be covered by:

25.1. in an educational institution founded by the state - from the state budget;

25.2. in an educational institution established by the local government - from the state and local government budget;

25.3. in an educational institution founded by a private person - from the state, local government and private budget.

26. The number of paid hours per month shall be calculated in accordance with the subject and lesson implementation plan approved by the head of the educational institution.

27. The workload and remuneration of a teacher shall be determined in accordance with the regulatory enactments regarding the remuneration of teachers.

28. Within the framework of the approved pedagogical remuneration fund, an educational institution has the right to divide a class into groups for the acquisition of separate subjects, as well as to unite students of no more than two classes of one educational stage for the acquisition of a separate subject in all and part of lessons.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 13
Cabinet
November 27, 2018
to Regulation No. 747

Sample of basic education social correction education program

(educational program codes 23011911, 11011911, 21011911)

I. Aims and tasks of the educational program implementation

1. The aim of the basic education social correction educational program (hereinafter - educational program) is to ensure comprehensive development and preparation of a pupil for further education, work and life in society, giving the opportunity to acquire generally accepted norms of behavior and communication culture. The tasks of the education program are to be implemented in accordance with the state basic education standard.

2. An educational program is a special type of basic education program implemented by a social correction educational institution.

II. Content of education

3. The compulsory content of basic education, the planned results of its acquisition in the fields of study shall be determined by the state basic education standard.

4. The content of the social correction work is specified in the implementation plan of the educational program.

III. Requirements for prior education

5. Pupils are placed in a social correction educational institution only by a court (judge) ruling.

6. Pupils 1-9. the class is admitted in accordance with the regulatory enactments which determine the procedure by which the child is placed in a social correction educational institution.

IV. Principles of pedagogical process organization and implementation plan
(including according to subjects)

7. For the implementation of the pedagogical process, an educational institution shall develop a syllabus and lesson plan, observing the number of lessons in the subjects specified in Table 1 of this Annex.

Number of teaching hours in a three - year subject ¹

Table 1

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.
³ The distribution of hours between the first and the second foreign language is determined by the educational institution in accordance with the priorities specified in its development plan. Learning a second foreign language begins in the 4th grade.
^{4 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

8. The total number of hours in a subject is set for three years, so that the educational institution can flexibly plan the study content and organize the learning process according to the results to be achieved, the needs of students and the possibilities of the educational institution.

9. An educational institution may, in accordance with the priorities set out in the development plan, reduce or increase the number of teaching hours in a subject, not exceeding 10% of the total number of hours in three years in the subject in which the number of hours is changed.

10. An educational institution shall, by an order of the head, approve the syllabus and lesson plan with the total number of lessons in each subject per month, semester, school year and for three years in the following stages: 1-3. class, 4-6. class and 7-9. in class.

11. The first foreign language to be acquired, which is one of the official languages ​​of the European Union, shall be determined by the educational institution in accordance with the aims and tasks defined in its regulations, taking into account the parents' choice and efficiency considerations.

12. If a pupil who has an opinion of a pedagogical-medical commission with a recommendation to acquire a special education program is studying at a social correction educational institution, then this pupil shall be provided with the provision and support measures specified in external regulatory enactments in accordance with his or her special needs.

13. In order to help a pupil with special needs or a pupil who has not attended an educational institution for a long time to join the common learning process, the educational institution shall develop an individual curriculum plan for the pupil, if necessary by providing individual lessons or other support.

14. Lessons may include 2-3 minute dynamic breaks to develop and strengthen students' postures.

15. For the implementation of the study content and social correction classes, the educational institution or teacher shall select teaching aids in accordance with the planned result to be achieved by the pupil and use the criteria specified in the Cabinet regulations on learner education guidelines and information, teaching aids, materials and assessment methods.

16. The pupil's social correction takes place continuously throughout the stay in a social correction educational institution in a group and individually. Social correction group and individual classes, discussions with pedagogues and specialists of the educational institution ensure the social correction of the student and promote reintegration.

