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

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1	//Google Translated at 07/04/2020//
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3	//Source (in Latvian): [[https:~~/~~/m.likumi.lv/doc.php?id=303768>>https://m.likumi.lv/doc.php?id=303768]]//
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9	= Regulations of the Cabinet of Ministers No. 747 =
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11
12	Riga, 27 November 2018 (protocol No. 56 § 38)
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14	Regulations on National Primary Education Standards and Samples of Basic Education Programs
15
16	Issued in accordance with the [[Education Law>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/50759-izglitibas-likums&usg=ALkJrhhU1sOl1trImdaRYMs29hS4lo_XIw]]
17	[[Article 14 (>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/50759-izglitibas-likums&usg=ALkJrhhU1sOl1trImdaRYMs29hS4lo_XIw#p14]] 19)
18	and the [[General Education Act>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw]]
19	[[Article 4, paragraphs>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw#p4]] 11 and 11.1
20
21	= I. General question =
22
23	~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.
24
25	= II. The aim and tasks of the implementation of the basic education content =
26
27	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.
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29	3. The tasks of basic education are:
30
31	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;
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33	3.2. to strengthen and develop knowledge, understanding and basic skills in the fields of study [[referred to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p7]] in Paragraph [[7 of>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p7]] these Regulations [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p7]] order to successfully continue further education;
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35	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.
36
37	= III. Values to be included in the content of basic education =
38
39	4. The values and morals defined [[in the Satversme of the Republic of Latvia>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/57980-latvijas-republikas-satversme&usg=ALkJrhgjokOf9xdGiMqncXfxaxQv8U7bLg]] 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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/57980-latvijas-republikas-satversme&usg=ALkJrhgjokOf9xdGiMqncXfxaxQv8U7bLg]] acquisition of basic education content.
40
41	= IV. Compulsory content of basic education, planned results of its acquisition in the fields of study and principles of implementation =
42
43	5. The compulsory content of basic education consists of:
44
45	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;
46
47	5.2. the following cross-cutting skills:
48
49	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;
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51	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;
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53	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;
54
55	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;
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57	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;
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59	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;
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61	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.
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63	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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel1]] these Regulations.
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65	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:
66
67	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;
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69	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;
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71	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;
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73	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;
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75	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;
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77	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;
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79	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.
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81	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:
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83	8.1. in the field of language teaching - [[in Annex 2 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel2]] these Regulations;
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85	8.2. in the field of social and civic education - [[in Annex 3 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel3]] these Regulations;
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87	8.3. cultural understanding and self-expression in art in the field of education - [[in Annex 4 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel4]] these Regulations;
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89	8.4. in the field of science education - [[in Annex 5 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel5]] these Regulations;
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91	8.5. in the field of mathematics teaching - [[in Annex 6 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel6]] these Regulations;
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93	8.6. in the field of technology training - [[in Annex 7 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel7]] these Regulations;
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95	8.7. in the field of health and physical activities in training - [[in Annex 8 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel8]] these Regulations.
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97	9. In order to achieve the objective [[referred>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p2]] to in Paragraph [[2 of>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p2]] these Regulations and to fulfill the tasks referred to in Paragraph [[3 of>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p3]] these Regulations, the compulsory content of basic education shall be implemented in accordance with the following principles:
98
99	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;
100
101	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;
102
103	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;
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105	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;
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107	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;
108
109	9.6. the educational institution involves parents in supporting the pupil's learning by providing regular feedback on the pupil's performance and growth;
110
111	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;
112
113	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;
114
115	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;
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117	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.
118
119	= V. Basic principles of assessment of students' learning achievements and the procedure of assessment of acquired education =
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121	10. Assessment of learning performance is the acquisition of information in order to judge a student's performance or achieved result.
122
123	~11. The basic principles of learning assessment are as follows:
124
125	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;
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127	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;
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129	11.3. the principle of methodological diversity - various assessment methodological methods are used for the assessment of learning performance;
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131	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;
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133	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.
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135	12. The types of assessment of learning performance are the following:
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137	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:
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139	12.1.1. an educator to identify the student's learning needs and provide additional support to the student, plan and improve teaching;
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141	12.1.2. the student to independently evaluate his / her own and others' performance in order to improve learning;
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143	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:
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145	12.2.1. an educator to identify the student's learning needs and plan the future learning process;
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147	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;
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149	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:
150
151	12.3.1. an educator to assess and document how the student has mastered the intended outcome at the end of the learning phase;
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153	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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p8]] these Regulations at the end of the educational level.
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155	13. Pupil's study performance at the end of the school year in summative assessment is expressed:
156
157	13.1. 1-3 in the classroom - at the levels of acquisition ( [[Annex 9>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel9]] );
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159	13.2. 4-9 class - on a 10-point scale ( [[Annex 10>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel10]] ).
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161	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.
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163	15. An educational institution shall independently develop the assessment procedure in accordance with the basic principles of assessment [[referred>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p12]] to in Paragraph [[12>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p12]] of these Regulations.
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165	16. The tests prescribed by the State at the end of Class 9 are as follows:
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167	16.1. state examination paper in the field of language teaching - Latvian language;
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169	16.2. state examination in the field of language teaching - foreign language;
170
171	16.3. state examination in the field of mathematics teaching;
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173	16.4. interdisciplinary state examination work, which includes the content of social and civic, natural sciences and technology studies.
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175	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.
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177	= VI. Samples of basic education programs =
178
179	18. [[In Annex 11 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel11]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel11]] accordance with the Latvian education classification, a sample of a basic education program (code 21011111) is specified for the following programs:
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181	18.1. for the first stage program of basic education (code 11011111);
182
183	18.2. for the part-time basic education program (code 21011113);
184
185	18.3. basic education distance learning program (code 21011114);
186
187	18.4. for the second stage program of basic education (code 23011111);
188
189	18.5. for the part-time program of the second stage of basic education (code 23011113);
190
191	18.6. for the second stage distance education program of basic education (code 23011114).
192
193	19. [[Annex 12 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel12]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel12]] accordance with the Latvian education classification, specifies a sample minority basic education program (code 21011121) for the following programs:
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195	19.1. the minority program for the first stage of basic education (code 11011121);
196
197	19.2. the part-time program for minorities in basic education (code 21011123);
198
199	19.3. basic education distance learning program for minorities (code 21011124);
200
201	19.4. the second stage basic education program for minorities (code 23011121);
202
203	19.5. the part-time program for minorities in the second stage of basic education (code 23011123);
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205	19.6. the minority distance learning program for the second stage of basic education (code 23011124).
206
207	20. [[Annex 13 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel13]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel13]] accordance with the Latvian education classification, specifies a sample of the basic education social correction education program (code 21011911) for the following programs:
208
209	20.1. for the social correction education program of the first stage of basic education (code 11011911);
210
211	20.2. for the social correction education program of the second stage of basic education (code 23011911).
212
213	21. [[Annex 14 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel14]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel14]] accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:
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215	21.1. special basic education program for students with visual impairments (code 21015111);
216
217	21.2. special basic education minority program for students with visual impairments (code 21015121);
218
219	21.3. special primary education program for students with hearing impairments (code 21015211);
220
221	21.4. the special primary education minority program for students with hearing impairments (code 21015221);
222
223	21.5. special basic education program for students with physical disabilities (code 21015311);
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225	21.6. special basic education minority program for students with physical disabilities (code 21015321);
226
227	21.7. special basic education program for students with somatic diseases (code 21015411);
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229	21.8. special primary education minority program for students with somatic diseases (code 21015421);
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231	21.9. special primary education program for students with language disorders (21015511);
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233	21.10. the special primary education program for minorities with language disorders (21015521);
234
235	21.11. special primary education program for students with learning disabilities (code 21015611);
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237	21.12. special basic education minority program for students with learning disabilities (code 21015621);
238
239	21.13. special primary education program for students with mental health disorders (code 21015711);
240
241	21.14. special primary education minority program for students with mental health disorders (code 21015721).
242
243	22. [[Annex 15 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel15]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel15]] accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:
244
245	22.1. special basic education program for students with mental disabilities (code 21015811);
246
247	22.2. special basic education minority program for students with mental disabilities (code 21015821).
248
249	23. [[Annex 16 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel16]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel16]] accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:
250
251	23.1. a special basic education program for pupils with severe mental disabilities or several severe disabilities (code 21015911);
252
253	23.2. special primary education minority program for students with severe mental disabilities or several severe developmental disabilities (code 21015921).
254
255	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.
256
257	= VII. Closing remarks =
258
259	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>>url:https://m.likumi.lv/ta/id/268342-noteikumi-par-valsts-pamatizglitibas-standartu-pamatizglitibas-macibu-prieksmetu-standartiem-un-pamatizglitibas-programmu-parau...]] " (Latvijas Vēstnesis, 2014, No. 165).
260
261	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.
262
263	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.
264
265	28. The Regulations shall enter into force on 1 September 2020.
266
267	In place of the Prime Minister -
268	Minister of Finance //Dana Reizniece-Ozola//
269	\\Acting Minister of Education and Science,
270	Minister of Welfare //Jānis Reirs//
271
272	Annex 1
273	Cabinet
274	November 27, 2018
275	to Regulation No. 747
276
277	= Planned results for the student in cross-cutting skills, finishing 3rd, 6th and 9th grade =
278
279	\|(% colspan="3" %)(((
280	== 1. Critical thinking and problem solving ==
281	)))
282	\|Finally 3rd grade\|Finally 6th grade\|Finally 9th grade
283	\|1.1. Formulates open, inquiry-oriented questions in personal experience situations. Simple information is compared, interpreted, evaluated, combined and grouped according to given criteria. Looks for verified facts, verifies them yourself\|1.1. Formulates open, inquiry-oriented questions in situations with different contexts. Compares, interprets, evaluates, connects information, groups it according to given and self-created criteria. Make sure that sufficiently comprehensive and accurate information is obtained, check its reliability\|1.1. Formulates open, inquiry-oriented questions in problem situations and situations that cover several areas. Describes the results of your activities in a detailed and planned manner. Purposefully explores, analyzes, evaluates and connects different types of information and situations, understands their context. Aims to obtain comprehensive and accurate information, identifies certain factors that hinder the acquisition of true information
284	\|1.2. Develops an argument based on your experience and opinion. Formulate your conclusions according to the instructions\|1.2. Judge from specific to general. Distinguish the important from the less important, the appropriate to the situation from the inappropriate. Makes fact-based argumentation in the given context. Formulates direct, simple conclusions\|1.2. Makes logical judgments, judges from the concrete to the general and from the general to the concrete. Abstracts, generalizes to simple situations. Distinguish between a factual statement from a presumption, from a factual point of view. Raises arguments and evaluates their relevance. Concludes whether the reasoning is sufficient and correct. Formulate reasonable conclusions
285	\|1.3. Recognizes and formulates the problem in a binding, personal experience context. With the support of the teacher, sets a goal, offers solutions, chooses the best solution\|1.3. With the support of the teacher, real needs are identified - recognizes and formulates a problem in relation to a certain size (properties, structure, activity, manifestations, etc.), phenomenon, process in a given context, expresses and explains ideas in problem situations. Set a goal, offer solutions, choose the best and decide to implement it\|1.3. Identifies real needs and describes the essence of the problem - recognizes and formulates the problem in the context of interdependent quantities, aspects, causality. Expresses, explains and analyzes ideas in problem situations, formulates a context-based and structured assumption. Set a goal, offer solutions, choose the best and decide to implement it
286	\|1.4. Describe your experience in similar situations, express ideas for a solution. With the support of the teacher, create a solution plan for the chosen problem, implement it by learning several problem-solving strategies, and evaluate the result\|1.4. Creates a solution plan for the chosen problem, implements it using problem-solving strategies appropriate to the situation - experiments in thought and practice, creating real models and objects, researching properties and checking the assumption, performing a full re-reading, dividing the problem into parts, moving to a simpler problem, evaluating and recommends improvements\|1.4. Creates a plan for solving the chosen problem, implements it and, if necessary, adapts the plan to the situation during the work. Appropriate problem-solving strategies are used in complex situations - planned experiments are performed to substantiate the assumption. Judges "in reverse", finds a counterexample, creates an abstract, general model of the situation, checks the obtained results in the context of the problem. Look for another approach, technique if necessary. Evaluates the achievements and plans improvements for future work
287	\|(% colspan="3" %)(((
288	== 2. Creativity and entrepreneurship ==
289	)))
290	\|2.1. Is open to new experiences. He is happy to fantasize about possible unusual solutions\|2.1. Unprecedented situations are perceived with interest, imagination and spontaneity are used to form unusual relationships. Dare to try to do something new\|2.1. He looks at the world with curiosity, imagines unprecedented solutions. He is ready to accept uncertainty and new challenges
291	\|2.2. Asks questions about the current situation and uses a number of creative thinking strategies with adult support. To create ideas, get inspired by the work of others\|2.2. Evaluates the situation and uses creative thinking strategies to come up with ideas for its improvement, get inspired by the ideas of others, complement them. Explores available resources (human, knowledge, capital, infrastructure) and finds new ones to implement the idea\|2.2. Explores the situation from different points of view, uses and adapts creative thinking strategies appropriate to the situation to come up with new and useful ideas, inspired by the experience of others. Use available resources (human, knowledge, capital, infrastructure) flexibly and balancedly and find new ones to realize your idea
292	\|2.3. With the support of the teacher, he / she comes up with a new and useful idea and implements it, does not give up if he fails to implement it, but tries again\|2.3. One or a group is able to add value to existing solutions or products, plan work and identify resources to implement the idea. When faced with difficulties, seek support and use it\|2.3. One or a group is able to create a new product or solution that is useful for oneself or others, is able to manage the process from the creation of an idea to its implementation. When faced with difficulties, persistently seek and find a solution
293	\|(% colspan="3" %)(((
294	== 3. Self-directed learning ==
295	)))
296	\|3.1. With the support of an adult, he / she sets a goal in the learning task and plans the steps of his / her activity to achieve it\|3.1. Independently sets several learning goals and plans how to achieve them both individually and in a group\|3.1. Sets short-term and long-term goals, plans the steps of their implementation, takes responsibility for their fulfillment
297	\|3.2. Tells about your learning progress and skills that work best, as well as failures and mistakes\|3.2. Name the strengths and areas for improvement, analyze personal qualities and behaviors that influence choice, success or failure.(((
298	Can tell about the progress of his / her work using a common system of criteria
299	)))\|3.2. Independently analyzes the connection between one's activities and personal characteristics and behavior.(((
300	Recognizes the strengths of one's actions and, with the support of an adult, finds different ways to develop the strengths of one's thinking and behavior
301	)))
302	\|3.3. Name and use several strategies for keeping, remembering and remembering\|3.3. Uses different thinking strategies according to the learning context\|3.3. Use the strengths of your thinking and situational thinking strategies to develop your abilities and improve your performance
303	\|3.4. Explains the impact of different emotions on your thinking and behavior.(((
304	In everyday situations, emotions are expressed in a socially acceptable way
305	)))\|3.4. Expresses their emotions socially acceptable even in unusual situations. Explains the factors that create different emotions in a learning situation, motivates oneself to act. Independently uses the learned stress management techniques\|3.4. During the learning process, manage emotions and behaviors socially acceptable. Analyzes the influence of thoughts and emotions on responsible personal decision-making
306	\|3.5. In the learning process, with the support of the teacher, follows the fulfillment of previously set performance criteria and evaluates one's teaching work and learning experience.\|3.5. Independently monitors the fulfillment of previously set performance criteria and determines in the learning process whether and how to improve performance\|3.5. Independently develops their own criteria that show the achievement of the goal, finds out the progress of their work and determines whether and how to improve performance. Errors are used to purposefully change your behavior. As you learn, replan a few steps to come up with a better solution
307	\|(% colspan="3" %)(((
308	== 4. Cooperation ==
309	)))
310	\|4.1. Expresses your needs, thoughts and emotions in words, and explains how the facial expression and body language of others relate to a particular emotion and how emotions affect relationships with others\|4.1. With the support of the teacher, by actualizing one's actions, one learns to independently manage one's emotions and maintains a favorable attitude in communication with others.\|4.1. Evaluates other people's emotions and reasons for action, shows empathy and adapts their behavior and communication to the situation
311	\|4.2. Make sure that the interlocutor has understood what has been said.(((
312	With the support of the teacher, purposefully directs the conversation in order to understand and consciously use one's social skills in order to establish and maintain positive relationships with others and engage in social activities.
313	)))\|4.2. In communication with others, depending on the situation, different forms of communication are used and a conversation is formed with a person who has a different opinion. Recognizes and respects diversity of opinion, makes joint decisions on the most appropriate course of action and resolves conflicts in familiar situations\|4.2. Expresses one's own opinion and listens to the other's point of view, respecting the interlocutor, finds a unanimous opinion in a situation where the parties have different views.(((
314	If necessary, take the lead in the conversation. Reaches mutually acceptable compromises and strives for a fair solution
315	)))
316	\|4.3. Collaborates with others to perform common constructive tasks.\|4.3. Works in a team, focuses on equal investment, accepts and collaborates with different people to achieve a specific goal\|4.3. Collaborates with others according to the situation, as well as forms and leads a team, taking into account the needs of other people
317	\|(% colspan="3" %)(((
318	== 5. Civic participation ==
319	)))
320	\|5.1. Sees simple connections in society (classroom, school, family and local community)\|5.1. Sees connections in society, environment and community at the national level, as well as their influence, role and need to get involved in improving the life of their community. Explains the different consequences of one action (their impact on other people, relationships, the environment)\|5.1. Explain your view of the interconnections in society, the environment, the community at European level and justify it by linking it with information from different sources and statistics. Analyzes how the actions of individuals affect society and the environment
321	\|5.2. Note that different people have different opinions, name their values. With the support of the teacher, act in accordance with their values\|5.2. Seeks justification for the actions and opinions of others, names and justifies his / her, family members', school values. Act according to your values\|5.2. From experience, as well as by analyzing different sources, it is concluded how values can change over time. Based on their values, they choose the activities in which to get involved and, if necessary, involve others, explain and justify their choice or reasons for not getting involved. Guide your actions according to your values, justify your choices
322	\|5.3. Participates in decision-making and learning-related decisions and acts with the support of the teacher in accordance with the norms adopted in society. Performs assigned duties, sees consequences and takes responsibility for one's work\|5.3. Participates in making rules and learning decisions, planning the learning process, justifying the choices involved, looking for the best solution for everyone involved and following the rules so that they can be relied on.(((
323	Takes responsibility in family and relationships with friends, explains how to act responsibly and build trust
324	)))\|5.3. Independently follow the rules set for himself, so that he is reliable and can be relied on.(((
325	Analyze your involvement in global processes and act responsibly. Explain the consequences of your actions and take responsibility for them
326	)))
327	\|5.4. With the support of the teacher, he is involved in improving school life and determining what has changed since then\|5.4. Involves in improving the life of the local community and analyzes whether and how the involvement has changed the life of the community\|5.4. Offers feasible and sustainable solutions to improve the life of the local community. In cooperation with others, one of them implements and justifies the meaning of their involvement
328	\|(% colspan="3" %)(((
329	== 6. Digital literacy ==
330	)))
331	\|6.1. Uses digital technology to perform instructional tasks as instructed\|6.1. Uses digital technologies for knowledge acquisition, processing, presentation, transfer and justifies the need to use digital technologies\|6.1. Selects and uses the possibilities provided by digital technologies that are most suitable for the idea or task, uses them for self-realization and creation of diverse content
332	\|6.2. Determines the types of digital communication\|6.2. Defines the types of digital communication, their goals, formats and impact on the audience. Uses digital technologies for communication and collaboration\|6.2. Responsible use of digital communication for specific purposes, assessing its suitability for the needs of the target group
333	\|6.3. Recognizes images and symbols created and popularized by the media\|6.3. Analyzes the role of media in the construction of reality and evaluates the reliability of various sources of information, including those available in digital form\|6.3. Critically analyzes the reality created by the media and the reliability of information, creates their own media content
334	\|6.4. Explains how digital technologies affect everyday life, with the support of an educator, develops healthy and safe habits in the use of digital technologies\|6.4. Explains your understanding of the role of digital technologies in society and self-realization. Follow healthy and safe technology habits\|6.4. Analyzes and evaluates the impact of technology on mental and physical health, society and the environment. Observe healthy and safe habits of using technologies, justify their necessity. Design, control and manage your digital identity
335
336	Acting Minister of Education and Science,
337	Minister of Welfare //Jānis Reirs//
338
339	Annex 2
340	Cabinet
341	November 27, 2018
342	to Regulation No. 747
343
344	= Achievable results in the field of language learning at the end of the 3rd, 6th and 9th grades =
345
346	== I. Language learning content. Latvian Language ==
347
348	\|(% colspan="3" %)1. We communicate by listening, reading, speaking, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue
349	\|(% colspan="3" %)1.1. Communication in context
350	\|Finally 3rd grade\|Finally 6th grade\|Finally 9th grade
351	\|1.1.1. Discusses the importance of language in people's lives by using the terms "mother tongue" and "state language"\|1.1.1. Justifies the importance of the Latvian language in Latvian society and in one's life, as well as the importance of the mother tongue in the acquisition of other languages\|1.1.1. Expresses an opinion on the significance and use of the Latvian language and culture in today's multicultural society in Latvia, Europe and the world. Respects the Latvian language and the languages of other nations
352	\|1.1.2. Listening to simple texts and watching videos, understands the text as a whole, determines the actors, place, time and main idea. Engages in communication about what is heard and seen\|1.1.2. By listening to texts related to studies or interests and watching videos or films, one understands the information, determines the main information and idea of the text. Engages in communication about what is heard / seen using specific facts, examples, content-relevant details\|1.1.2. Listening to and watching informative programs, interviews, discussions, understands, interprets and evaluates the information heard, the speakers' views on the main topic. Notices and describes the attitude of the participants towards each other. Analyzes and evaluates what is heard and seen, arguing their opinion
353	\|1.1.3. Reads clearly and comprehensibly a text that is relevant to your studies and interests. Answer the questions and ask the questions yourself\|1.1.3. Reads a text that is relevant and interesting to his / her studies and interests. Finding the main words and phrases in it, answering the questions and asking the questions yourself determines the main idea of the text and the ideas expressed in it. Formulates an opinion on the usefulness of the read text and future uses\|1.1.3. Reads texts that are different in terms of content, structure and genres with comprehension, seeing the most important features of language use. Analyzes and explains the text, evaluates your understanding. Compares what you read with what you know before, determines what reflections the text you read has caused
354	\|1.1.4. Engages in communication about what is heard, read or observed, linking it to personal experience. Observe the topic of communication and the participants\|1.1.4. Engages in communication according to the topic, participants, place, time and purpose of the communication. Use appropriate verbal and non-verbal means of communication\|1.1.4. Engages in a variety of communication situations using contextual and non-verbal means of communication appropriate to the context. Respect the culture of communication, being aware of its role in building social contacts and cooperation
355	\|1.1.5. Is interested in forming his own opinion and listening to the opinions of others, notices differences of opinion. Participates in negotiations, expresses his / her opinion and listens to other opinions\|1.1.5. Initiates and maintains a dialogue by expressing one's views and listening to others. When participating in the discussion, one notices differences of opinion, one is tolerant of another opinion\|1.1.5. Structures the course of dialogue and communication. Drives and leads an extended conversation. Participates in a discussion, is able to understand dissenters.(((
356	Creates a monologue corresponding to the communication situation
357	)))
358	\|1.1.6. Notice and explain differences in the content and scope of oral texts and written works depending on the type of oral or written communication\|1.1.6. Adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication. Use appropriate text genres and visual aids\|1.1.6. Varies and adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication. Appropriate text genres and visual aids are used in diverse communication situations
359	\|1.1.7. Notice and name emotions of communication participants, own and literary images in everyday speech situations and texts\|1.1.7. Notices and describes the emotions of the participants of the communication, their own and literary images. Base your opinion on concrete examples based on personal and other experiences\|1.1.7. Describes the emotions of the participants of the communication, their own and literary images, the reasons that have created them. Analyzes and uses verbal and non-verbal means of communication to express emotions. Justify your opinion
360	\|1.1.8. Notice the differences between language and communication in formal and informal communication situations. Take these differences into account when engaging in communication\|1.1.8. In communication, one notices another and observes one's own culture of speaker and writer in formal and informal communication situations. Able to communicate with people from different cultures\|1.1.8. Respects the culture of the speaker and the writer in diverse communication situations, including the digital environment. Able to communicate and collaborate with people from different cultures. Adapts your speech to listeners whose Latvian language is not their native language, for example, by choosing an appropriate speech tempo, vocabulary and simple syntactic constructions
361	\|1.1.9. Finds information in the text, also in tables, diagrams, charts, mind maps. Evaluate it according to simple criteria: known / unknown, interesting / boring, reliable / unreliable. Compared to personal experience\|1.1.9. Gather information from thematically related sources according to the purpose. Distinguish between necessary and unnecessary, important from insignificant, assess the reliability of information. Arrange it in a certain order or way\|1.1.9. Compare several sources of information, choose the most reliable ones, justify your choice. Integrates and interprets information from a variety of sources. Selects the type of information processing and structuring appropriate to the purpose. Sees and compares relationships, sequences of events, causes and effects
362	\|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text
363	\|(% colspan="3" %)2.1. Text and text formation
364	\|2.1.1. Uses the title and key words of the text, determines the topic and main idea of the text, compares it with another point of view and concludes on what is common and different\|2.1.1. Uses the title of the text, the most important sentences and keywords, determines the topic, main idea and purpose of the text. Compare with other points of view and form conclusions\|2.1.1. Uses keyword detection techniques and knowledge of the graphical features of text visual design to interpret and evaluate text and its main idea. Compare with other points of view and form conclusions
365	\|2.1.2. Tells about the events of a heard or read text, briefly describes the persons, linking the narration with personal experience\|2.1.2. Describes and compares the events and persons of the heard or read text, forms conclusions. It links the narrative with personal and other experiences, determines the peculiarities of the language\|2.1.2. The opinion on the purpose and mood of the text, the actions and feelings of the persons, the causes and consequences of the events shall be substantiated in detail. Describes the author's individual language style and its impact on the addressee. Reasoned statements and appropriate terminology shall be used in the justification
366	\|2.1.3. Before creating a text, plan its content, structure thoughts and ideas, even in simple graphics. Discuss this process and what you have done with others. Creates a narrative and writes a message\|2.1.3. Before writing a text, take notes and plan your text, reflect on the stage, evaluate it and discuss your intentions with others. Create a narrative. Write a message and a description\|2.1.3. Independently sets a goal and organizes the text planning process, choosing a suitable way of recording ideas and thoughts. Reflects and evaluates it by discussing the content and structure of the text with others. Writes judgment and reasoned essay
367	\|2.1.4. Defines the main parts of the structure of a simple text (introduction, main part, conclusion). Writes small texts related to personal experience and fantasy, designing them according to the addressee and genre of the text\|2.1.4. Determines the structure of the text, notices its differences in different texts, also in the e-environment. Writes according to the sample and independently texts related to personal experience and fantasy, taking into account their structure, correspondence to the addressee of the communication, purpose and genre of the text\|2.1.4. Evaluates the structure of the text and elements of a peculiar structure, such as the order of unusual parts of the text, the inclusion of other texts, comments, images. Writes texts related to personal experience and imagination, fantasy, observing the structure of the text and using language means appropriate to the requirements of the genre, the addressee and the type of communication
368	\|2.1.5. Write sample invitations and greetings, also in digital form\|2.1.5. Writes invitations and greetings independently, according to a sample and independently - private and business letters, applications, explanations, also in digital form and in the e-environment\|2.1.5. Writes invitations, greetings, business letters, applications, explanations, CVs, motivation letters, also in digital form and in the e-environment
369	\|2.1.6. Use letters and other characters to create and create creative text\|2.1.6. Explains the diverse use of characters in text, including digital characters. Use them to create your own texts according to the purpose of the text and the recipient\|2.1.6. Uses a character system according to the communication situation and your individual style. Compares, evaluates different writing styles, creating the most suitable for you
370	\|2.1.7. Corrects and improves your text, taking into account the recommendations of the teacher and classmates\|2.1.7. Create and refine your text. Provides and obtains feedback on text quality, is able to work individually and collaborate while editing text. Reflect on this process to improve your text\|2.1.7. Edit your text. Provides and receives constructive feedback. Uses various techniques to improve the text, such as formulating questions, discussions, using the necessary sources and resources, scheduling
371	\|2.1.8. Creates an intelligible, clearly comprehensible oral speech related to personal experience. Responds to listeners' questions\|2.1.8. Notice the differences between oral speech and formal and informal speech situations. Purposefully plans and creates meaningful, logical oral speech, observing its structure and correspondence to the purpose of communication and the genre of the text. Engages in dialogue with listeners\|2.1.8. Compare the differences of speech in formal and informal communication situations, formulate conclusions. Purposefully plans and creates a structured and meaningful oral speech. Speech correction techniques are used, such as paraphrasing stylistically awkward thoughts, replacing inaccurately chosen concepts with more precise concepts and terms, and giving illustrative examples. Encourages listeners to discuss
372	\|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure
373	\|(% colspan="3" %)3.1. Language structure
374	\|3.1.1. Describes the meaning of a word in a text or describes it using synonyms and antonyms. Sees and explains unambiguous and ambiguous words. Use a dictionary\|3.1.1. Explains the meaning of ambiguous words and phraseologies in context. Uses synonyms and ambiguous words, as well as phraseologies when composing texts. Engages in conversation and justifies the choice of non-traditional words\|3.1.1. Motivatedly chooses and uses a diverse vocabulary and phraseology in their text to express their thoughts and achieve a certain impact on the addressee. Engages in language discussions using appropriate terminology
375	\|3.1.2. Hear and explain words used in the family or in the immediate vicinity that are different from the literary language, such as colloquial words, dialect words, words formed under the influence of other languages\|3.1.2. Listen to and explain words used in the family and in the immediate area that are different from literary language, such as colloquial words, borrowings, dialect words, or words that create emotional expression. Justifies their use in communication\|3.1.2. Listen to different variants of spoken language and determine their differences from literary language. Analyzes, understands and uses vocabulary appropriate to the formal or informal situation, choosing more precise words, also with stylistic or emotional expression. Justify your choice
376	\|3.1.3. Understands all Latvian sounds and sound combinations intelligibly.(((
377	Distinguishes between vowels, consonants and consonants
378	)))\|3.1.3. Speech follows rules of spelling, logical pauses and intonation. Justifies the meaning of sounds and words in language for the development of imagination and emotions, for example in language games and poetry\|3.1.3. Justifies the meaning of intonation, pauses, gestures and facial expressions in speech. Skillfully uses this knowledge in their oral texts and speech evaluation of others. Analyzes and understands language games in everyday language, including media and social networks
379	\|3.1.4. Observe the correspondence of sounds and letters in the pronunciation and spelling of words. Spell words correctly with double consonants. Capital letters are used in capital letters\|3.1.4. Note the differences in pronunciation and spelling of words. Spells derived words, compound words and proper names correctly, developing the habit of using printed and digital aids to check the spelling of words\|3.1.4. Writes words according to Latvian orthographic norms. If necessary, use word spell checking tools to improve your language. Justifies the choice of a specific source
380	\|3.1.5. See the possibilities of making new words, make words for the needs of creating your own text\|3.1.5. Sees the main word-making techniques. Makes words by analyzing and concluding what are the possibilities of word formation in the Latvian language\|3.1.5. Uses Latvian word formation techniques in accordance with the intentions of your text and your individual style, creating new words as well. Justifies the importance of word formation in learning terminology, enriching the text and creating a certain effect
381	\|3.1.6. Determines whether nouns, adjectives, verbs and numerals belong to a noun class. Explain the meaning of these independent words to your own words\|3.1.6. Determines the belonging of all independent words to the noun class. Choose the most precise ones in creating your text and linking sentences\|3.1.6. Consciously selects and uses words of different nouns and their grammatical forms to create a certain purpose and effect in speech or written text. Determines the belonging of words to the noun class and grammatical forms of words
382	\|3.1.7. Explain the meaning of sentence headers in your own words using your own examples. Uses narrative, question and exclamation sentences in word formation, arranging words in a logical order\|3.1.7. Use simple and compound sentences, direct speech sentences, speech, equal sentence members in the creation of your text\|3.1.7. Knows and separates punctuation and insertions with punctuation. Creates text using a variety of syntactic constructions according to your intentions and the recipient of the text
383	\|3.1.8. Use appropriate end-of-sentence punctuation\|3.1.8. Use appropriate punctuation in simple and compound sentences\|3.1.8. When composing a text, the punctuation norms of the Latvian language shall be observed, the use of punctuation marks in one's own and others' text shall be substantiated. Explains the unusual use of punctuation marks in literary works and informative texts
384
385	== II. Language learning content. Latvian language and literature in educational institutions that implement minority education programs ==
386
387	\|(% colspan="3" %)1. We communicate by listening, reading, speaking, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue
388	\|(% colspan="3" %)1.1. Communication in context
389	\|Finally 3rd grade\|Finally 6th grade\|Finally 9th grade
390	\|1.1.1. With the support of a teacher, plan and evaluate one's Latvian language acquisition, for example, using the European Language Portfolio\|1.1.1. Plan and evaluate your Latvian language acquisition, for example, using the European Language Portfolio. Evaluate your language development opportunities. Discusses the role of the Latvian language in one's life and in Latvian society\|1.1.1. Improves Latvian language skills by working independently and cooperating with others. Expresses an opinion on the significance and use of the Latvian language and culture in today's multicultural society in Latvia, Europe and the world. Respects the Latvian language and the languages of other nations
391	\|1.1.2. Listens and generally understands at a slow pace clearly spoken small texts of simple structure about events, peers, the environment, learning and interests. Creates direct questions about what is heard and answers questions\|1.1.2. Listens and understands clearly spoken texts about events, the environment, interests, learning and peers at a natural pace. Creates a variety of questions about what is heard and answers different types of questions\|1.1.2. Listening to and watching informative programs, interviews, discussions, understands, interprets and evaluates the information heard, the speakers' views on the main topic. Notices and describes the attitude of the participants towards each other. Analyzes and evaluates what is heard and seen, arguing their opinion
392	\|1.1.3. Reads texts with a simple structure that correspond to the studies and their interests with understanding.(((
393	Creates direct questions about what is read and answers questions
394	)))\|1.1.3. Reads thematically various fiction, journalism, popular science and informative texts corresponding to the studies, their needs and interests. Uses appropriate reading skills, such as detailed text comprehension, acquisition of specific information, text comprehension in general. Creates a variety of questions about what is read and answers different types of questions\|1.1.3. Reads texts that are different in terms of content, structure and genres with comprehension, seeing the most important features of language use. Analyzes and explains the text, evaluates your understanding. Compare what you read with what you know before. Determines what reflections the read text has caused
395	\|1.1.4. By observing, listening to and reading simple texts, determine their main idea, find and write down specific information\|1.1.4. By observing, listening and reading, information is obtained and systematized using various ways of recording and structuring information, for example, by depicting the most visually or verbally relevant concepts and their connections. Evaluates the reliability of information obtained in daily communication and media\|1.1.4. Compare several sources of information, choose the most reliable ones, justify your choice. Integrates and interprets information from different sources - chooses the appropriate way of information processing and structuring. Sees and compares relationships, sequences of events, causes and effects
396	\|1.1.5. Use simple phrases to start, maintain and end a short conversation. Adhere to a culture of communication\|1.1.5. Use appropriate phrases to initiate, maintain and complete a simple two-way conversation on familiar topics. Adhere to a culture of communication\|1.1.5. Engages in a variety of communication situations using contextual and non-verbal means of communication appropriate to the context. Respect the culture of communication, being aware of its role in building social contacts and cooperation
397	\|1.1.6. In dialogue, express one's thoughts and needs in everyday and learning situations.(((
398	Creates a simple monologue telling about yourself and your surroundings
399	)))\|1.1.6. Expresses opinions, experiences, emotions and attitudes in dialogue and monologue\|1.1.6. Structures the course of dialogue and communication. Drives and leads an extended conversation. Participates in a discussion, is able to understand dissenters.(((
400	Creates a monologue corresponding to the communication situation
401	)))
402	\|1.1.7. Notices differences in the content and expression of oral texts and written works\|1.1.7. Adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication\|1.1.7. Varies and adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication. Appropriate text genres and visual aids are used in diverse communication situations
403	\|1.1.8. Notice and name the communicator and his / her emotions in the everyday speech situation\|1.1.8. Notices and describes the emotions of the participants of the communication, their own and literary images, as well as the mood of the literary work. Base your opinion on concrete examples based on personal and other experiences\|1.1.8. Describes the emotions of the participants of the communication, their own and literary images, the reasons that have created them. Describes the mood of literary work. Analyzes and uses verbal and non-verbal means of communication to express emotions. Justify your opinion
404	\|1.1.9. Understands and at a basic level uses language to clarify information, exchange information, express attitudes, coordinate actions, express one's thoughts and needs\|1.1.9. Understands and uses language at an intermediate level in formal and informal communication situations, such as exchanging information, expressing and clarifying emotions, attitudes, coordinating actions, expressing and justifying opinions\|1.1.9. Respects the culture of the speaker and the writer in diverse communication situations, including the digital environment. Able to communicate and collaborate with people from different cultures. Adapts your speech to listeners whose Latvian language is not their native language, for example, by choosing an appropriate speech tempo, vocabulary and simple syntactic constructions
405	\|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Literature and folklore help to better get to know and understand the Latvian cultural environment, society, the processes taking place in it and are a source of learning the Latvian language. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text
406	\|(% colspan="3" %)2.1. Text and text formation
407	\|2.1.1. Reads Latvian folklore and literary works corresponding to your interests, age and studies. Identifies the main parts of the text\|2.1.1. Describes the composition elements of Latvian folklore and literary works by analyzing the means of graphic design of language and text used in text creation\|2.1.1. Analyzes and evaluates the age-appropriate composition and expression of Latvian folklore or literary works. Expresses an opinion on the artistic quality of a literary work
408	\|2.1.2. Determines the topic of the literary work, the main characters, the place and time of the activity. Briefly describe the main characters\|2.1.2. Determines the theme and main idea of the literary work and folklore text. Expresses and substantiates his / her thoughts about the title of the work, its role in revealing the main idea of the text. Describes the images, the place and time of the activity. Predicts the development of the plot\|2.1.2. Expresses and argues his / her opinion on the ideas, problems, images and actions of images expressed in a literary work or folklore text. Uses the knowledge acquired in the native language about the techniques of art analysis
409	\|2.1.3. Sees imaginary expression techniques in Latvian literary works, for example, comparisons, unusual words that describe images or the environment\|2.1.3. Sees means of figurative expression in Latvian folklore and literary works, such as diminutives, personification, epithets, metaphors. Expresses its views on their meaning in the text\|2.1.3. Sees the means of figurative expression used in literary work, interprets their meaning in the text. Evaluates the peculiarity of the language of a literary text, its meaning in the description of images and their actions, in the description of events and environment, as well as in the depiction of the depicted era
410	\|2.1.4. Simple information finds important information in determining the main idea of the text, person and place of activity\|2.1.4. Identifies and substantiates the main idea, place, time and participants in the informative text, finds key words and sentences that describe them\|2.1.4. The opinion on the purpose and mood of the text, the actions and feelings of the persons, the causes and consequences of the events shall be substantiated in detail. Describes the author's individual language style and its impact on the addressee. Reasoned statements and appropriate terminology shall be used in the justification
411	\|2.1.5. Sees a simple text title related to the content. Notice the key words in the text that are important for understanding the content of the text\|2.1.5. Using the title of the text, the most important sentences and keywords, determines the main idea and purpose of the text\|2.1.5. Uses keyword detection techniques and knowledge of the graphical features of text visual design to interpret and evaluate text and its main idea. Compare with other points of view and form conclusions
412	\|2.1.6. Create short, simple text (20-40 words) with simple plans, drawings, questions, and keywords\|2.1.6. Plans and creates a text (80-100 words) about what is experienced, read and heard, expressing one's thoughts and attitudes, taking into account the sequence of events and the structure of the text\|2.1.6. Independently sets a goal and organizes the text planning process, choosing a suitable way of recording ideas and thoughts. Reflects and evaluates it by discussing the content and structure of the text with others.(((
413	Writes judgments and reasoned essays, as well as other texts related to personal experience, imagination and fantasy
414	)))
415	\|2.1.7. After the sample, write a short message and congratulations. Provide information about yourself in the questionnaire\|2.1.7. According to the addressee and the purpose of communication, different types of business texts are written and designed according to the sample: questionnaire, invitation, poster, letter\|2.1.7. Writes invitations, greetings, business letters, applications, explanations, CVs, motivation letters, also in digital form and in the e-environment
416	\|2.1.8. Use letters and other characters to create your own text and create it creatively\|2.1.8. Use a variety of characters, including digital characters, to create your own text. Use printed and electronic reference sources. Is able to include a quote in the text, indicate the author and source\|2.1.8. Uses a character system according to the communication situation and your individual style. Compare and evaluate different writing styles, creating the most suitable for you
417	\|2.1.9. Understand that text formatting is a process during which text can be improved several times. Corrects and improves the text according to the sample and the teacher's recommendations\|2.1.9. Correct and improve your text, provide and get feedback on the content and design of the text. Can work individually and collaborate during text development\|2.1.9. Edit your text. Provides and receives constructive feedback. Uses various techniques to improve the text, such as formulating questions, discussions, using the necessary sources and resources, scheduling
418	\|2.1.10. Creates intelligible oral speech related to personal experience. Responds to listeners' questions\|2.1.10. According to the plan, a meaningful, logical oral speech and short presentations are made. Speaks according to the structure of the speech, correspondence to the purpose of communication and the genre of the text, as well as the most important requirements for the performance of oral speech, such as posture, pace of speech, volume. Engages in dialogue with listeners\|2.1.10. Compare the differences of speech in formal and informal communication situations, formulate conclusions.(((
419	Purposefully plans and creates a structured and meaningful oral speech. Speech correction techniques are used, such as paraphrasing stylistically awkward thoughts, replacing inaccurately chosen concepts with more precise concepts and terms, and giving illustrative examples. Encourages listeners to discuss.
420	)))
421	\|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure
422	\|(% colspan="3" %)3.1. Language structure