17. Social correction work shall be planned individually for each pupil in accordance with regulatory enactments which determine the internal regulations of a social correction educational institution:

17.1. admission of a pupil to a social correction educational institution, acquaintance with the educational program, work of the social correction educational institution, internal procedures and safety regulations;

17.2. adaptation (up to six calendar weeks) - research of the pupil's personality, development of an individual social correction plan, intensified observation of the pupil, meetings and classes with a social pedagogue and psychologist;

17.3. social correction (group and individual):

17.3.1. acquisition of work skills, information technology and career education;

17.3.2. value education and preparation for life in society;

17.3.3. individual / group lessons;

17.4. promotion of reintegration - under the guidance of an employee of a social correction educational institution, the student learns about his / her possibilities to receive support at the place of residence after leaving the social correction educational institution. Promoting the reintegration of the pupil is implemented on the basis of a tripartite agreement between the representative of the municipality of the pupil's place of residence, parents or persons exercising guardianship, and a staff member delegated by the social correctional education institution.

18. An individual social correction file shall be arranged for each pupil and an individual social correction plan shall be developed. After each semester, the student's growth dynamics are evaluated and the necessary changes in the individual social correction plan are made.

19. The basic form of work organization of social correction groups is a social correction lesson, which is regulated in the list of social correction lessons. Social correction classes at a social correction educational institution take place throughout the calendar year and the lists of these classes are approved separately for study time and leisure time.

20. The topics of social correction classes and the duration of their acquisition shall be provided in the plan of social correction classes. These classes are organized under the guidance of an appropriate specialist, using the necessary material base.

21. The topics of social correction classes are selected in accordance with the interests and needs of students, taking into account the distribution of classes specified in the thematic division of areas. In these classes, students can be divided into groups according to their interests and gender, and students from several classes can be brought together.

22. The plan of social correction classes for the organization of the social correction process in an educational institution during the school year is specified in Table 2 of this Annex.

Table 2

23. The plan of social correction classes for the organization of the social correction process in a social correction educational institution during leisure time is specified in Table 3 of this Annex.

Table 3

24. Additional conditions and explanations for the establishment of the list of social correction classes:

24.1. classes for the acquisition of work skills, information technology and career education are intended to motivate work or study, acquisition of various professional skills, such as sewing, cooking, woodworking, gardening, information and communication technologies, career education, including acquaintance with institutions, organizations, companies;

24.2. classes in value education and preparation for life in society for the development of the student's value system, preparation for life in society after leaving the educational institution and motivation to observe a healthy lifestyle;

24.3. individual / group classes are organized by the educational institution on the recommendation of the psychologist, medical officer or pedagogical staff of the educational institution and in accordance with the interests and needs of the students. Classes can also be provided for students who have not been to an educational institution for a long time before and have insufficiently mastered the educational program, thus additional consultations are needed for the acquisition of the subject.

V. Characteristics of the learning environment

25. An educational institution shall ensure a learning process that complies with the hygiene requirements specified in regulatory enactments, an inclusive, intellectual and social-emotional development and health-promoting, physically and emotionally safe learning environment in accordance with the age and developmental characteristics of students and universal design requirements, such as easy-to-understand information. , contrasting design of environmental objects in the floor and indoors.

VI. Procedure for assessment of students' learning achievements

26. The basic principles of assessment of pupils' learning performance, types of assessment, type of expression of assessment and state-determined examinations at the end of the education level are specified in the State basic education standard.

27. In accordance with the basic principles of assessment specified in the basic education standard, an educational institution shall develop the procedure for assessment of pupils' learning achievements, for example, determining the purpose of assessment, its place in the learning process, scope and number of examinations, no more than one to two final examinations per day. the type, the procedure for informing the pupil's parents or his / her legal representatives, the use of "nv" (no assessment).

28. The methodological methods, time of performance and assessment criteria for the assessment of pupils 'learning performance shall be determined by the teacher, observing the results to be achieved for the pupils and the procedures for the assessment of pupils' learning achievements developed by the educational institution.

29. Acquisition of the educational program in each class shall be confirmed by a certificate which includes an assessment of the pupil's performance in each subject at the end of the school year. The transfer of students to the next class takes place in accordance with the regulatory enactments, which determine the procedure by which students are admitted to and deducted from general education programs, as well as the mandatory requirements for the transfer of students to the next class in these programs.

30. A pupil shall receive a certificate regarding general basic education and a transcript of records in accordance with the General Education Law and regulatory enactments which prescribe the procedures by which state-recognized general education documents are to be issued.