423	\|3.1.1. Determines the meaning of the word in context. Uses various techniques to explain the meaning of words, for example, explains descriptively, uses words of similar or opposite meaning, visualizes\|3.1.1. Interprets the meaning of a word in context and the relationship of context to a word. Justifies the use of the word literally or figuratively\|3.1.1. Reasonably chooses and uses a diverse vocabulary and phraseology in his text to express his thoughts and achieve a certain impact on the addressee. Engages in language discussions using appropriate terminology
424	\|3.1.2. Uses the acquired vocabulary in simple everyday and study situations\|3.1.2. Uses the necessary vocabulary in learning and everyday situations. Synonyms, antonyms and means of artistic expression are used to create text\|3.1.2. Listen to different variants of spoken language and determine their differences from literary language. Analyzes, understands and uses vocabulary appropriate to the formal or informal situation, choosing the most precise words, also with stylistic or emotional expression. Justify your choice
425	\|3.1.3. Hears and pronounces Latvian sounds and sound combinations intelligibly. Knows, calls and writes letters of the Latvian alphabet. Distinguishes between long and short vowels. Explains with examples of sound and letter matching word pronunciation and spelling\|3.1.3. Distinguishes between vowels, consonants and consonants.(((
426	Sees and explains differences in word pronunciation and spelling
427	)))\|3.1.3. Justifies the meaning of intonation, pauses, gestures and facial expressions in speech. Skillfully uses this knowledge in their oral texts and speech evaluation of others. Analyzes and understands language games in everyday language, including media and social networks
428	\|3.1.4. Write words that do not differ in pronunciation and spelling correctly.(((
429	Correctly write down the printed and written text, correct it according to the sample. Use capital letters in personal names and familiar place names
430	)))\|3.1.4. Write text using the simplest word spell checking techniques. Use capital letters in personal and place names, follow the spelling\|3.1.4. Writes words according to Latvian orthographic norms. If necessary, use word spelling tools to improve your language. Justifies the choice of a specific source
431	\|3.1.5. Use independent words and auxiliary words, align them to form simple sentences\|3.1.5. Use independent words, auxiliary words and exclamation words, choosing the most precise ones when creating your text and linking sentences\|3.1.5. Consciously selects and uses words of different nouns and their grammatical forms to create a certain purpose and effect in speech or written text. Determines the belonging of words to the noun class and grammatical forms of words
432	\|3.1.6. Expand your vocabulary by making words by pattern\|3.1.6. Knows and purposefully uses the most typical Latvian word formation techniques\|3.1.6. Uses Latvian word formation techniques in accordance with the intentions of your text and your individual style, creating new words as well.(((
433	Justifies the importance of word formation in learning terminology, enriching the text and creating a certain effect
434	)))
435	\|3.1.7. Match words in simple sentences using simple grammatical constructions\|3.1.7. Match words in sentences. The learned grammatical constructions are used to form sentences. Understands the principles of sentence formation and extension\|3.1.7. Knows and separates punctuation and insertions with punctuation. Creates text using a variety of syntactic constructions according to your intentions and the recipient of the text
436	\|3.1.8. Use simple sentences to compose text. Starts a sentence with a capital letter, uses punctuation marks\|3.1.8. Various syntactic constructions are used to compose the text: speech, equal sentence members, simple and compound sentences with the most frequently used conjunctions. Use appropriate punctuation\|3.1.8. When composing a text, the punctuation norms of the Latvian language shall be observed, the use of punctuation marks in one's own and others' text shall be substantiated. Explains the unusual use of punctuation marks in literary works and informative texts
437
438	== III. Language learning content. Minority language ==
439
440	\|(% colspan="3" %)1. We communicate by listening, reading, speaking, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue
441	\|(% colspan="3" %)1.1. Communication in context
442	\|Finally 3rd grade\|Finally 6th grade\|Finally 9th grade
443	\|1.1.1. Discusses the importance of language in people's lives by using the terms "mother tongue" and "state language"\|1.1.1. Explains the role of the mother tongue in society. Uses the mother tongue to learn other languages\|1.1.1. He expresses his opinion about the importance and use of the minority language and culture in the local community, Latvia, Europe and the world. Respectfully respect the languages of one's own and other peoples
444	\|1.1.2. Communication respects the acquired cultural peculiarities and communication traditions\|1.1.2. Sees differences in the behavioral and communication traditions of different nations. Behaves correctly in communication, perceives communication problems with understanding, eliminates confusion\|1.1.2. In multicultural communication, mutual understanding is gained on the basis of consciously favorable attitude towards the diversity of other cultures and languages, finds out the reasons for misunderstandings, offers one's own solutions to problem situations
445	\|1.1.3. Receives specific information (place, time, roles of participants) in communication, informative, literary texts and folklore\|1.1.3. Perceives in detail and in general various types of information (facts, opinions, attitudes) from several offered sources (also in the e-environment), critically evaluates their content and reliability\|1.1.3. Uses the communicative environment (including the e-environment) as a source of various information to understand and express facts, opinions and ideas. Perceives information (also contradictory) from various sources, critically and argumentatively evaluates it. Evaluates the opportunities and shortcomings of the proposed sources, identifying those language tools and multimedia content that indicate the reliability of the information
446	\|1.1.4. Selects information from various sources according to the purpose of communication. Finds information in tables, diagrams, charts, mind maps. Selects the required information, including on the specified website\|1.1.4. Gather information from thematically related sources according to the purpose. Selects necessary and important information from various sources. Captures information highlighted graphically (font, color, font size, page layout), stores and arranges it in a certain order or way\|1.1.4. Integrates and interprets information from a variety of sources. Choose the appropriate way of information processing and structuring, also using the e-environment. Sees and compares relationships, sequences of events, causes and effects. Makes independent judgments and substantiates them. Evaluates the author's position and purpose, the relevance of the information to the communication situation
447	\|1.1.5. Communicates, taking into account the communication situation, topic, participants. Uses the acquired speaking, listening, reading, writing skills\|1.1.5. Communicates, taking into account the purpose of communication, topic, participants. Observes the peculiarities of formal and informal communication, uses the acquired communication strategies\|1.1.5. Purposefully communicates (also in e-environment), plans, manages, evaluates the effectiveness of the conversation according to the communication situation. Use the most appropriate communication strategies
448	\|1.1.6. Tells about himself, what he has seen, heard, read and experienced. Use verbal and non-verbal means of communication to initiate and maintain a conversation\|1.1.6. Makes a meaningful, logical speech to the audience (for example, a lecture), answers questions. Use appropriate verbal and non-verbal means of communication (eg gestures, eye contact) during the presentation\|1.1.6. Creates a purposeful, structured, meaningful speech to the audience (for example, a public speech), discusses what is presented. Use appropriate verbal and non-verbal means of communication to establish contact, attract and retain attention, avoid confusion
449	\|1.1.7. With the support of the teacher, assess their presentation skills and their relevance to the communication situation\|1.1.7. Evaluates the quality of one's own and others' speech according to the communication situation according to the given or group-based criteria\|1.1.7. Evaluates the effectiveness and quality of your speech (for example, relevance to the communication situation, accuracy, imagery), improves your performance, taking into account recommendations
450	\|1.1.8. Notice and describe one's own and other people's emotions in everyday communication situations and literary texts\|1.1.8. Compares one's emotions with other people's emotions in communication (eg in literary texts, films), describes them, justifies one's opinion using specific examples\|1.1.8. Analyzes one's own and other people's emotions in communication (for example, in journalistic and literary texts). Base your opinion on concrete examples, describe the relationship and emotions of the participants and literary characters
451	\|1.1.9. Expresses one's point of view and listens to another's point of view, respecting the culture of communication\|1.1.9. Participates in discussions on various issues (eg mutual relations). Jointly evaluate your and others' contributions to it\|1.1.9. Participates in discussions, follows the jointly established rules of discussion. Correctly expresses and substantiates one's opinion, clarifies the opinions of others, determines what is common and different. Evaluate your and others' contributions to the discussion together
452	\|1.1.10. Gather information about your nation's culture in the immediate area, such as the family\|1.1.10. Collect and summarize information about your linguistic and cultural heritage in various sources, including the e-environment, discuss the relevance of traditional values to the present\|1.1.10. Explores and analyzes its linguistic and cultural heritage, evaluates and interprets the relevance of traditional values to the present
453	\|1.1.11. Working in pairs or groups, exchanging information, learning from each other. Evaluate the result of your work according to the criteria developed together with the teacher\|1.1.11. Uses the acquired communication skills in cooperation with classmates. They jointly determine the type of cooperation, set goals, divide responsibilities. Exchange information, make joint decisions. Evaluate one's own and others' participation in achieving the group's work result\|1.1.11. Use your communication skills for effective collaboration. Discuss the problem and its possible solutions, listen to the opinions of others, compare them and choose the optimal solution. Evaluate the effectiveness of the group's work, commenting on how the chosen action helped to achieve the result
454	\|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text
455	\|(% colspan="3" %)2.1. Text and text formation
456	\|2.1.1. Sees moral values in the text, such as kindness, honesty. Use simple and small informative and literary texts to understand your place in family, classroom, school\|2.1.1. Use different texts to understand yourself and the world around you. Discusses information about current life problems and values, forms your own value system\|2.1.1. They consciously choose texts to enrich their emotional and intellectual experience, to create a moral position, to develop their creative potential. Perceives humane and democratic values, forms his / her own image of himself / herself and the world, expresses it in his / her own texts
457	\|2.1. [[2.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n2]] Determine the topic and main idea of a small literary or informative text. Analyzes the structure of the text: introductory part, main part, conclusion\|2.1.2. Analyzes the content and structure of the text: parts of the structure, paragraphs, their correspondence to the acquired text genres and forms, the logical connection of the text\|2.1.2. Analyzes the content and structure of the text: correspondence to the topic, main idea, logical connection of the text, correspondence of the structural parts and paragraphs to the acquired text genres and forms. Creates plans for different texts. Orients in hypertext complex structures
458	\|2.1.3. Under the guidance of the teacher, the content and structure of the text are planned. Observes the acquired requirements in text formatting: offers a title appropriate to the topic, divides the text into paragraphs\|2.1.3. Plans how the text (content, structure and style) will be created according to the communication situation and the author's purpose. Follow the plan and evaluate the created text\|2.1.3. Plan your text-making process: motive-goal-planning-implementation-testing-editing-evaluating. Evaluates your own and classmates' work
459	\|2.1.4. Write a short, simple plan to structure thoughts and ideas when creating a text\|2.1.4. Write a simple or compound plan by creating your own text. Write notes\|2.1.4. In text form, select and use the appropriate type of plan or create your own plan (for example, a presentation plan)
460	\|2.1.5. Sees the means of expression used by the author and explains their imagery\|2.1.5. Determines the correspondence of the means of expression used by the author to the text genre. Recognizes original and creative solutions of the author\|2.1.5. Analyzes the correspondence of the language tools used by the author to the genre and style of the text. Recognizes an original, creative, innovative approach to texting, justifies his / her opinion
461	\|2.1.6. Creates texts according to the addressee and the purpose of communication (for example, a note, an invitation)\|2.1.6. Creates various texts, choosing the style (fiction, scientific), genre (lecture, report, report, interview, letter) and form (for example, with illustrations) appropriate to the purpose of the task\|2.1.6. Creates texts of various types, styles and genres (also in e-environment). Use language tools appropriate to the requirements of the genre, the addressee and the type of communication
462	\|2.1.7. Corrects texts in accordance with the acquired text formation requirements, taking into account also the recommendations of the teacher and classmates\|2.1.7. Provides and obtains feedback on text quality. Improves texts in accordance with the acquired text formation requirements and language norms\|2.1.7. Justifies how the structure, language and presentation of the text affect the perception of its content. Improves the text according to the text formatting requirements and language norms, taking into account the feedback (assessment of classmates and teacher)
463	\|2.1.8. Finds or creates a greeting in the e-environment\|2.1.8. Creates text in the e-environment for learning and communication according to the purpose and form (for example, text messages, presentation slides)\|2.1.8. Observes the peculiarities of the Internet style when creating texts in the e-environment: emotionality, imagery, simplicity, combination of genres. Publish text on social networks in compliance with information protection and information security regulations
464	\|2.1.9. Use memos to organize group work. Use mind maps or tables to represent results. Presents the jointly created text, evaluates the result using the offered self-assessment forms\|2.1.9. Create a plan to work in pairs or groups to complete a task, write down ideas and work results (for example, in a table). Presents co-created text. Evaluate one's own and others' work in a group according to given or jointly developed criteria\|2.1.9. Uses texts of different structure for the organization of group work (development of an action plan, division of responsibilities, control and self-control, presentation of information, analysis and presentation). Presents group work using visualization, drama, e-environment. Evaluate your and the group's work according to jointly developed criteria
465	\|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure
466	\|(% colspan="3" %)3.1. Language structure
467	\|3.1. [[1.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n1]] Explain that language has laws and regulations. Distinguishes word pronunciation and spelling. Write down words and sentences in accordance with the acquired language norms. Checks the spelling of words (also using dictionaries). With the support of the teacher, mistakes are explained and corrected\|3.1.1. Perceives language as a system, explains and observes the learned language norms, analyzes their mistakes. Defines language units in terms of meaning, form and function\|3.1.1. Perceives language as a part of folk culture, a changing phenomenon. Orients in language signs and levels. Analyzes language units by meaning, form and function. Knows the norms of the acquired language and justifies their use using linguistic terminology
468	\|3.1.2. Recognizes nouns (noun, adjective, verb, preposition), groups words according to them\|3.1.2. Describes nouns, adjectives, numerals and verbs according to their meaning, form and function\|3.1.2. Describes the belonging of a word to a noun class in terms of meaning, form and function
469	\|3.1.3. Explains the meaning of words using an explanatory dictionary. Distinguishes between the direct and transferred meaning of a word. Identifies synonyms and antonyms in literary work. Uses synonyms for text refinement\|3.1.3. Distinguishes common words from borrowed words, proverbs, terms. Explains the meaning of words, phraseology and proverbs using dictionaries (also in the e-environment). Perceives the meaning of ambiguous words and phraseologies in context\|3.1.3. Purposefully uses the vocabulary of various layers in his speech and text, taking into account its specifics and stylistic peculiarities. Find out the meaning and origin of the word using the e-environment
470	\|3.1.4. Identifies simple members and auxiliary members of a simple sentence, explains their conceptual relationship. Creates simple sentences according to the purpose of the expression and emotional tone, uses them in communication and texts\|3.1.4. Describes the suffixes and auxiliary members of a simple sentence by form (one word, word form, word combination) and by meaning in sentence formation. Forms and intonates correctly different sentences according to the purpose of the expression and emotional nuances\|3.1.4. Purposefully uses various syntactic constructions in his speech, taking into account their specifics and stylistic peculiarities, and explains their significance in the perception and formation of the text. Purposefully uses sentences from different structures to compare, contrast, combine, generalize facts, ideas and opinions
471	\|3.1.5. Seeing the logic of sentence formation and the role of punctuation in the expression of thought, creates simple sentences\|3.1.5. Following the learned syntax norms, simple and compound sentences, such as direct speech, address, are formed. Checks the use of punctuation in reference sources, including the e-environment\|3.1.5. Describes the features of a sentence. Defines the syntactic relations of words in a simple (also complex in structure) and compound sentence. Follow the rules of syntax and punctuation. Explain the use of sentence punctuation in your text and others, taking into account the connection between meaning, intonation and punctuation. Explains the unusual use of punctuation marks in literary works, advertisements and other texts
472	\|3.1.6. Determines the sound composition of a word (sounds, syllables), indicates the emphasis of syllables, recognizes morphemes learned in the word\|3.1.6. Analyzes the morphemic composition of the word, names the meanings of the learned morphemes\|3.1.6. Analyzes the morphemic composition of a word, word form and their word formation techniques. Explains the meaning of a word, its spelling, grammatical features based on word analysis
473	\|3.1.7. Types texts using a computer keyboard. Choose keywords to search for information in the e-environment\|3.1.7. Use the learning opportunities offered by the e-environment to improve your language skills. Creates a query by searching for information in the e-environment. Uses e-resources to clarify the pronunciation, spelling and meaning of a word or phrase\|3.1.7. Uses the learning opportunities offered by the e-environment to improve their language skills, helps to acquire and improve language skills for others. Creates a request to search for information and expands or narrows the scope of the search as needed. Uses e-resources for independent learning of the topic (also alternative), self-examination and assessment of language skills
474	\|3.1.8. With the support of the teacher, explain the goals in language learning and evaluate their achievements according to the given criteria\|3.1.8. Follow and evaluate your achievements in language learning according to the given criteria. Purposeful use of teaching aids, dictionaries and reference literature for self-control and self-assessment\|3.1.8. Improve your language skills. Plans the language learning process and evaluates your progress. Analyzes progress quantitatively and qualitatively using feedback, self-assessment and self-control skills
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476	== IV. Language learning content. Foreign language ==
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478	\|(% colspan="3" %)1. We communicate by listening, speaking, reading, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue
479	\|(% colspan="3" %)1.1. Communication in context
480	\|Finally 3rd grade\|Finally 6th grade\|Finally 9th grade
481	\|1.1.1. Uses learned communication strategies to identify unknown learning situations\|1.1.1. Use the language to be learned in other areas of study to find the necessary information in different sources, use different thinking strategies (eg comparison)\|1.1.1. Deliberately uses a variety of thinking strategies (for example, identifying cause and effect relationships) in language learning and cognition in other areas of study, seeking and comparing the necessary information in different languages and sources
482	\|1.1.2. Tells about himself, his family, friends, his place of residence. Formulates simple statements about other described times, places and participants\|1.1.2. Tells about your interests, known activities (real and fictional), describes the immediate surroundings, notices different languages and cultures, formulates simple conclusions using samples\|1.1.2. Tells about the world around him, his interests, future intentions, travels, cultural events. Formulates conclusions and logical judgments about what is common and different in different languages and cultures, using their own experience
483	\|1.1.3. Receives and uses the information he needs in simple stories and descriptions, answers questions\|1.1.3. See the sequence of events in short stories and simple descriptions. Perceives the main idea, shows your understanding (for example, by answering foreseeable questions)\|1.1.3. Sees and compares relationships, sequence of events in text, tables. Perceives and formulates the main idea, explains the purpose of the text (for example, in announcements and announcements)
484	\|1.1.4. In accordance with the norms of behavior and communication, shows or announces that he understands or does not understand what he hears / reads (for example, with gestures or memorized phrases)\|1.1.4. In accordance with the norms of behavior and communication, it is stated that he understands or does not understand what he has heard / read, he is asked to explain or repeat\|1.1.4. According to the norms of behavior and communication, it is stated that he understands what he has heard / read (for example, formulating what the interlocutor has said in his own words), but if he does not understand what he is saying, he asks the interlocutor to explain or clarify it.
485	\|1.1.5. Get acquainted with different emotions, use emoticons and words to express their attitude\|1.1.5. Express your attitude in simple sentences\|1.1.5. Express your attitude and explain it
486	\|1.1.6. Evaluate and plan the acquisition of one's language skills with the help of a teacher, for example by following the teacher's recommendations using the European Language Portfolio\|1.1.6. Evaluate your achievements in language learning, identify the strengths and weaknesses of language learning. Plan to acquire your language skills, for example through the European Language Portfolio\|1.1.6. Independently assesses their language acquisition levels and purposefully plans the acquisition of their language skills
487	\|1.1.7. Participates in short conversations, listens to the opinions of others, expresses his or her consent or disagreement in a form appropriate to the communication situation\|1.1.7. Engages in short conversations on topics of interest. Listen to the opinions of others, see similarities and differences, express their agreement or disagreement in a form appropriate to the communication situation\|1.1.7. Engages in conversations on topics of interest or familiarity. Finds out different attitudes and listens to the opinions of others, compares them with their own views and provides feedback, also in the virtual environment
488	\|1.1.8. Notices other attitudes, such as likes / dislikes, expresses thoughts and emotions through sounds, gestures and memorized phrases\|1.1.8. Observes different attitudes, expresses thoughts and emotions according to the communication situation and explains them using simple phrases and non-verbal means of communication\|1.1.8. Analyzes different attitudes, expresses thoughts and emotions in a new context, using verbal and non-verbal means of communication
489	\|1.1.9. Recognizes and uses simple everyday courtesy phrases to say hello, say goodbye, thanks\|1.1.9. Recognizes and uses courtesy phrases in everyday communication situations (eg congratulations on holidays)\|1.1.9. Recognizes and uses courtesy phrases in various communication situations (eg addressing adults)
490	\|1.1.10. Receives simple, clear information (instructions, headlines), finds the necessary information in digital text (for example, in advertising)\|1.1.10. Use a virtual environment to search for and store information on topics close to you, using proverbs. Communicates and collaborates using a variety of search tools for learning purposes\|1.1.10. Independently chooses texts in the virtual environment on topics of interest to them, evaluates the reliability of the obtained information, refers to the source of information. Communicates and collaborates using a variety of tools and techniques for information retrieval, learning, and entertainment
491	\|1.1.11. Ask simple questions and work with other students and the educator to find out the information they need\|1.1.11. Ask different questions and work with others to find out information about other people, their activities and motivations\|1.1.11. Participates in projects and collaborates with others to achieve a common goal in intercultural situations
492	\|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text
493	\|(% colspan="3" %)2.1. Text and text formation
494	\|2.1.1. Together with other students and the teacher selects texts for reading, creates and reads / arranges dialogues according to the sample\|2.1.1. Together with other students creates dialogues, short texts and dramatizations on intercultural issues, prepares a performance, creates audio / video recordings\|2.1.1. Discusses and analyzes current topics in society, creates discussions, interviews, productions, creates audio / video recordings
495	\|2.1.2. Listens and / or reads simple, short texts (eg questions, narratives, dialogues), selects information and creates illustrations\|2.1.2. Listen or read simple texts, search and choose the information you need in various texts (for example, advertisements, descriptions, interviews)\|2.1.2. Listen to or read texts (eg discussions, news recordings, letters, brochures) on different topics, compare types of texts and use the obtained information for study purposes
496	\|2.1.3. Uses visual material and body language to obtain and provide the necessary information. Searches and compares graphic symbols in digital text, such as color, font size\|2.1.3. Use simple graphs and illustrations, headings to get the information you need by choosing different sources of information. Captures and composes digital text using images and sound recordings\|2.1.3. Use simple graphs and illustrations, headlines to get and organize the information you need by choosing reliable sources of information. Generates digital text using graphical notation. Converts digital text from one type to another, such as tables, charts, sound recordings, or pictures
497	\|2.1.4. Discusses whether information on the web is true or false\|2.1.4. Discuss the reliability of information on the web (eg on social networks) according to certain criteria\|2.1.4. Evaluates the reliability of information on the web, such as news portals and social networks, and checks sources. Responsible exchange of information (blog entries, forum comments)
498	\|2.1.5. Determines the type of text, such as poetry or prose.\|2.1.5. Defines the types and purposes of different texts (for example, educational, informative, advertising). Distinguishes spoken language from literary language\|2.1.5. Defines and understands the principles and goals of the construction of various texts (for example, fiction, journalism, scientific literature), their stylistic nuances (for example, applied, humorous) and the level of formality
499	\|2.1.6. Create a mind map, list using learned words, phrases, information and illustrations in a textbook\|2.1.6. Create a mind map, list, proverbs, paragraphs, briefly describe fictional or real events, past achievements or personal experiences\|2.1.6. Writes stories on various topics, using the acquired text organization techniques (for example, mind map, schemes), creates a draft of their text, improves and complements it. Describes the events experienced, their participants and their roles, revealing their attitudes and emotions
500	\|2.1.7. Arrange a short, self-created text, such as a poem, a story about yourself, your family\|2.1.7. Create your own text about your immediate surroundings, daily activities, interests, using information from multiple sources and respecting copyright, and make it public\|2.1.7. Collects several texts and uses them creatively to create your own text, respecting copyright, and make it public. Answer the questions

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//Google Translated at 07/04/2020//

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

= **Regulations of the Cabinet of Ministers No.** **747** =

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

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

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Issued in accordance with the [[Education Law>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/50759-izglitibas-likums&usg=ALkJrhhU1sOl1trImdaRYMs29hS4lo_XIw]]

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[[Article 14 (>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/50759-izglitibas-likums&usg=ALkJrhhU1sOl1trImdaRYMs29hS4lo_XIw#p14]] 19)

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and the [[General Education Act>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw]]

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[[Article 4, paragraphs>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw#p4]] 11 and 11.1

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= I. General question =

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~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.

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

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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.

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3. The tasks of basic education are:

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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;

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3.2. to strengthen and develop knowledge, understanding and basic skills in the fields of study [[referred to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p7]] in Paragraph [[7 of>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p7]] these Regulations [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p7]] order to successfully continue further education;

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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.

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

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4. The values and morals defined [[in the Satversme of the Republic of Latvia>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/57980-latvijas-republikas-satversme&usg=ALkJrhgjokOf9xdGiMqncXfxaxQv8U7bLg]] 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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/57980-latvijas-republikas-satversme&usg=ALkJrhgjokOf9xdGiMqncXfxaxQv8U7bLg]] acquisition of basic education content.

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

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5. The compulsory content of basic education consists of:

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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;

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5.2. the following cross-cutting skills:

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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;

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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;

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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;

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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;

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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;

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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;

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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.

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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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel1]] these Regulations.

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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:

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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;

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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;

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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;

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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;

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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;

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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;

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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.

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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:

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8.1. in the field of language teaching - [[in Annex 2 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel2]] these Regulations;

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8.2. in the field of social and civic education - [[in Annex 3 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel3]] these Regulations;

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8.3. cultural understanding and self-expression in art in the field of education - [[in Annex 4 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel4]] these Regulations;

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8.4. in the field of science education - [[in Annex 5 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel5]] these Regulations;

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8.5. in the field of mathematics teaching - [[in Annex 6 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel6]] these Regulations;

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8.6. in the field of technology training - [[in Annex 7 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel7]] these Regulations;

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8.7. in the field of health and physical activities in training - [[in Annex 8 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel8]] these Regulations.

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9. In order to achieve the objective [[referred>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p2]] to in Paragraph [[2 of>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p2]] these Regulations and to fulfill the tasks referred to in Paragraph [[3 of>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p3]] these Regulations, the compulsory content of basic education shall be implemented in accordance with the following principles:

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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;

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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;

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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;

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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;

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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;

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

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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;

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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;

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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;

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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.

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

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

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

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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;

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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;

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

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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;

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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.

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

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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:

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

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

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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:

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

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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;

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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:

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

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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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p8]] these Regulations at the end of the educational level.

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

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13.1. 1-3 in the classroom - at the levels of acquisition ( [[Annex 9>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel9]] );

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13.2. 4-9 class - on a 10-point scale ( [[Annex 10>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel10]] ).

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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.

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15. An educational institution shall independently develop the assessment procedure in accordance with the basic principles of assessment [[referred>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p12]] to in Paragraph [[12>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#p12]] of these Regulations.

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

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

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

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16.3. state examination in the field of mathematics teaching;

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

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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.