VII. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

31. In the implementation of an educational program, an educational institution shall observe the requirements of regulatory enactments which regulate the activities of educational institutions.

32. Expenditures related to the implementation of an educational program in a social correction educational institution shall be allocated from the State budget in accordance with the annual State Budget Law.

33. The number of paid hours per month shall be calculated in accordance with the subject and hour implementation plan and social correction lessons plan approved by the head of the educational institution.

34. Social correction classes shall be paid in accordance with the plan of social correction classes.

35. The workload and remuneration of a teacher shall be determined in accordance with the regulatory enactments regarding the remuneration of teachers.

36. The maximum number of students in one class of a social correction education institution - 10 students, the minimum number of students in one class - 6 students. If the number of students in the class is smaller, the classes are combined.

37. The recommended job units of pedagogues of a recommended social correction educational institution and their number are indicated in Table 4 of this Annex, and it corresponds to the financial possibilities of a social correction educational institution.

Table 4

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 14
Cabinet
November 27, 2018
to Regulation No. 747

Example of a special basic education program for students with visual impairments, hearing impairments, physical disabilities, somatic diseases, language impairments, learning disabilities, mental health impairments

(educational program codes 21015111, 21015121, 21015211, 21015221, 21015311, 21015321, 21015411, 21015421, 21015511, 21015521, 21015611, 21015621, 21015711, 21015721)

I. Aims and tasks of the educational program implementation

1. The aim of the special basic education program for pupils with visual impairments, hearing impairments, physical disabilities, somatic diseases, language disorders, learning disabilities, mental health disorders (hereinafter - the educational program) is to ensure comprehensive development and value orientation of the pupil general education or to acquire a profession, to participate in the life of society and to develop into a happy and responsible personality.

2. The task of the educational program is to provide the necessary support measures and assistance in the acquisition of the study content for students with special needs.

3. When implementing a minority education program, the following shall be observed:

3.1. acquisition of ethnic culture is ensured;

3.2. integrated acquisition of the state language and study content has been promoted;

3.3. the integration of the student into Latvian society has been promoted.

II. Content of education

4. The compulsory content of basic education, the planned results of its acquisition in the fields of study shall be determined by the state basic education standard.

III. Requirements for prior education

5. Pupils 1-9. the class is admitted in accordance with the regulatory enactments which determine the procedures by which the learners are admitted to and deducted from the general education programs, as well as the mandatory requirements for the transfer of the learners in these programs to the next class.

6. Pupils shall be admitted to special education programs with the opinion of the state or local government pedagogical medical commission.

IV. Principles of pedagogical process organization and implementation plan
(including according to subjects)

7. In order to organize the pedagogical process, an educational institution, depending on the language of implementation of the educational program, shall develop a subject and lesson implementation plan, observing the total number of teaching hours in subjects specified in Table 1 or 2 of this Annex.

Number of teaching hours in a three - year subject ¹

Table 1

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.
³ The distribution of hours between the first and the second foreign language is determined by the educational institution in accordance with the priorities specified in its development plan. Learning a second foreign language begins in the 4th grade.
^{4 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

Number of teaching hours in three years in the subject in ¹ minority education program

Table 2

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

8. The total number of hours in a subject is set for three years, so that the educational institution can flexibly plan the study content and organize the learning process according to the results to be achieved, the needs of students and the possibilities of the educational institution.

9. An educational institution may, in accordance with the priorities set out in the development plan, reduce or increase the number of teaching hours in a subject, not exceeding 10% of the total number of hours in three years in the subject in which the number of hours is changed.

10. An educational institution shall, by an order of the head, approve the list of study subjects and the total number of study hours in each study subject per month, semester, school year and for three years in the following stages: 1. – 3. class, 4-6. class and 7-9. in class.

11. The educational program for each group of special needs is implemented in accordance with the duration specified in the General Education Law .

12. An educational institution may determine the subjects to be taught in full or in part in one of the official languages ​​of the European Union during the school year, observing the conditions of the national education standard.