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= VI. Samples of basic education programs =

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18. [[In Annex 11 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel11]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel11]] accordance with the Latvian education classification, a sample of a basic education program (code 21011111) is specified for the following programs:

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

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

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

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

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

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

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19. [[Annex 12 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel12]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel12]] accordance with the Latvian education classification, specifies a sample minority basic education program (code 21011121) for the following programs:

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

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

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

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

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

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

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20. [[Annex 13 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel13]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel13]] accordance with the Latvian education classification, specifies a sample of the basic education social correction education program (code 21011911) for the following programs:

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

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

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21. [[Annex 14 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel14]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel14]] accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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22. [[Annex 15 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel15]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel15]] accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:

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

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

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23. [[Annex 16 to>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel16]] these Regulations, [[in>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#piel16]] accordance with the Latvian education classification, specifies a sample of a special basic education program for the following education programs:

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

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

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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.

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= VII. Closing remarks =

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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>>url:https://m.likumi.lv/ta/id/268342-noteikumi-par-valsts-pamatizglitibas-standartu-pamatizglitibas-macibu-prieksmetu-standartiem-un-pamatizglitibas-programmu-parau...]] " (Latvijas Vēstnesis, 2014, No. 165).

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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.

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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.

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

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In place of the Prime Minister -

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Minister of Finance //Dana Reizniece-Ozola//

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\\Acting Minister of Education and Science,

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Minister of Welfare //Jānis Reirs//

Annex 1

Cabinet

November 27, 2018

to Regulation No. 747

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

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== 1. Critical thinking and problem solving ==

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|Finally 3rd grade|Finally 6th grade|Finally 9th grade

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|1.1. Formulates open, inquiry-oriented questions in personal experience situations. Simple information is compared, interpreted, evaluated, combined and grouped according to given criteria. Looks for verified facts, verifies them yourself|1.1. Formulates open, inquiry-oriented questions in situations with different contexts. Compares, interprets, evaluates, connects information, groups it according to given and self-created criteria. Make sure that sufficiently comprehensive and accurate information is obtained, check its reliability|1.1. Formulates open, inquiry-oriented questions in problem situations and situations that cover several areas. Describes the results of your activities in a detailed and planned manner. Purposefully explores, analyzes, evaluates and connects different types of information and situations, understands their context. Aims to obtain comprehensive and accurate information, identifies certain factors that hinder the acquisition of true information

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|1.2. Develops an argument based on your experience and opinion. Formulate your conclusions according to the instructions|1.2. Judge from specific to general. Distinguish the important from the less important, the appropriate to the situation from the inappropriate. Makes fact-based argumentation in the given context. Formulates direct, simple conclusions|1.2. Makes logical judgments, judges from the concrete to the general and from the general to the concrete. Abstracts, generalizes to simple situations. Distinguish between a factual statement from a presumption, from a factual point of view. Raises arguments and evaluates their relevance. Concludes whether the reasoning is sufficient and correct. Formulate reasonable conclusions

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|1.3. Recognizes and formulates the problem in a binding, personal experience context. With the support of the teacher, sets a goal, offers solutions, chooses the best solution|1.3. With the support of the teacher, real needs are identified - recognizes and formulates a problem in relation to a certain size (properties, structure, activity, manifestations, etc.), phenomenon, process in a given context, expresses and explains ideas in problem situations. Set a goal, offer solutions, choose the best and decide to implement it|1.3. Identifies real needs and describes the essence of the problem - recognizes and formulates the problem in the context of interdependent quantities, aspects, causality. Expresses, explains and analyzes ideas in problem situations, formulates a context-based and structured assumption. Set a goal, offer solutions, choose the best and decide to implement it

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|1.4. Describe your experience in similar situations, express ideas for a solution. With the support of the teacher, create a solution plan for the chosen problem, implement it by learning several problem-solving strategies, and evaluate the result|1.4. Creates a solution plan for the chosen problem, implements it using problem-solving strategies appropriate to the situation - experiments in thought and practice, creating real models and objects, researching properties and checking the assumption, performing a full re-reading, dividing the problem into parts, moving to a simpler problem, evaluating and recommends improvements|1.4. Creates a plan for solving the chosen problem, implements it and, if necessary, adapts the plan to the situation during the work. Appropriate problem-solving strategies are used in complex situations - planned experiments are performed to substantiate the assumption. Judges "in reverse", finds a counterexample, creates an abstract, general model of the situation, checks the obtained results in the context of the problem. Look for another approach, technique if necessary. Evaluates the achievements and plans improvements for future work

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== 2. Creativity and entrepreneurship ==

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|2.1. Is open to new experiences. He is happy to fantasize about possible unusual solutions|2.1. Unprecedented situations are perceived with interest, imagination and spontaneity are used to form unusual relationships. Dare to try to do something new|2.1. He looks at the world with curiosity, imagines unprecedented solutions. He is ready to accept uncertainty and new challenges

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|2.2. Asks questions about the current situation and uses a number of creative thinking strategies with adult support. To create ideas, get inspired by the work of others|2.2. Evaluates the situation and uses creative thinking strategies to come up with ideas for its improvement, get inspired by the ideas of others, complement them. Explores available resources (human, knowledge, capital, infrastructure) and finds new ones to implement the idea|2.2. Explores the situation from different points of view, uses and adapts creative thinking strategies appropriate to the situation to come up with new and useful ideas, inspired by the experience of others. Use available resources (human, knowledge, capital, infrastructure) flexibly and balancedly and find new ones to realize your idea

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|2.3. With the support of the teacher, he / she comes up with a new and useful idea and implements it, does not give up if he fails to implement it, but tries again|2.3. One or a group is able to add value to existing solutions or products, plan work and identify resources to implement the idea. When faced with difficulties, seek support and use it|2.3. One or a group is able to create a new product or solution that is useful for oneself or others, is able to manage the process from the creation of an idea to its implementation. When faced with difficulties, persistently seek and find a solution

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|(% colspan="3" %)(((

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== 3. Self-directed learning ==

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|3.1. With the support of an adult, he / she sets a goal in the learning task and plans the steps of his / her activity to achieve it|3.1. Independently sets several learning goals and plans how to achieve them both individually and in a group|3.1. Sets short-term and long-term goals, plans the steps of their implementation, takes responsibility for their fulfillment

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|3.2. Tells about your learning progress and skills that work best, as well as failures and mistakes|3.2. Name the strengths and areas for improvement, analyze personal qualities and behaviors that influence choice, success or failure.(((

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Can tell about the progress of his / her work using a common system of criteria

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)))|3.2. Independently analyzes the connection between one's activities and personal characteristics and behavior.(((

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Recognizes the strengths of one's actions and, with the support of an adult, finds different ways to develop the strengths of one's thinking and behavior

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|3.3. Name and use several strategies for keeping, remembering and remembering|3.3. Uses different thinking strategies according to the learning context|3.3. Use the strengths of your thinking and situational thinking strategies to develop your abilities and improve your performance

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|3.4. Explains the impact of different emotions on your thinking and behavior.(((

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In everyday situations, emotions are expressed in a socially acceptable way

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)))|3.4. Expresses their emotions socially acceptable even in unusual situations. Explains the factors that create different emotions in a learning situation, motivates oneself to act. Independently uses the learned stress management techniques|3.4. During the learning process, manage emotions and behaviors socially acceptable. Analyzes the influence of thoughts and emotions on responsible personal decision-making

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|3.5. In the learning process, with the support of the teacher, follows the fulfillment of previously set performance criteria and evaluates one's teaching work and learning experience.|3.5. Independently monitors the fulfillment of previously set performance criteria and determines in the learning process whether and how to improve performance|3.5. Independently develops their own criteria that show the achievement of the goal, finds out the progress of their work and determines whether and how to improve performance. Errors are used to purposefully change your behavior. As you learn, replan a few steps to come up with a better solution

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== 4. Cooperation ==

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|4.1. Expresses your needs, thoughts and emotions in words, and explains how the facial expression and body language of others relate to a particular emotion and how emotions affect relationships with others|4.1. With the support of the teacher, by actualizing one's actions, one learns to independently manage one's emotions and maintains a favorable attitude in communication with others.|4.1. Evaluates other people's emotions and reasons for action, shows empathy and adapts their behavior and communication to the situation

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|4.2. Make sure that the interlocutor has understood what has been said.(((

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With the support of the teacher, purposefully directs the conversation in order to understand and consciously use one's social skills in order to establish and maintain positive relationships with others and engage in social activities.

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)))|4.2. In communication with others, depending on the situation, different forms of communication are used and a conversation is formed with a person who has a different opinion. Recognizes and respects diversity of opinion, makes joint decisions on the most appropriate course of action and resolves conflicts in familiar situations|4.2. Expresses one's own opinion and listens to the other's point of view, respecting the interlocutor, finds a unanimous opinion in a situation where the parties have different views.(((

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If necessary, take the lead in the conversation. Reaches mutually acceptable compromises and strives for a fair solution

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|4.3. Collaborates with others to perform common constructive tasks.|4.3. Works in a team, focuses on equal investment, accepts and collaborates with different people to achieve a specific goal|4.3. Collaborates with others according to the situation, as well as forms and leads a team, taking into account the needs of other people

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|(% colspan="3" %)(((

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== 5. Civic participation ==

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|5.1. Sees simple connections in society (classroom, school, family and local community)|5.1. Sees connections in society, environment and community at the national level, as well as their influence, role and need to get involved in improving the life of their community. Explains the different consequences of one action (their impact on other people, relationships, the environment)|5.1. Explain your view of the interconnections in society, the environment, the community at European level and justify it by linking it with information from different sources and statistics. Analyzes how the actions of individuals affect society and the environment

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|5.2. Note that different people have different opinions, name their values. With the support of the teacher, act in accordance with their values|5.2. Seeks justification for the actions and opinions of others, names and justifies his / her, family members', school values. Act according to your values|5.2. From experience, as well as by analyzing different sources, it is concluded how values can change over time. Based on their values, they choose the activities in which to get involved and, if necessary, involve others, explain and justify their choice or reasons for not getting involved. Guide your actions according to your values, justify your choices

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|5.3. Participates in decision-making and learning-related decisions and acts with the support of the teacher in accordance with the norms adopted in society. Performs assigned duties, sees consequences and takes responsibility for one's work|5.3. Participates in making rules and learning decisions, planning the learning process, justifying the choices involved, looking for the best solution for everyone involved and following the rules so that they can be relied on.(((

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Takes responsibility in family and relationships with friends, explains how to act responsibly and build trust

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)))|5.3. Independently follow the rules set for himself, so that he is reliable and can be relied on.(((

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Analyze your involvement in global processes and act responsibly. Explain the consequences of your actions and take responsibility for them

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)))

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|5.4. With the support of the teacher, he is involved in improving school life and determining what has changed since then|5.4. Involves in improving the life of the local community and analyzes whether and how the involvement has changed the life of the community|5.4. Offers feasible and sustainable solutions to improve the life of the local community. In cooperation with others, one of them implements and justifies the meaning of their involvement

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|(% colspan="3" %)(((

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== 6. Digital literacy ==

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|6.1. Uses digital technology to perform instructional tasks as instructed|6.1. Uses digital technologies for knowledge acquisition, processing, presentation, transfer and justifies the need to use digital technologies|6.1. Selects and uses the possibilities provided by digital technologies that are most suitable for the idea or task, uses them for self-realization and creation of diverse content

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|6.2. Determines the types of digital communication|6.2. Defines the types of digital communication, their goals, formats and impact on the audience. Uses digital technologies for communication and collaboration|6.2. Responsible use of digital communication for specific purposes, assessing its suitability for the needs of the target group

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|6.3. Recognizes images and symbols created and popularized by the media|6.3. Analyzes the role of media in the construction of reality and evaluates the reliability of various sources of information, including those available in digital form|6.3. Critically analyzes the reality created by the media and the reliability of information, creates their own media content

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|6.4. Explains how digital technologies affect everyday life, with the support of an educator, develops healthy and safe habits in the use of digital technologies|6.4. Explains your understanding of the role of digital technologies in society and self-realization. Follow healthy and safe technology habits|6.4. Analyzes and evaluates the impact of technology on mental and physical health, society and the environment. Observe healthy and safe habits of using technologies, justify their necessity. Design, control and manage your digital identity

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Acting Minister of Education and Science,

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Minister of Welfare //Jānis Reirs//

Annex 2

Cabinet

November 27, 2018

to Regulation No. 747

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

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== I. Language learning content. Latvian Language ==

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|(% colspan="3" %)1. We communicate by listening, reading, speaking, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue

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|(% colspan="3" %)1.1. Communication in context

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|Finally 3rd grade|Finally 6th grade|Finally 9th grade

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|1.1.1. Discusses the importance of language in people's lives by using the terms "mother tongue" and "state language"|1.1.1. Justifies the importance of the Latvian language in Latvian society and in one's life, as well as the importance of the mother tongue in the acquisition of other languages|1.1.1. Expresses an opinion on the significance and use of the Latvian language and culture in today's multicultural society in Latvia, Europe and the world. Respects the Latvian language and the languages of other nations

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|1.1.2. Listening to simple texts and watching videos, understands the text as a whole, determines the actors, place, time and main idea. Engages in communication about what is heard and seen|1.1.2. By listening to texts related to studies or interests and watching videos or films, one understands the information, determines the main information and idea of the text. Engages in communication about what is heard / seen using specific facts, examples, content-relevant details|1.1.2. Listening to and watching informative programs, interviews, discussions, understands, interprets and evaluates the information heard, the speakers' views on the main topic. Notices and describes the attitude of the participants towards each other. Analyzes and evaluates what is heard and seen, arguing their opinion

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|1.1.3. Reads clearly and comprehensibly a text that is relevant to your studies and interests. Answer the questions and ask the questions yourself|1.1.3. Reads a text that is relevant and interesting to his / her studies and interests. Finding the main words and phrases in it, answering the questions and asking the questions yourself determines the main idea of the text and the ideas expressed in it. Formulates an opinion on the usefulness of the read text and future uses|1.1.3. Reads texts that are different in terms of content, structure and genres with comprehension, seeing the most important features of language use. Analyzes and explains the text, evaluates your understanding. Compares what you read with what you know before, determines what reflections the text you read has caused

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|1.1.4. Engages in communication about what is heard, read or observed, linking it to personal experience. Observe the topic of communication and the participants|1.1.4. Engages in communication according to the topic, participants, place, time and purpose of the communication. Use appropriate verbal and non-verbal means of communication|1.1.4. Engages in a variety of communication situations using contextual and non-verbal means of communication appropriate to the context. Respect the culture of communication, being aware of its role in building social contacts and cooperation

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|1.1.5. Is interested in forming his own opinion and listening to the opinions of others, notices differences of opinion. Participates in negotiations, expresses his / her opinion and listens to other opinions|1.1.5. Initiates and maintains a dialogue by expressing one's views and listening to others. When participating in the discussion, one notices differences of opinion, one is tolerant of another opinion|1.1.5. Structures the course of dialogue and communication. Drives and leads an extended conversation. Participates in a discussion, is able to understand dissenters.(((

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Creates a monologue corresponding to the communication situation

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)))

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|1.1.6. Notice and explain differences in the content and scope of oral texts and written works depending on the type of oral or written communication|1.1.6. Adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication. Use appropriate text genres and visual aids|1.1.6. Varies and adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication. Appropriate text genres and visual aids are used in diverse communication situations

359

|1.1.7. Notice and name emotions of communication participants, own and literary images in everyday speech situations and texts|1.1.7. Notices and describes the emotions of the participants of the communication, their own and literary images. Base your opinion on concrete examples based on personal and other experiences|1.1.7. Describes the emotions of the participants of the communication, their own and literary images, the reasons that have created them. Analyzes and uses verbal and non-verbal means of communication to express emotions. Justify your opinion

360

|1.1.8. Notice the differences between language and communication in formal and informal communication situations. Take these differences into account when engaging in communication|1.1.8. In communication, one notices another and observes one's own culture of speaker and writer in formal and informal communication situations. Able to communicate with people from different cultures|1.1.8. Respects the culture of the speaker and the writer in diverse communication situations, including the digital environment. Able to communicate and collaborate with people from different cultures. Adapts your speech to listeners whose Latvian language is not their native language, for example, by choosing an appropriate speech tempo, vocabulary and simple syntactic constructions

361

|1.1.9. Finds information in the text, also in tables, diagrams, charts, mind maps. Evaluate it according to simple criteria: known / unknown, interesting / boring, reliable / unreliable. Compared to personal experience|1.1.9. Gather information from thematically related sources according to the purpose. Distinguish between necessary and unnecessary, important from insignificant, assess the reliability of information. Arrange it in a certain order or way|1.1.9. Compare several sources of information, choose the most reliable ones, justify your choice. Integrates and interprets information from a variety of sources. Selects the type of information processing and structuring appropriate to the purpose. Sees and compares relationships, sequences of events, causes and effects

362

|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text

363

|(% colspan="3" %)2.1. Text and text formation

364

|2.1.1. Uses the title and key words of the text, determines the topic and main idea of the text, compares it with another point of view and concludes on what is common and different|2.1.1. Uses the title of the text, the most important sentences and keywords, determines the topic, main idea and purpose of the text. Compare with other points of view and form conclusions|2.1.1. Uses keyword detection techniques and knowledge of the graphical features of text visual design to interpret and evaluate text and its main idea. Compare with other points of view and form conclusions

365

|2.1.2. Tells about the events of a heard or read text, briefly describes the persons, linking the narration with personal experience|2.1.2. Describes and compares the events and persons of the heard or read text, forms conclusions. It links the narrative with personal and other experiences, determines the peculiarities of the language|2.1.2. The opinion on the purpose and mood of the text, the actions and feelings of the persons, the causes and consequences of the events shall be substantiated in detail. Describes the author's individual language style and its impact on the addressee. Reasoned statements and appropriate terminology shall be used in the justification

366

|2.1.3. Before creating a text, plan its content, structure thoughts and ideas, even in simple graphics. Discuss this process and what you have done with others. Creates a narrative and writes a message|2.1.3. Before writing a text, take notes and plan your text, reflect on the stage, evaluate it and discuss your intentions with others. Create a narrative. Write a message and a description|2.1.3. Independently sets a goal and organizes the text planning process, choosing a suitable way of recording ideas and thoughts. Reflects and evaluates it by discussing the content and structure of the text with others. Writes judgment and reasoned essay

367

|2.1.4. Defines the main parts of the structure of a simple text (introduction, main part, conclusion). Writes small texts related to personal experience and fantasy, designing them according to the addressee and genre of the text|2.1.4. Determines the structure of the text, notices its differences in different texts, also in the e-environment. Writes according to the sample and independently texts related to personal experience and fantasy, taking into account their structure, correspondence to the addressee of the communication, purpose and genre of the text|2.1.4. Evaluates the structure of the text and elements of a peculiar structure, such as the order of unusual parts of the text, the inclusion of other texts, comments, images. Writes texts related to personal experience and imagination, fantasy, observing the structure of the text and using language means appropriate to the requirements of the genre, the addressee and the type of communication

368

|2.1.5. Write sample invitations and greetings, also in digital form|2.1.5. Writes invitations and greetings independently, according to a sample and independently - private and business letters, applications, explanations, also in digital form and in the e-environment|2.1.5. Writes invitations, greetings, business letters, applications, explanations, CVs, motivation letters, also in digital form and in the e-environment

369

|2.1.6. Use letters and other characters to create and create creative text|2.1.6. Explains the diverse use of characters in text, including digital characters. Use them to create your own texts according to the purpose of the text and the recipient|2.1.6. Uses a character system according to the communication situation and your individual style. Compares, evaluates different writing styles, creating the most suitable for you

370

|2.1.7. Corrects and improves your text, taking into account the recommendations of the teacher and classmates|2.1.7. Create and refine your text. Provides and obtains feedback on text quality, is able to work individually and collaborate while editing text. Reflect on this process to improve your text|2.1.7. Edit your text. Provides and receives constructive feedback. Uses various techniques to improve the text, such as formulating questions, discussions, using the necessary sources and resources, scheduling

371

|2.1.8. Creates an intelligible, clearly comprehensible oral speech related to personal experience. Responds to listeners' questions|2.1.8. Notice the differences between oral speech and formal and informal speech situations. Purposefully plans and creates meaningful, logical oral speech, observing its structure and correspondence to the purpose of communication and the genre of the text. Engages in dialogue with listeners|2.1.8. Compare the differences of speech in formal and informal communication situations, formulate conclusions. Purposefully plans and creates a structured and meaningful oral speech. Speech correction techniques are used, such as paraphrasing stylistically awkward thoughts, replacing inaccurately chosen concepts with more precise concepts and terms, and giving illustrative examples. Encourages listeners to discuss

372

|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure

373

|(% colspan="3" %)3.1. Language structure

374

|3.1.1. Describes the meaning of a word in a text or describes it using synonyms and antonyms. Sees and explains unambiguous and ambiguous words. Use a dictionary|3.1.1. Explains the meaning of ambiguous words and phraseologies in context. Uses synonyms and ambiguous words, as well as phraseologies when composing texts. Engages in conversation and justifies the choice of non-traditional words|3.1.1. Motivatedly chooses and uses a diverse vocabulary and phraseology in their text to express their thoughts and achieve a certain impact on the addressee. Engages in language discussions using appropriate terminology

375

|3.1.2. Hear and explain words used in the family or in the immediate vicinity that are different from the literary language, such as colloquial words, dialect words, words formed under the influence of other languages|3.1.2. Listen to and explain words used in the family and in the immediate area that are different from literary language, such as colloquial words, borrowings, dialect words, or words that create emotional expression. Justifies their use in communication|3.1.2. Listen to different variants of spoken language and determine their differences from literary language. Analyzes, understands and uses vocabulary appropriate to the formal or informal situation, choosing more precise words, also with stylistic or emotional expression. Justify your choice

376

|3.1.3. Understands all Latvian sounds and sound combinations intelligibly.(((

377

Distinguishes between vowels, consonants and consonants

378

)))|3.1.3. Speech follows rules of spelling, logical pauses and intonation. Justifies the meaning of sounds and words in language for the development of imagination and emotions, for example in language games and poetry|3.1.3. Justifies the meaning of intonation, pauses, gestures and facial expressions in speech. Skillfully uses this knowledge in their oral texts and speech evaluation of others. Analyzes and understands language games in everyday language, including media and social networks

379

|3.1.4. Observe the correspondence of sounds and letters in the pronunciation and spelling of words. Spell words correctly with double consonants. Capital letters are used in capital letters|3.1.4. Note the differences in pronunciation and spelling of words. Spells derived words, compound words and proper names correctly, developing the habit of using printed and digital aids to check the spelling of words|3.1.4. Writes words according to Latvian orthographic norms. If necessary, use word spell checking tools to improve your language. Justifies the choice of a specific source

380

|3.1.5. See the possibilities of making new words, make words for the needs of creating your own text|3.1.5. Sees the main word-making techniques. Makes words by analyzing and concluding what are the possibilities of word formation in the Latvian language|3.1.5. Uses Latvian word formation techniques in accordance with the intentions of your text and your individual style, creating new words as well. Justifies the importance of word formation in learning terminology, enriching the text and creating a certain effect

381

|3.1.6. Determines whether nouns, adjectives, verbs and numerals belong to a noun class. Explain the meaning of these independent words to your own words|3.1.6. Determines the belonging of all independent words to the noun class. Choose the most precise ones in creating your text and linking sentences|3.1.6. Consciously selects and uses words of different nouns and their grammatical forms to create a certain purpose and effect in speech or written text. Determines the belonging of words to the noun class and grammatical forms of words

382

|3.1.7. Explain the meaning of sentence headers in your own words using your own examples. Uses narrative, question and exclamation sentences in word formation, arranging words in a logical order|3.1.7. Use simple and compound sentences, direct speech sentences, speech, equal sentence members in the creation of your text|3.1.7. Knows and separates punctuation and insertions with punctuation. Creates text using a variety of syntactic constructions according to your intentions and the recipient of the text

383

|3.1.8. Use appropriate end-of-sentence punctuation|3.1.8. Use appropriate punctuation in simple and compound sentences|3.1.8. When composing a text, the punctuation norms of the Latvian language shall be observed, the use of punctuation marks in one's own and others' text shall be substantiated. Explains the unusual use of punctuation marks in literary works and informative texts

384

385

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

386

387

|(% colspan="3" %)1. We communicate by listening, reading, speaking, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue

388

|(% colspan="3" %)1.1. Communication in context

389

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

390

|1.1.1. With the support of a teacher, plan and evaluate one's Latvian language acquisition, for example, using the European Language Portfolio|1.1.1. Plan and evaluate your Latvian language acquisition, for example, using the European Language Portfolio. Evaluate your language development opportunities. Discusses the role of the Latvian language in one's life and in Latvian society|1.1.1. Improves Latvian language skills by working independently and cooperating with others. Expresses an opinion on the significance and use of the Latvian language and culture in today's multicultural society in Latvia, Europe and the world. Respects the Latvian language and the languages of other nations

391

|1.1.2. Listens and generally understands at a slow pace clearly spoken small texts of simple structure about events, peers, the environment, learning and interests. Creates direct questions about what is heard and answers questions|1.1.2. Listens and understands clearly spoken texts about events, the environment, interests, learning and peers at a natural pace. Creates a variety of questions about what is heard and answers different types of questions|1.1.2. Listening to and watching informative programs, interviews, discussions, understands, interprets and evaluates the information heard, the speakers' views on the main topic. Notices and describes the attitude of the participants towards each other. Analyzes and evaluates what is heard and seen, arguing their opinion

392

|1.1.3. Reads texts with a simple structure that correspond to the studies and their interests with understanding.(((

393

Creates direct questions about what is read and answers questions

394

)))|1.1.3. Reads thematically various fiction, journalism, popular science and informative texts corresponding to the studies, their needs and interests. Uses appropriate reading skills, such as detailed text comprehension, acquisition of specific information, text comprehension in general. Creates a variety of questions about what is read and answers different types of questions|1.1.3. Reads texts that are different in terms of content, structure and genres with comprehension, seeing the most important features of language use. Analyzes and explains the text, evaluates your understanding. Compare what you read with what you know before. Determines what reflections the read text has caused

395

|1.1.4. By observing, listening to and reading simple texts, determine their main idea, find and write down specific information|1.1.4. By observing, listening and reading, information is obtained and systematized using various ways of recording and structuring information, for example, by depicting the most visually or verbally relevant concepts and their connections. Evaluates the reliability of information obtained in daily communication and media|1.1.4. Compare several sources of information, choose the most reliable ones, justify your choice. Integrates and interprets information from different sources - chooses the appropriate way of information processing and structuring. Sees and compares relationships, sequences of events, causes and effects

396

|1.1.5. Use simple phrases to start, maintain and end a short conversation. Adhere to a culture of communication|1.1.5. Use appropriate phrases to initiate, maintain and complete a simple two-way conversation on familiar topics. Adhere to a culture of communication|1.1.5. Engages in a variety of communication situations using contextual and non-verbal means of communication appropriate to the context. Respect the culture of communication, being aware of its role in building social contacts and cooperation

397

|1.1.6. In dialogue, express one's thoughts and needs in everyday and learning situations.(((

398

Creates a simple monologue telling about yourself and your surroundings

399

)))|1.1.6. Expresses opinions, experiences, emotions and attitudes in dialogue and monologue|1.1.6. Structures the course of dialogue and communication. Drives and leads an extended conversation. Participates in a discussion, is able to understand dissenters.(((

400

Creates a monologue corresponding to the communication situation

401

)))

402

|1.1.7. Notices differences in the content and expression of oral texts and written works|1.1.7. Adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication|1.1.7. Varies and adapts the content, structure and scope of oral texts and written works depending on the type of oral or written communication, including e-communication. Appropriate text genres and visual aids are used in diverse communication situations

403

|1.1.8. Notice and name the communicator and his / her emotions in the everyday speech situation|1.1.8. Notices and describes the emotions of the participants of the communication, their own and literary images, as well as the mood of the literary work. Base your opinion on concrete examples based on personal and other experiences|1.1.8. Describes the emotions of the participants of the communication, their own and literary images, the reasons that have created them. Describes the mood of literary work. Analyzes and uses verbal and non-verbal means of communication to express emotions. Justify your opinion

404

|1.1.9. Understands and at a basic level uses language to clarify information, exchange information, express attitudes, coordinate actions, express one's thoughts and needs|1.1.9. Understands and uses language at an intermediate level in formal and informal communication situations, such as exchanging information, expressing and clarifying emotions, attitudes, coordinating actions, expressing and justifying opinions|1.1.9. Respects the culture of the speaker and the writer in diverse communication situations, including the digital environment. Able to communicate and collaborate with people from different cultures. Adapts your speech to listeners whose Latvian language is not their native language, for example, by choosing an appropriate speech tempo, vocabulary and simple syntactic constructions

405

|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Literature and folklore help to better get to know and understand the Latvian cultural environment, society, the processes taking place in it and are a source of learning the Latvian language. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text

406

|(% colspan="3" %)2.1. Text and text formation

407

|2.1.1. Reads Latvian folklore and literary works corresponding to your interests, age and studies. Identifies the main parts of the text|2.1.1. Describes the composition elements of Latvian folklore and literary works by analyzing the means of graphic design of language and text used in text creation|2.1.1. Analyzes and evaluates the age-appropriate composition and expression of Latvian folklore or literary works. Expresses an opinion on the artistic quality of a literary work

408

|2.1.2. Determines the topic of the literary work, the main characters, the place and time of the activity. Briefly describe the main characters|2.1.2. Determines the theme and main idea of the literary work and folklore text. Expresses and substantiates his / her thoughts about the title of the work, its role in revealing the main idea of the text. Describes the images, the place and time of the activity. Predicts the development of the plot|2.1.2. Expresses and argues his / her opinion on the ideas, problems, images and actions of images expressed in a literary work or folklore text. Uses the knowledge acquired in the native language about the techniques of art analysis

409

|2.1.3. Sees imaginary expression techniques in Latvian literary works, for example, comparisons, unusual words that describe images or the environment|2.1.3. Sees means of figurative expression in Latvian folklore and literary works, such as diminutives, personification, epithets, metaphors. Expresses its views on their meaning in the text|2.1.3. Sees the means of figurative expression used in literary work, interprets their meaning in the text. Evaluates the peculiarity of the language of a literary text, its meaning in the description of images and their actions, in the description of events and environment, as well as in the depiction of the depicted era

410

|2.1.4. Simple information finds important information in determining the main idea of the text, person and place of activity|2.1.4. Identifies and substantiates the main idea, place, time and participants in the informative text, finds key words and sentences that describe them|2.1.4. The opinion on the purpose and mood of the text, the actions and feelings of the persons, the causes and consequences of the events shall be substantiated in detail. Describes the author's individual language style and its impact on the addressee. Reasoned statements and appropriate terminology shall be used in the justification

411

|2.1.5. Sees a simple text title related to the content. Notice the key words in the text that are important for understanding the content of the text|2.1.5. Using the title of the text, the most important sentences and keywords, determines the main idea and purpose of the text|2.1.5. Uses keyword detection techniques and knowledge of the graphical features of text visual design to interpret and evaluate text and its main idea. Compare with other points of view and form conclusions

412

|2.1.6. Create short, simple text (20-40 words) with simple plans, drawings, questions, and keywords|2.1.6. Plans and creates a text (80-100 words) about what is experienced, read and heard, expressing one's thoughts and attitudes, taking into account the sequence of events and the structure of the text|2.1.6. Independently sets a goal and organizes the text planning process, choosing a suitable way of recording ideas and thoughts. Reflects and evaluates it by discussing the content and structure of the text with others.(((

413

Writes judgments and reasoned essays, as well as other texts related to personal experience, imagination and fantasy

414

)))

415

|2.1.7. After the sample, write a short message and congratulations. Provide information about yourself in the questionnaire|2.1.7. According to the addressee and the purpose of communication, different types of business texts are written and designed according to the sample: questionnaire, invitation, poster, letter|2.1.7. Writes invitations, greetings, business letters, applications, explanations, CVs, motivation letters, also in digital form and in the e-environment

416

|2.1.8. Use letters and other characters to create your own text and create it creatively|2.1.8. Use a variety of characters, including digital characters, to create your own text. Use printed and electronic reference sources. Is able to include a quote in the text, indicate the author and source|2.1.8. Uses a character system according to the communication situation and your individual style. Compare and evaluate different writing styles, creating the most suitable for you

417

|2.1.9. Understand that text formatting is a process during which text can be improved several times. Corrects and improves the text according to the sample and the teacher's recommendations|2.1.9. Correct and improve your text, provide and get feedback on the content and design of the text. Can work individually and collaborate during text development|2.1.9. Edit your text. Provides and receives constructive feedback. Uses various techniques to improve the text, such as formulating questions, discussions, using the necessary sources and resources, scheduling

418

|2.1.10. Creates intelligible oral speech related to personal experience. Responds to listeners' questions|2.1.10. According to the plan, a meaningful, logical oral speech and short presentations are made. Speaks according to the structure of the speech, correspondence to the purpose of communication and the genre of the text, as well as the most important requirements for the performance of oral speech, such as posture, pace of speech, volume. Engages in dialogue with listeners|2.1.10. Compare the differences of speech in formal and informal communication situations, formulate conclusions.(((

419

Purposefully plans and creates a structured and meaningful oral speech. Speech correction techniques are used, such as paraphrasing stylistically awkward thoughts, replacing inaccurately chosen concepts with more precise concepts and terms, and giving illustrative examples. Encourages listeners to discuss.