13. Minority educational institutions shall choose one of the following proportions of language use for the acquisition of the study content for the implementation of the pedagogical process:

13.1. the educational institution determines the subjects to be acquired in the Latvian language in the amount of not less than 80% of the total load of teaching hours in the school year, including foreign languages, and the subjects to be acquired in the minority language and bilingually;

13.2. the educational institution determines the subjects which in the classroom shall be taught in Latvian in the amount of not less than 50% of the total number of lessons per academic year, including foreign languages, and subjects to be taught in the minority language and bilingually; in the classroom shall be taught in Latvian in the amount of not less than 80% of the total number of lessons in the school year, including foreign languages, and subjects to be taught in the minority language and bilingually from the total number of hours in the school year;

13.3. when developing its educational program and including subjects which are not included in the sample of the basic education program, the educational institution shall determine the subjects which are specified in Articles 1 to 6. in the class they are acquired in the Latvian language in the amount of not less than 50%, 7–9. in the classroom shall be acquired in the Latvian language in the amount of not less than 80% of the total teaching load per academic year.

14. The first foreign language to be acquired, which is one of the official languages ​​of the European Union, shall be determined by the educational institution in accordance with the aims and tasks specified in its regulations, taking into account the parents' choice and efficiency considerations.

15. A general education institution, including a pupil with special needs, shall develop an individual educational program acquisition plan in order to promote the pupil's inclusion in the common learning process.

16. A general education institution, including a pupil with visual impairments, shall ensure the acquisition of reading and writing skills, including in Braille, and, including a pupil with hearing impairments, shall ensure the development of communication skills, including in Latvian sign language.

17. In order to achieve the objectives specified in the State basic education standard, various forms of teaching and upbringing work are used, varying the duration of their implementation in accordance with the objective and the learning needs of pupils. The planned results to be achieved for the student are achieved in a unified learning and upbringing process, which includes both work in lessons and activities included outside the total study load.

18. The following shall be included in the educational program outside the total study load:

18.1. class hours, which are planned according to the needs of teaching and educational work, including, for example, health education and road safety issues;

18.2. optional classes (including Choir , Collective Music Making, Christian Teaching for Grades 1-3 and Faith Teaching ), which are organized for a group of students, taking into account the special needs, interests and voluntary nature of students (basis - application of parents or legal representatives);

18.3. lessons for individual work according to the special needs of each student and the dynamics of development;

18.4. measures in accordance with the regulations of the Cabinet regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods.

19. Lessons may include 2-3 minutes of dynamic breaks to develop and strengthen students' postures.

20. Classes outside the total lesson load are planned according to the special needs of each student so that they provide support for the learning process that takes place within the lessons, balancing the variety of forms of learning, the choice of which is determined by the student's intended outcome.

21. For the implementation of the study content, an educational institution or pedagogue shall select teaching aids in accordance with the planned result to be achieved by the pupil and use the criteria specified in the regulations of the Cabinet regarding educational guidelines and information, teaching aids, materials and assessment procedures.

22. A special education institution or a general education institution which has special classes shall provide individual and group support classes in accordance with the special needs of a pupil, observing Paragraphs 3–9 of this Annex. the number of lessons specified in the table:

Number of lessons for students with visual impairments

Table 3

Number of lessons for students with hearing impairments

Table 4

Number of lessons for students with physical disabilities

Table 5

Number of lessons for students with somatic diseases

Table 6

Number of lessons for students with language disorders

Table 7

Number of lessons for students with learning disabilities

Table 8

Number of lessons for students with mental health disorders

Table 9

23. Individual and group support classes for pupils with special needs included in general education classes shall be provided within the framework of the financing of the educational institution.

24. Pupils of several classes may be combined in individual and group lessons.

V. Characteristics of the learning environment

25. An educational institution shall ensure a learning process that complies with the hygiene requirements specified in regulatory enactments, inclusive, intellectual and social-emotional development and health-promoting, physically and emotionally safe learning environment in accordance with the needs and development peculiarities of students and universal design requirements, such as easy-to-understand information. access, contrasting design of environmental objects on the floor and indoors.

VI. Procedure for assessment of students' learning achievements

26. The basic principles of assessment of pupils' learning achievements, the types of assessment, the type of expression of assessment and the state-determined tests at the end of the education level are specified in the State basic education standard.

27. In accordance with the basic principles of assessment specified in the basic education standard, an educational institution shall develop the procedure for assessment of pupils' learning achievements, for example, determining the purpose of assessment, its place in the learning process, amount and number of examinations, no more than one to two final examinations per day. the type, the procedure for informing the pupil's parents or their legal representatives, the use of "nv" (no assessment).

28. The methodological methods, time of performance and assessment criteria for the assessment of pupils 'learning performance shall be determined by the teacher, observing the results to be achieved for the pupils and the procedures for the assessment of pupils' learning achievements developed by the educational institution.

29. Acquisition of the educational program in each class shall be confirmed by a certificate which includes an assessment of the pupil's performance in each subject at the end of the school year. The transfer of pupils to the next class takes place in accordance with the regulatory enactments that determine the procedure by which learners are admitted to and deducted from general education institutions, and the mandatory requirements for transfer to the next grade.

VII. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

30. In the implementation of an educational program, an educational institution shall observe the requirements of regulatory enactments which regulate the activities of educational institutions.

31. The costs of the implementation of the educational program shall be covered by:

31.1. in an educational institution founded by the state - from the state budget;

31.2. in an educational institution established by the local government - from the state and local government budget;

31.3. in an educational institution founded by a private person - from the state, local government and private budget.

32. The number of paid hours per month shall be calculated in accordance with the subject and hour implementation plan approved by the head of the educational institution and the number of individual and group support classes.

33. The workload and remuneration of a teacher shall be determined in accordance with the regulatory enactments regarding the remuneration of teachers.

34. Within the framework of the pedagogical remuneration fund approved by an educational institution, a school has the right to divide a class into groups for the acquisition of separate subjects, as well as to unite students of not more than two classes of one educational stage for the acquisition of a separate subject both in all and part of lessons.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 15
Cabinet
November 27, 2018
to Regulation No. 747

Example of a special basic education program for students with mental disabilities

(educational program codes 21015811, 21015821)

I. Aims and tasks of the educational program implementation

1. The aim of the special basic education program for students with mental disabilities (hereinafter - the education program) is to ensure comprehensive development and value orientation of the student so that the student can continue education or acquire a profession, participate in society and develop into a happy and responsible personality.

2. The tasks of the educational program are to provide the necessary support measures and assistance in the acquisition of the study content for students with mental disabilities in accordance with the health status, abilities and level of development of students.

3. When implementing a minority education program, the following shall be observed:

3.1. acquisition of ethnic culture is ensured;

3.2. integrated acquisition of the state language and study content has been promoted;

3.3. the integration of the student into Latvian society has been promoted.

II. Content of education

4. The compulsory content of special basic education, the planned results of its acquisition in the fields of study shall be determined by the state standard of basic education, taking into account the state of health, abilities and level of development of pupils.

5. The content of the educational program consists of the syllabus and the plan of necessary individual and group support classes.

III. Requirements for prior education

6. Admission of students 1-9. the class takes place in accordance with the regulatory enactments, which determine the procedures by which learners are admitted to and deducted from general education programs, as well as the mandatory requirements for the transfer of learners in these programs to the next grade.

7. Pupils shall be admitted to the educational program with the opinion of the state or local government pedagogical medical commission.

IV. Principles of pedagogical process organization and implementation plan
(including according to subjects)

8. The educational institution shall implement the requirements specified in the educational program in accordance with the pupil's state of health, abilities and level of development.

9. The implementation of the educational program for students with mental disabilities is planned for nine years.

10. An individual curriculum curriculum shall be developed for pupils included in the general education class in order to include them in the common learning process.

11. In order to organize the pedagogical process, an educational institution, depending on the language of implementation of the educational program, shall develop a subject and lesson implementation plan, observing the total number of teaching hours in subjects specified in Table 1 or 2 of this Annex.

Number of teaching hours in a three - year subject ¹

Table 1

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

Number of teaching hours in a three - year subject in minority education programs ¹

Table 2

Notes.
¹ The recommended number of teaching hours per week for three years is given in brackets.
^{2 In the} subject Sport and Health regularly, three hours are planned every week in all classes, in the 1st grade - two hours a week.

12. The total number of hours in a subject is determined for three years, so that the educational institution can flexibly plan the study content and organize the study process in accordance with the results to be achieved, the needs of students and the possibilities of the educational institution.