420

)))

421

|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure

422

|(% colspan="3" %)3.1. Language structure

423

|3.1.1. Determines the meaning of the word in context. Uses various techniques to explain the meaning of words, for example, explains descriptively, uses words of similar or opposite meaning, visualizes|3.1.1. Interprets the meaning of a word in context and the relationship of context to a word. Justifies the use of the word literally or figuratively|3.1.1. Reasonably chooses and uses a diverse vocabulary and phraseology in his text to express his thoughts and achieve a certain impact on the addressee. Engages in language discussions using appropriate terminology

424

|3.1.2. Uses the acquired vocabulary in simple everyday and study situations|3.1.2. Uses the necessary vocabulary in learning and everyday situations. Synonyms, antonyms and means of artistic expression are used to create text|3.1.2. Listen to different variants of spoken language and determine their differences from literary language. Analyzes, understands and uses vocabulary appropriate to the formal or informal situation, choosing the most precise words, also with stylistic or emotional expression. Justify your choice

425

|3.1.3. Hears and pronounces Latvian sounds and sound combinations intelligibly. Knows, calls and writes letters of the Latvian alphabet. Distinguishes between long and short vowels. Explains with examples of sound and letter matching word pronunciation and spelling|3.1.3. Distinguishes between vowels, consonants and consonants.(((

426

Sees and explains differences in word pronunciation and spelling

427

)))|3.1.3. Justifies the meaning of intonation, pauses, gestures and facial expressions in speech. Skillfully uses this knowledge in their oral texts and speech evaluation of others. Analyzes and understands language games in everyday language, including media and social networks

428

|3.1.4. Write words that do not differ in pronunciation and spelling correctly.(((

429

Correctly write down the printed and written text, correct it according to the sample. Use capital letters in personal names and familiar place names

430

)))|3.1.4. Write text using the simplest word spell checking techniques. Use capital letters in personal and place names, follow the spelling|3.1.4. Writes words according to Latvian orthographic norms. If necessary, use word spelling tools to improve your language. Justifies the choice of a specific source

431

|3.1.5. Use independent words and auxiliary words, align them to form simple sentences|3.1.5. Use independent words, auxiliary words and exclamation words, choosing the most precise ones when creating your text and linking sentences|3.1.5. Consciously selects and uses words of different nouns and their grammatical forms to create a certain purpose and effect in speech or written text. Determines the belonging of words to the noun class and grammatical forms of words

432

|3.1.6. Expand your vocabulary by making words by pattern|3.1.6. Knows and purposefully uses the most typical Latvian word formation techniques|3.1.6. Uses Latvian word formation techniques in accordance with the intentions of your text and your individual style, creating new words as well.(((

433

Justifies the importance of word formation in learning terminology, enriching the text and creating a certain effect

434

)))

435

|3.1.7. Match words in simple sentences using simple grammatical constructions|3.1.7. Match words in sentences. The learned grammatical constructions are used to form sentences. Understands the principles of sentence formation and extension|3.1.7. Knows and separates punctuation and insertions with punctuation. Creates text using a variety of syntactic constructions according to your intentions and the recipient of the text

436

|3.1.8. Use simple sentences to compose text. Starts a sentence with a capital letter, uses punctuation marks|3.1.8. Various syntactic constructions are used to compose the text: speech, equal sentence members, simple and compound sentences with the most frequently used conjunctions. Use appropriate punctuation|3.1.8. When composing a text, the punctuation norms of the Latvian language shall be observed, the use of punctuation marks in one's own and others' text shall be substantiated. Explains the unusual use of punctuation marks in literary works and informative texts

437

438

== III. Language learning content. Minority language ==

439

440

|(% colspan="3" %)1. We communicate by listening, reading, speaking, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue

441

|(% colspan="3" %)1.1. Communication in context

442

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

443

|1.1.1. Discusses the importance of language in people's lives by using the terms "mother tongue" and "state language"|1.1.1. Explains the role of the mother tongue in society. Uses the mother tongue to learn other languages|1.1.1. He expresses his opinion about the importance and use of the minority language and culture in the local community, Latvia, Europe and the world. Respectfully respect the languages of one's own and other peoples

444

|1.1.2. Communication respects the acquired cultural peculiarities and communication traditions|1.1.2. Sees differences in the behavioral and communication traditions of different nations. Behaves correctly in communication, perceives communication problems with understanding, eliminates confusion|1.1.2. In multicultural communication, mutual understanding is gained on the basis of consciously favorable attitude towards the diversity of other cultures and languages, finds out the reasons for misunderstandings, offers one's own solutions to problem situations

445

|1.1.3. Receives specific information (place, time, roles of participants) in communication, informative, literary texts and folklore|1.1.3. Perceives in detail and in general various types of information (facts, opinions, attitudes) from several offered sources (also in the e-environment), critically evaluates their content and reliability|1.1.3. Uses the communicative environment (including the e-environment) as a source of various information to understand and express facts, opinions and ideas. Perceives information (also contradictory) from various sources, critically and argumentatively evaluates it. Evaluates the opportunities and shortcomings of the proposed sources, identifying those language tools and multimedia content that indicate the reliability of the information

446

|1.1.4. Selects information from various sources according to the purpose of communication. Finds information in tables, diagrams, charts, mind maps. Selects the required information, including on the specified website|1.1.4. Gather information from thematically related sources according to the purpose. Selects necessary and important information from various sources. Captures information highlighted graphically (font, color, font size, page layout), stores and arranges it in a certain order or way|1.1.4. Integrates and interprets information from a variety of sources. Choose the appropriate way of information processing and structuring, also using the e-environment. Sees and compares relationships, sequences of events, causes and effects. Makes independent judgments and substantiates them. Evaluates the author's position and purpose, the relevance of the information to the communication situation

447

|1.1.5. Communicates, taking into account the communication situation, topic, participants. Uses the acquired speaking, listening, reading, writing skills|1.1.5. Communicates, taking into account the purpose of communication, topic, participants. Observes the peculiarities of formal and informal communication, uses the acquired communication strategies|1.1.5. Purposefully communicates (also in e-environment), plans, manages, evaluates the effectiveness of the conversation according to the communication situation. Use the most appropriate communication strategies

448

|1.1.6. Tells about himself, what he has seen, heard, read and experienced. Use verbal and non-verbal means of communication to initiate and maintain a conversation|1.1.6. Makes a meaningful, logical speech to the audience (for example, a lecture), answers questions. Use appropriate verbal and non-verbal means of communication (eg gestures, eye contact) during the presentation|1.1.6. Creates a purposeful, structured, meaningful speech to the audience (for example, a public speech), discusses what is presented. Use appropriate verbal and non-verbal means of communication to establish contact, attract and retain attention, avoid confusion

449

|1.1.7. With the support of the teacher, assess their presentation skills and their relevance to the communication situation|1.1.7. Evaluates the quality of one's own and others' speech according to the communication situation according to the given or group-based criteria|1.1.7. Evaluates the effectiveness and quality of your speech (for example, relevance to the communication situation, accuracy, imagery), improves your performance, taking into account recommendations

450

|1.1.8. Notice and describe one's own and other people's emotions in everyday communication situations and literary texts|1.1.8. Compares one's emotions with other people's emotions in communication (eg in literary texts, films), describes them, justifies one's opinion using specific examples|1.1.8. Analyzes one's own and other people's emotions in communication (for example, in journalistic and literary texts). Base your opinion on concrete examples, describe the relationship and emotions of the participants and literary characters

451

|1.1.9. Expresses one's point of view and listens to another's point of view, respecting the culture of communication|1.1.9. Participates in discussions on various issues (eg mutual relations). Jointly evaluate your and others' contributions to it|1.1.9. Participates in discussions, follows the jointly established rules of discussion. Correctly expresses and substantiates one's opinion, clarifies the opinions of others, determines what is common and different. Evaluate your and others' contributions to the discussion together

452

|1.1.10. Gather information about your nation's culture in the immediate area, such as the family|1.1.10. Collect and summarize information about your linguistic and cultural heritage in various sources, including the e-environment, discuss the relevance of traditional values to the present|1.1.10. Explores and analyzes its linguistic and cultural heritage, evaluates and interprets the relevance of traditional values to the present

453

|1.1.11. Working in pairs or groups, exchanging information, learning from each other. Evaluate the result of your work according to the criteria developed together with the teacher|1.1.11. Uses the acquired communication skills in cooperation with classmates. They jointly determine the type of cooperation, set goals, divide responsibilities. Exchange information, make joint decisions. Evaluate one's own and others' participation in achieving the group's work result|1.1.11. Use your communication skills for effective collaboration. Discuss the problem and its possible solutions, listen to the opinions of others, compare them and choose the optimal solution. Evaluate the effectiveness of the group's work, commenting on how the chosen action helped to achieve the result

454

|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text

455

|(% colspan="3" %)2.1. Text and text formation

456

|2.1.1. Sees moral values in the text, such as kindness, honesty. Use simple and small informative and literary texts to understand your place in family, classroom, school|2.1.1. Use different texts to understand yourself and the world around you. Discusses information about current life problems and values, forms your own value system|2.1.1. They consciously choose texts to enrich their emotional and intellectual experience, to create a moral position, to develop their creative potential. Perceives humane and democratic values, forms his / her own image of himself / herself and the world, expresses it in his / her own texts

457

|2.1. [[2.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n2]] Determine the topic and main idea of a small literary or informative text. Analyzes the structure of the text: introductory part, main part, conclusion|2.1.2. Analyzes the content and structure of the text: parts of the structure, paragraphs, their correspondence to the acquired text genres and forms, the logical connection of the text|2.1.2. Analyzes the content and structure of the text: correspondence to the topic, main idea, logical connection of the text, correspondence of the structural parts and paragraphs to the acquired text genres and forms. Creates plans for different texts. Orients in hypertext complex structures

458

|2.1.3. Under the guidance of the teacher, the content and structure of the text are planned. Observes the acquired requirements in text formatting: offers a title appropriate to the topic, divides the text into paragraphs|2.1.3. Plans how the text (content, structure and style) will be created according to the communication situation and the author's purpose. Follow the plan and evaluate the created text|2.1.3. Plan your text-making process: motive-goal-planning-implementation-testing-editing-evaluating. Evaluates your own and classmates' work

459

|2.1.4. Write a short, simple plan to structure thoughts and ideas when creating a text|2.1.4. Write a simple or compound plan by creating your own text. Write notes|2.1.4. In text form, select and use the appropriate type of plan or create your own plan (for example, a presentation plan)

460

|2.1.5. Sees the means of expression used by the author and explains their imagery|2.1.5. Determines the correspondence of the means of expression used by the author to the text genre. Recognizes original and creative solutions of the author|2.1.5. Analyzes the correspondence of the language tools used by the author to the genre and style of the text. Recognizes an original, creative, innovative approach to texting, justifies his / her opinion

461

|2.1.6. Creates texts according to the addressee and the purpose of communication (for example, a note, an invitation)|2.1.6. Creates various texts, choosing the style (fiction, scientific), genre (lecture, report, report, interview, letter) and form (for example, with illustrations) appropriate to the purpose of the task|2.1.6. Creates texts of various types, styles and genres (also in e-environment). Use language tools appropriate to the requirements of the genre, the addressee and the type of communication

462

|2.1.7. Corrects texts in accordance with the acquired text formation requirements, taking into account also the recommendations of the teacher and classmates|2.1.7. Provides and obtains feedback on text quality. Improves texts in accordance with the acquired text formation requirements and language norms|2.1.7. Justifies how the structure, language and presentation of the text affect the perception of its content. Improves the text according to the text formatting requirements and language norms, taking into account the feedback (assessment of classmates and teacher)

463

|2.1.8. Finds or creates a greeting in the e-environment|2.1.8. Creates text in the e-environment for learning and communication according to the purpose and form (for example, text messages, presentation slides)|2.1.8. Observes the peculiarities of the Internet style when creating texts in the e-environment: emotionality, imagery, simplicity, combination of genres. Publish text on social networks in compliance with information protection and information security regulations

464

|2.1.9. Use memos to organize group work. Use mind maps or tables to represent results. Presents the jointly created text, evaluates the result using the offered self-assessment forms|2.1.9. Create a plan to work in pairs or groups to complete a task, write down ideas and work results (for example, in a table). Presents co-created text. Evaluate one's own and others' work in a group according to given or jointly developed criteria|2.1.9. Uses texts of different structure for the organization of group work (development of an action plan, division of responsibilities, control and self-control, presentation of information, analysis and presentation). Presents group work using visualization, drama, e-environment. Evaluate your and the group's work according to jointly developed criteria

465

|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure

466

|(% colspan="3" %)3.1. Language structure

467

|3.1. [[1.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n1]] Explain that language has laws and regulations. Distinguishes word pronunciation and spelling. Write down words and sentences in accordance with the acquired language norms. Checks the spelling of words (also using dictionaries). With the support of the teacher, mistakes are explained and corrected|3.1.1. Perceives language as a system, explains and observes the learned language norms, analyzes their mistakes. Defines language units in terms of meaning, form and function|3.1.1. Perceives language as a part of folk culture, a changing phenomenon. Orients in language signs and levels. Analyzes language units by meaning, form and function. Knows the norms of the acquired language and justifies their use using linguistic terminology

468

|3.1.2. Recognizes nouns (noun, adjective, verb, preposition), groups words according to them|3.1.2. Describes nouns, adjectives, numerals and verbs according to their meaning, form and function|3.1.2. Describes the belonging of a word to a noun class in terms of meaning, form and function

469

|3.1.3. Explains the meaning of words using an explanatory dictionary. Distinguishes between the direct and transferred meaning of a word. Identifies synonyms and antonyms in literary work. Uses synonyms for text refinement|3.1.3. Distinguishes common words from borrowed words, proverbs, terms. Explains the meaning of words, phraseology and proverbs using dictionaries (also in the e-environment). Perceives the meaning of ambiguous words and phraseologies in context|3.1.3. Purposefully uses the vocabulary of various layers in his speech and text, taking into account its specifics and stylistic peculiarities. Find out the meaning and origin of the word using the e-environment

470

|3.1.4. Identifies simple members and auxiliary members of a simple sentence, explains their conceptual relationship. Creates simple sentences according to the purpose of the expression and emotional tone, uses them in communication and texts|3.1.4. Describes the suffixes and auxiliary members of a simple sentence by form (one word, word form, word combination) and by meaning in sentence formation. Forms and intonates correctly different sentences according to the purpose of the expression and emotional nuances|3.1.4. Purposefully uses various syntactic constructions in his speech, taking into account their specifics and stylistic peculiarities, and explains their significance in the perception and formation of the text. Purposefully uses sentences from different structures to compare, contrast, combine, generalize facts, ideas and opinions

471

|3.1.5. Seeing the logic of sentence formation and the role of punctuation in the expression of thought, creates simple sentences|3.1.5. Following the learned syntax norms, simple and compound sentences, such as direct speech, address, are formed. Checks the use of punctuation in reference sources, including the e-environment|3.1.5. Describes the features of a sentence. Defines the syntactic relations of words in a simple (also complex in structure) and compound sentence. Follow the rules of syntax and punctuation. Explain the use of sentence punctuation in your text and others, taking into account the connection between meaning, intonation and punctuation. Explains the unusual use of punctuation marks in literary works, advertisements and other texts

472

|3.1.6. Determines the sound composition of a word (sounds, syllables), indicates the emphasis of syllables, recognizes morphemes learned in the word|3.1.6. Analyzes the morphemic composition of the word, names the meanings of the learned morphemes|3.1.6. Analyzes the morphemic composition of a word, word form and their word formation techniques. Explains the meaning of a word, its spelling, grammatical features based on word analysis

473

|3.1.7. Types texts using a computer keyboard. Choose keywords to search for information in the e-environment|3.1.7. Use the learning opportunities offered by the e-environment to improve your language skills. Creates a query by searching for information in the e-environment. Uses e-resources to clarify the pronunciation, spelling and meaning of a word or phrase|3.1.7. Uses the learning opportunities offered by the e-environment to improve their language skills, helps to acquire and improve language skills for others. Creates a request to search for information and expands or narrows the scope of the search as needed. Uses e-resources for independent learning of the topic (also alternative), self-examination and assessment of language skills

474

|3.1.8. With the support of the teacher, explain the goals in language learning and evaluate their achievements according to the given criteria|3.1.8. Follow and evaluate your achievements in language learning according to the given criteria. Purposeful use of teaching aids, dictionaries and reference literature for self-control and self-assessment|3.1.8. Improve your language skills. Plans the language learning process and evaluates your progress. Analyzes progress quantitatively and qualitatively using feedback, self-assessment and self-control skills

475

476

== IV. Language learning content. Foreign language ==

477

478

|(% colspan="3" %)1. We communicate by listening, speaking, reading, and writing to learn and provide information, express emotions, and build relationships. Each communication situation has a context that determines the content and form of the text and influences the choice of certain language tools. The mother tongue is the basis for learning other languages, while other languages help to better understand the mother tongue

479

|(% colspan="3" %)1.1. Communication in context

480

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

481

|1.1.1. Uses learned communication strategies to identify unknown learning situations|1.1.1. Use the language to be learned in other areas of study to find the necessary information in different sources, use different thinking strategies (eg comparison)|1.1.1. Deliberately uses a variety of thinking strategies (for example, identifying cause and effect relationships) in language learning and cognition in other areas of study, seeking and comparing the necessary information in different languages and sources

482

|1.1.2. Tells about himself, his family, friends, his place of residence. Formulates simple statements about other described times, places and participants|1.1.2. Tells about your interests, known activities (real and fictional), describes the immediate surroundings, notices different languages and cultures, formulates simple conclusions using samples|1.1.2. Tells about the world around him, his interests, future intentions, travels, cultural events. Formulates conclusions and logical judgments about what is common and different in different languages and cultures, using their own experience

483

|1.1.3. Receives and uses the information he needs in simple stories and descriptions, answers questions|1.1.3. See the sequence of events in short stories and simple descriptions. Perceives the main idea, shows your understanding (for example, by answering foreseeable questions)|1.1.3. Sees and compares relationships, sequence of events in text, tables. Perceives and formulates the main idea, explains the purpose of the text (for example, in announcements and announcements)

484

|1.1.4. In accordance with the norms of behavior and communication, shows or announces that he understands or does not understand what he hears / reads (for example, with gestures or memorized phrases)|1.1.4. In accordance with the norms of behavior and communication, it is stated that he understands or does not understand what he has heard / read, he is asked to explain or repeat|1.1.4. According to the norms of behavior and communication, it is stated that he understands what he has heard / read (for example, formulating what the interlocutor has said in his own words), but if he does not understand what he is saying, he asks the interlocutor to explain or clarify it.