13. An educational institution may, in accordance with the priorities set out in the development plan, reduce or increase the number of teaching hours in a subject, not exceeding 10% of the total number of hours in three years in the subject in which the number of hours is changed.

14. An educational institution shall, by an order of the head, approve the list of study subjects and the total number of study hours in each study subject per month, semester, school year and for three years in the following stages: 1. – 3. class, 4-6. class and 7-9. in class.

15. In minority education programs, an educational institution shall select one of the following proportions of language use for the acquisition of the study content for the implementation of the pedagogical process:

15.1. the educational institution determines the subjects to be acquired in the Latvian language in the amount of not less than 80% of the total load of teaching hours in the school year, including foreign languages, and the subjects to be acquired in the minority language and bilingually;

15.2. the educational institution determines the subjects which in the classroom shall be taught in Latvian in the amount of not less than 50% of the total number of lessons per academic year, including foreign languages, and subjects to be taught in the minority language and bilingually; in the classroom shall be acquired in the Latvian language in the amount of not less than 80% of the total teaching load per academic year, including foreign languages, and study subjects to be acquired in the minority language and bilingually;

15.3. when developing its educational program and including subjects which are not included in the sample of the basic education program, the educational institution shall determine the subjects which are specified in Articles 1 to 6. in the classroom shall be taught in Latvian in the amount of not less than 50% of the total lesson load in the school year, including foreign languages, and subjects to be taught in the minority language and bilingually from the total lesson load in the school year; in the Latvian language class, not less than 80% of the total teaching load per academic year, including foreign languages, and subjects to be taught in the minority language and bilingually.

16. Certain subjects of physics, chemistry and biology subjects with facilitated study content shall be integrated into the content of science and design and technology subjects.

17. The foreign language to be acquired, which is one of the official languages ​​of the European Union, shall be determined by the educational institution in accordance with the aims and tasks specified in its regulations, taking into account the choice of parents and considerations of efficiency.

18. In order to achieve the objectives specified in the State basic education standard, various forms of teaching and upbringing work shall be used, varying the duration of their implementation in accordance with the objective and the special needs of pupils. The planned results to be achieved for the student are achieved in a unified learning and upbringing process, which includes both work in lessons and activities included outside the total study load.

19. The following shall be included in the educational program outside the total study load:

19.1. classroom lessons planned according to teaching and educational needs, including, for example, health education and road safety issues;

19.2. optional classes (incl. Choir, Collective Music Making, Christian Teaching for Grades 1-3 and Faith Teaching ), which are organized for a group of students, taking into account the special needs, interests and voluntary nature of students (basis - application of parents or legal representatives);

19.3. lessons for individual work according to the special needs of each student and the dynamics of development;

19.4. measures in accordance with the regulations of the Cabinet regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods.

20. Lessons may include 2-3 minute dynamic breaks to develop and strengthen students' postures.

21. Classes outside the total teaching load are planned according to the special needs of each pupil so that they provide support for the learning process that takes place within the lessons, balancing the variety of forms of teaching, the choice of which is determined by the pupil's intended outcome.

22. For the implementation of the study content, an educational institution or teacher shall select teaching aids in accordance with the planned result to be achieved by the pupil and use the criteria specified in the regulations of the Cabinet on guidelines for educating learners and information, teaching aids, materials and assessment procedures.

23. A special education institution or a general education institution which has special classes for pupils with mental disabilities shall provide individual and group support classes in accordance with the individual needs of pupils, taking into account the number of classes specified in Table 3 of this Annex:

Table 3

24. Individual and group support classes for pupils with mental disabilities included in general education classes shall be provided within the framework of the financing of the educational institution.

25. Pupils of several classes may be combined in individual and group support classes.

V. Characteristics of the learning environment

26. An educational institution shall ensure a learning process in accordance with the hygiene requirements specified in regulatory enactments, inclusive, intellectual and social-emotional development and health-promoting, physically and emotionally safe learning environment in accordance with the needs and development peculiarities of students and universal design requirements, such as easy-to-understand information. access, contrasting design of environmental objects on the floor and indoors.

VI. Procedure for assessment of students' learning achievements

27. The basic principles and procedures for the assessment of basic education acquired by pupils are specified in regulatory enactments regarding the procedure for the assessment of learning achievements in special education programs.

28. An educational institution shall develop a procedure for the assessment of pupils' learning achievements, determining the purpose of assessment, its place in the learning process, the amount and number of examinations, not planning more than one final examination work per day, type of assessment, informing the pupil's parents or legal representatives , "nv" (no rating) use cases.

29. The methodological methods, time of performance and assessment criteria for the assessment of pupils' learning performance shall be determined by the teacher, observing the results to be achieved for the pupil and the procedure for assessment of the educational institution.

30. Acquisition of the educational program in each class shall be confirmed by a certificate which includes an assessment of the pupil's performance in each subject at the end of the school year. The transfer of pupils to the next class takes place in accordance with the regulatory enactments that determine the procedure by which learners are admitted to and deducted from general education institutions, and the mandatory requirements for transfer to the next grade.

VII. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

31. In the implementation of an educational program, an educational institution shall observe the requirements of regulatory enactments which regulate the activities of educational institutions.

32. The costs of the implementation of the educational program shall be covered by:

32.1. in an educational institution founded by the state - from the state budget;

32.2. in an educational institution established by the local government - from the state and local government budget;

32.3. in an educational institution founded by a private person - from the state, local government and private budget.

33. The number of paid hours per month shall be calculated in accordance with the subject and hour implementation plan approved by the head of the educational institution and the number of individual and group support classes.

34. The workload and remuneration of a teacher shall be determined in accordance with the regulatory enactments regarding the remuneration of teachers.

35. Within the framework of the pedagogical remuneration fund approved by an educational institution, a school has the right to divide a class into groups for the acquisition of separate subjects, as well as to unite students of no more than two classes of the same stage of education for the acquisition of separate subjects in all or part of lessons.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs

Annex 16
Cabinet
November 27, 2018
to Regulation No. 747

Example of a special primary education program for students with severe mental disabilities or several severe developmental disabilities

(educational program codes 21015911, 21015921)

I. Aims and tasks of the educational program implementation

1. The aim of the special basic education program for pupils with severe mental disabilities or several severe developmental disabilities (hereinafter - the education program) is to provide pupils with the opportunity to acquire basic skills according to their state of health, abilities and level of development, correction and compensation. so that the student can participate in the life of society and develop into a happy personality.

2. The task of the educational program is to provide the necessary support measures and assistance in the acquisition of the study content for students with severe mental development disorders or several severe developmental disorders according to the students' state of health, abilities and level of development.

3. The educational program envisages the development and implementation of an individual educational program acquisition plan for each student.

4. In implementing the minority education program, the following shall be observed:

4.1. acquisition of ethnic culture is ensured;

4.2. integrated acquisition of the state language and study content has been promoted;

4.3. the integration of the student into Latvian society has been promoted.

II. Content of education

5. The content of the educational program consists of the syllabus and the plan of necessary individual and group support classes.

6. The content of study subjects shall be implemented in accordance with the individual study program acquisition plan of each pupil.

III. Requirements for prior education

7. Admission of students 1-9. the class takes place in accordance with the regulatory enactments, which determine the procedures by which learners are admitted to and deducted from general education programs, as well as the mandatory requirements for the transfer of learners in these programs to the next grade.

8. Pupils shall be admitted to the educational program with the opinion of the state or local government pedagogical medical commission.

IV. Principles of pedagogical process organization and implementation plan
(including according to subjects)

9. An educational institution shall implement the requirements specified in the educational program in accordance with the health condition, abilities and level of development of the pupil.

10. The implementation of the educational program for students is planned for nine years. Depending on the student's health condition and the possibilities of the educational institution, the implementation of the educational program may take up to 12 years.

11. Evaluating the student's abilities, level of development and state of health, an individual study program acquisition plan is developed for the student, based on one of the two variants of the study program subjects and lesson plans.

Option 1

Option 2

12. In minority education programs, evaluating the student's abilities, level of development and state of health, an individual educational program acquisition plan is developed for the student, based on one of the two variants of subjects and lesson plans.

Option 1

Option 2

13. The curriculum of subjects and lessons of the educational program shall be adapted to the state of health, abilities and level of development of each pupil. The number of hours per week in the individual plan may be less than the maximum allowed in the subject and lesson plan.

14. In order to achieve the objectives specified in the State basic education standard, various forms of teaching and upbringing work shall be used, varying the duration of their implementation in accordance with the objective and the special needs of pupils. The planned results to be achieved for the student are achieved in a unified learning and upbringing process, which includes both work in lessons and activities included outside the total study load.

15. The following shall be included in the education program outside the total study load:

15.1. classrooms that are planned according to the teaching and upbringing needs of the pupils, including, for example, health education and road safety issues;

15.2. optional classes, which are organized for a group of students, observing the special needs, interests and voluntary principle of students (basis - application of parents or legal representatives);

15.3. individual and group support classes according to each student's individual needs and development dynamics;

15.4. measures in accordance with the regulations of the Cabinet regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods.

16. Classes outside the total lesson load are planned according to the special needs of each pupil so that they provide support for the learning process that takes place within the lessons, balancing the variety of forms of teaching, the choice of which is determined by the pupil's intended outcome.

17. For the implementation of the study content, an educational institution or pedagogue shall select teaching aids in accordance with the planned result to be achieved by the pupil and use the criteria specified in the Cabinet Regulations on Guidelines for Educating Learners and Procedures for Evaluating Information, Teaching Aids, Materials and Teaching Methods.

18. Lessons may include 2-3 minute dynamic breaks to develop and strengthen students' postures.

19. An educational institution shall provide individual and group support classes for a pupil with severe mental development disorders or several severe developmental disabilities in accordance with the individual needs of the pupil, taking into account the number of classes specified in Table 1 of this Annex.

Table 1

20. Individual and group support classes for pupils with severe mental disabilities or several severe developmental disabilities included in general education classes shall be provided within the framework of the funding allocated to the educational institution.

21. Pupils of several classes may be combined in individual and group support classes.

V. Characteristics of the learning environment

22. An educational institution shall ensure a learning process that complies with the hygiene requirements specified in regulatory enactments, inclusive, intellectual and social-emotional development and health-promoting, physically and emotionally safe learning environment in accordance with the needs and development peculiarities of students and universal design requirements, such as easy-to-understand information. access, contrasting design of environmental objects on the floor and indoors.

VI. Procedure for assessment of students' learning achievements

23. The basic principles and procedures for the assessment of basic education acquired by pupils are specified in regulatory enactments regarding the procedure for the assessment of learning achievements in special education programs.

24. Pupils are exempt from state examinations.

25. An educational institution shall develop the procedure for the assessment of pupils' learning achievements, determining, for example, the purpose of the assessment, its place in the learning process, the manner of expression, the procedure for informing parents, and the use of "nv" (no assessment).

26. Methodological methods and assessment criteria for the assessment of pupils 'learning performance shall be determined by the teacher, observing the results to be achieved for the pupil, the basic education program implemented in the educational institution and the procedure for assessment of pupils' learning achievements developed in the educational institution.

27. Acquisition of the educational program in each class shall be confirmed by a certificate which includes an assessment of the pupil's performance in each subject at the end of the school year. The transfer of pupils to the next class takes place in accordance with the regulatory enactments that determine the procedure by which learners are admitted to and deducted from general education institutions, and the mandatory requirements for transfer to the next grade.

VII. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

28. In the implementation of an educational program, an educational institution shall observe the requirements of regulatory enactments which regulate the activities of educational institutions.

29. The costs of the implementation of the educational program shall be covered by:

29.1. in an educational institution founded by the state - from the state budget;

29.2. in an educational institution established by the local government - from the state and local government budget;

29.3. in an educational institution founded by a private person - from the state, local government and private budget.

30. The number of paid hours per month shall be calculated in accordance with the subject and hour implementation plan approved by the head of the educational institution and the number of individual support classes.

31. The workload and remuneration of a teacher shall be determined in accordance with the regulatory enactments regarding the remuneration of teachers.

32. An educational institution within the framework of the approved teachers' remuneration fund has the right to divide a class into groups for the acquisition of separate subjects, as well as to unite students of not more than two classes of the same stage of education for the acquisition of separate subjects both in all and part of lessons.

Acting Minister of Education and Science,
Minister of Welfare Jānis Reirs