485

|1.1.5. Get acquainted with different emotions, use emoticons and words to express their attitude|1.1.5. Express your attitude in simple sentences|1.1.5. Express your attitude and explain it

486

|1.1.6. Evaluate and plan the acquisition of one's language skills with the help of a teacher, for example by following the teacher's recommendations using the European Language Portfolio|1.1.6. Evaluate your achievements in language learning, identify the strengths and weaknesses of language learning. Plan to acquire your language skills, for example through the European Language Portfolio|1.1.6. Independently assesses their language acquisition levels and purposefully plans the acquisition of their language skills

487

|1.1.7. Participates in short conversations, listens to the opinions of others, expresses his or her consent or disagreement in a form appropriate to the communication situation|1.1.7. Engages in short conversations on topics of interest. Listen to the opinions of others, see similarities and differences, express their agreement or disagreement in a form appropriate to the communication situation|1.1.7. Engages in conversations on topics of interest or familiarity. Finds out different attitudes and listens to the opinions of others, compares them with their own views and provides feedback, also in the virtual environment

488

|1.1.8. Notices other attitudes, such as likes / dislikes, expresses thoughts and emotions through sounds, gestures and memorized phrases|1.1.8. Observes different attitudes, expresses thoughts and emotions according to the communication situation and explains them using simple phrases and non-verbal means of communication|1.1.8. Analyzes different attitudes, expresses thoughts and emotions in a new context, using verbal and non-verbal means of communication

489

|1.1.9. Recognizes and uses simple everyday courtesy phrases to say hello, say goodbye, thanks|1.1.9. Recognizes and uses courtesy phrases in everyday communication situations (eg congratulations on holidays)|1.1.9. Recognizes and uses courtesy phrases in various communication situations (eg addressing adults)

490

|1.1.10. Receives simple, clear information (instructions, headlines), finds the necessary information in digital text (for example, in advertising)|1.1.10. Use a virtual environment to search for and store information on topics close to you, using proverbs. Communicates and collaborates using a variety of search tools for learning purposes|1.1.10. Independently chooses texts in the virtual environment on topics of interest to them, evaluates the reliability of the obtained information, refers to the source of information. Communicates and collaborates using a variety of tools and techniques for information retrieval, learning, and entertainment

491

|1.1.11. Ask simple questions and work with other students and the educator to find out the information they need|1.1.11. Ask different questions and work with others to find out information about other people, their activities and motivations|1.1.11. Participates in projects and collaborates with others to achieve a common goal in intercultural situations

492

|(% colspan="3" %)2. Language and texts help us to know and understand ourselves, the environment and culture. Text creation is a meaningful process during which the author uses his / her own and others' experience, creates new information, plans, creates, improves and presents the text

493

|(% colspan="3" %)2.1. Text and text formation

494

|2.1.1. Together with other students and the teacher selects texts for reading, creates and reads / arranges dialogues according to the sample|2.1.1. Together with other students creates dialogues, short texts and dramatizations on intercultural issues, prepares a performance, creates audio / video recordings|2.1.1. Discusses and analyzes current topics in society, creates discussions, interviews, productions, creates audio / video recordings

495

|2.1.2. Listens and / or reads simple, short texts (eg questions, narratives, dialogues), selects information and creates illustrations|2.1.2. Listen or read simple texts, search and choose the information you need in various texts (for example, advertisements, descriptions, interviews)|2.1.2. Listen to or read texts (eg discussions, news recordings, letters, brochures) on different topics, compare types of texts and use the obtained information for study purposes

496

|2.1.3. Uses visual material and body language to obtain and provide the necessary information. Searches and compares graphic symbols in digital text, such as color, font size|2.1.3. Use simple graphs and illustrations, headings to get the information you need by choosing different sources of information. Captures and composes digital text using images and sound recordings|2.1.3. Use simple graphs and illustrations, headlines to get and organize the information you need by choosing reliable sources of information. Generates digital text using graphical notation. Converts digital text from one type to another, such as tables, charts, sound recordings, or pictures

497

|2.1.4. Discusses whether information on the web is true or false|2.1.4. Discuss the reliability of information on the web (eg on social networks) according to certain criteria|2.1.4. Evaluates the reliability of information on the web, such as news portals and social networks, and checks sources. Responsible exchange of information (blog entries, forum comments)

498

|2.1.5. Determines the type of text, such as poetry or prose.|2.1.5. Defines the types and purposes of different texts (for example, educational, informative, advertising). Distinguishes spoken language from literary language|2.1.5. Defines and understands the principles and goals of the construction of various texts (for example, fiction, journalism, scientific literature), their stylistic nuances (for example, applied, humorous) and the level of formality

499

|2.1.6. Create a mind map, list using learned words, phrases, information and illustrations in a textbook|2.1.6. Create a mind map, list, proverbs, paragraphs, briefly describe fictional or real events, past achievements or personal experiences|2.1.6. Writes stories on various topics, using the acquired text organization techniques (for example, mind map, schemes), creates a draft of their text, improves and complements it. Describes the events experienced, their participants and their roles, revealing their attitudes and emotions

500

|2.1.7. Arrange a short, self-created text, such as a poem, a story about yourself, your family|2.1.7. Create your own text about your immediate surroundings, daily activities, interests, using information from multiple sources and respecting copyright, and make it public|2.1.7. Collects several texts and uses them creatively to create your own text, respecting copyright, and make it public. Answer the questions

501

|2.1.8. With the support of the teacher, learning strategies (eg collaboration, planning) and tools for learning foreign languages (eg European Language Portfolio, e-books, video and audio recordings)|2.1.8. Teacher-supported use of learning strategies and tools for foreign language learning (eg European Language Portfolio, e-books, video and audio recordings, interactive language tests)|2.1.8. Takes responsibility for improving their speech and writing skills. Independently selects and uses learning strategies according to the communication situation and learning objectives

502

|(% colspan="3" %)3. Languages are systemic. Sounds and characters form words, words form sentences and expressions. By working creatively with sounds, words and sentences, we create an understanding of language and its structure

503

|(% colspan="3" %)3.1. Language structure (sentence, word, letter, sound, symbol)

504

|3.1.1. Use textbooks and picture dictionaries to develop your language system (grammatical structures and vocabulary)|3.1.1. Use dictionaries, reading books, samples / examples in the textbook to develop your language system (grammatical structures and vocabulary)|3.1.1. Independently selects and uses various texts, explanatory dictionaries and other sources to develop their language system

505

|3.1.2. Recognizes language by sound, rhythm, intonation, use of gestures in the language to be learned and imitates them in communication. Compare with your language / culture|3.1.2. Compare different intonations, emphases and gestures in the language to be learned with your language / culture. Use them in communication|3.1.2. Researches and discusses the body language and intonation characteristic of the language to be learned for expressing empathy and clarifying the attitudes of others. Compare it to your language / culture. Evaluates the peculiarities of the speaker's pronunciation

506

|3.1.3. Compares sounds and letters in the native and learning language and looks for similarities and differences|3.1.3. Compares internationalisms and proper nouns in the mother tongue and the acquired language and looks for similarities and differences|3.1.3. Compares the terms describing the language system in the mother tongue and the language to be learned, analyzes the similarities and differences

507

|3.1.4. Words are made from parts of words (morphemes)|3.1.4. Words are made from parts of words (morphemes), their meaning is compared with the known ones. Finds and uses similar words (for example, when creating your own dictionary)|3.1.4. Words and parts of words (morphemes) are composed and used creatively in your text. Searches for and uses synonyms and antonyms, finds out differences in meanings

508

|3.1.5. Finds similar words (such as words that begin with a capital letter) and marks them (underlined, colored)|3.1.5. Recognizes nouns (noun, pronoun, verb)|3.1.5. Recognizes words by their structure, word order and sentence types and classifies them by features. Explains the differences in their use

509

|3.1.6. Underline or rewrite words, clarify and / or check their meaning (with the help of a teacher)|3.1.6. Write down words and phrases that are understood, make guesses about what is not understood|3.1.6. Write down words and phrases that are understood, make guesses about what is not understood, clarify the meaning of the incomprehensible

510

|3.1.7. Connects and separates words or groups of words and sentences with the "and" link to form a narrative. Divides text into sentences using punctuation. Speech uses pauses to separate thoughts|3.1.7. Combines words or groups of words with conjunctions such as "and", "but", "because" to sequentially tell a simple story or describe something. Use pauses and punctuation to separate thoughts|3.1.7. Connect words, word groups, and sentences by skillfully using various conjunctions, such as "because," "when," "what," "where," to form logically related text. Consciously uses pauses of different lengths in speech and chooses appropriate punctuation to express their thoughts in writing

511

|3.1.8. Write simple, short sentences with appropriate word order, using samples and / or with the help of a teacher|3.1.8. Write simple sentences using the learned sentence structure examples and appropriate word order|3.1.8. Creates different types of sentences, creatively using the learned examples of sentence structure, appropriate word order in simple and compound sentences

512

|3.1.9. Improves your text with the help of an educator|3.1.9. Improves spelling and language in your text using information and communication technologies|3.1.9. Evaluates and edits your own and others' texts (for example, offers synonyms) using information and communication technologies

513

|(% colspan="3" %)4. In foreign language learning, the student improves his / her foreign language skills and gradually moves from one language learning level to the next.

514

|4.1. At the end of the 3rd grade, the student is able to understand and use simple expressions and basic phrases to meet specific needs. Is able to introduce himself / herself and others, ask personal questions and answer them, for example, about his / her place of residence, acquaintances, things that belong. Able to communicate at an elementary level if the other speaks slowly, clearly, and is willing to help the other (language level A1).(((

515

Individual elements of language proficiency may be at different levels

516

)))|4.1. At the end of the 6th grade, the student is able to understand individual sentences and frequently used expressions on current household issues (for example, information about oneself and family, shopping, immediate surroundings, job opportunities). Able to communicate in situations where there is a simple exchange of information on known issues. Is able to tell in simple words about himself, the immediate surroundings, to express his needs (language acquisition level A2).(((

517

By learning a second foreign language from 4th grade to 6th grade, a student can achieve at least language proficiency level A1. Individual elements of language proficiency may be at different levels

518

)))|4.1. At the end of the 9th grade, the student is able to understand the most important in clear statements in literary language on certain topics in texts related to work, school, leisure. Can almost always cope with situations that may arise when traveling to places where the language is being spoken. Able to create simple, relevant text on topics close to or of personal interest. Can describe experiences, events, dreams, hopes and aspirations, briefly justify and explain his / her views, plans (language learning level B1).(((

519

By learning a second foreign language from the 4th grade to the 9th grade, depending on the number of hours used, the student can reach language level A2 – B1. Individual elements of language proficiency may be at different levels

520

)))

521

522

Acting Minister of Education and Science,

523

Minister of Welfare //Jānis Reirs//

Annex 3

Cabinet

November 27, 2018

to Regulation No. 747

529

530

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

531

532

|(% colspan="3" %)1. Everyone is unique and valuable

533

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

534

|1.1. Name your emotions, character traits, desires, needs and strengths. Name the values that exist in the family. Expresses emotions in socially acceptable situations in familiar situations, independently demonstrates behavior appropriate to the situation|1.1. Explains how one's own thoughts and emotions, even as one grows and develops, affect behavior. Name what values, virtues and habits are the basis of your own actions. Expresses emotions in a socially acceptable way according to the situation. Name your interests, strengths and character traits or personality traits that still need to be developed|1.1. Explains the role of will, character, motivation, positive self-esteem, emotion, thought and behavior management in mental and physical health and relationships. When making decisions, consider your own needs and the needs, wishes and interests of others.(((

535

Independently uses stress management techniques and is able to support others

536

)))

537

|1.2. Express their views on everyday situations, taking into account their own and other people's needs and desires|1.2. Explains the influence of different values, morals, habits and norms of behavior recognized in society on human behavior, listens to different opinions|1.2. Listen to different opinions and substantiate their views. Explain that different values may conflict. In their behavior, they observe the generally accepted values and norms of behavior recognized in the society

538

|1.3. Using examples of simple situations, justify why human life, health and dignity are values. Demonstrates behavior in familiar situations that shows respect and personal responsibility for one's own and others' safety and well-being|1.3. Based on various sources of information and their own observations, compares the norms, beliefs and virtues of people's behavior in the past and in the present. Demonstrates behavior that shows respect and personal responsibility for one's own and other people's safety and well-being|1.3. Recognizes and offers solutions to situations where people's physical and emotional safety is endangered, discusses the moral and ethical aspects of the value of life. Demonstrates behavior that shows respect and personal responsibility for one's own and other people's safety and well-being in ambiguous situations

539

|1.4. Explains how knowledge and new skills help a person to improve himself and fulfill his wishes and needs in everyday life. Sets short-term goals for the development of their interests, acquisition of new knowledge and skills. With the support of the teacher, time is planned for studies and work|1.4. Gather information to understand the variability of occupations. Analyzing your strengths and areas of development, forecasts areas of activity suitable for you in the future. Set yourself short-term goals using both your own and other people's significant experiences. Independently plans time for study and work|1.4. Selects activities that meet your needs and interests and determines the benefits and opportunity costs of these choices. Explains what needs to be done in the short term to be able to move towards long-term goals, even if those goals are still unclear. Plan your growth in terms of training and hobbies based on your awareness of your strengths and areas of difficulty

540

|1.5. Illustrate your belonging to Latvian or other Latvian culture with examples. From his point of view, he tells about the lifestyle features of the Latvian population|1.5. Describes Latvian society and its cultural and historical heritage, based on its experience and getting acquainted with historical sources and information available in the media|1.5. Compares the events experienced by different people with the events of the corresponding time in Latvia, the Baltic region and Europe. Explains what constitutes national (belonging to Latvia) and European identity

541

|1.6. Creates a story about people whose character traits, knowledge and skills are important, justifies their choice|1.6. Get to know and evaluate important Latvian personalities in order to draw conclusions about the achievements of these people and the qualities that have ensured success|1.6. Compares historically significant personalities of Latvia and the world at different times in order to draw conclusions about the achievements of these people and the qualities that have ensured success. It is argued that any individual has and will have the opportunity to influence the events of history through his actions

542

|(% colspan="3" %)2. People form relationships with other people

543

|2.1. Behavior expresses sensitivity to other people and respect for the diversity of wildlife. Observes and understands the diversity of people and their needs **.** Consider the impact of your actions on others, the environment and nature. Cooperate in homogeneous groups to achieve a common result, respecting the rules of the group and recognizing violations of the rules|2.1. Shows initiative to participate in the family, peer environment in different contexts. Justifies your contribution and responsibility in various situations, including problem situations. Creates and maintains mutually satisfactory relationships with other people, including peers with various special needs. Justify why such a relationship is important for yourself and others|2.1. Compares the moral and legal aspects of human behavior according to the criteria of justice, honesty, responsibility and voluntariness in different cultures and societies. Builds and maintains respectful relationships with a variety of people. When making decisions, the needs, interests and values of others are respected

544

|2.2. Describes the social groups represented in the immediate community, using various sources of information offered by the teacher|2.2. Analyzing different sources of information, sees common and different features, goals, set ideals, interests and examples of action to conclude what impact the activities of different groups have historically had and continue to have on society.|2.2. Concludes the values, goals and interests of different social groups in order to recognize their social roles in the local community and to promote socially responsible and constructive cooperation based on all relevant values

545

|2.3. Distinguish between positive and unfavorable relationships with people (children and adults). Explains how to deal with unsafe situations where you or others are endangered|2.3. Recognizes the causes of conflicts and uses various conflict resolution techniques. Explains the importance of moral values and virtues in building and maintaining good relationships and good co-operation. Appropriately expresses their emotions, beliefs and behavior even in conflicting situations|2.3. Explains how the observance of the principles of human equality and equality contributes to the formation and maintenance of human relations. Based on experience and observations, it offers principles of behavior that help reduce inequality, emotional and physical violence, as well as threats and conflicts. Explains the existence of the threat of radicalization, recognizes the signs of radicalization in the behavior of peers or other people

546

|2.4. In family relationships, with friends and peers, he rightly defends his opinion and is able to accept a different opinion|2.4. In the family, in relationships with friends and peers, the emotional, business and moral aspects of the relationship are evaluated in order to briefly describe the signs of a favorable relationship and to evaluate one's relationships with other people according to these signs.|2.4. Substantiates the opinion about the importance of family and marriage for the sustainability of society, evaluates the advantages of marriage in comparison with unregistered relationships

547

|2.5. Based on your experience, explain what decisions are up to the individual and which require joint participation. Participates in decision making. The importance and necessity of involvement and participation is discussed|2.5. Explores opportunities and motives to participate in public life, decision-making and choices. Gains diverse, collectively important decision-making experience in the classroom and at school. Using various sources of information, it is concluded about the importance and necessity of social participation|2.5. By working together in a group, they gain experience of civic and political participation, engaging in issues or decisions that are important to the local community. It discusses the different types of participation, the opportunities they offer and which of them can most effectively influence decision-making and the satisfaction of needs in society, and which is the most effective way to participate in socially important processes.

548

|2.6. Explains the need for and manifestations of mutual support in society and participates in its provision|2.6. Analyzes examples of the manifestations of social assistance (maintenance, especially charity) in society today and in history, in order to use the experience to put forward and implement their own initiatives|2.6. Develops an action plan and implements public activities in their place of residence or region aimed at the common public good in order to draw the attention of a wider audience to issues relevant to society, such as public safety and health

549

|(% colspan="3" %)3. The form of self-organization of modern society is a democratic state. Democracies form intergovernmental organizations to regulate their relations

550

|3.1. Expresses one's thoughts as to why society needs rules and discusses ways to improve them. Name and follow the rules|3.1. It raises ideas as to why laws create both opportunities and constraints, but also contribute to people's well-being. Explains that people agree to create different institutions to ensure the regulation of the relationship between people and organizations (members of society). It is said that state institutions issue normative acts regulating the activities of people and organizations and take care to comply with them|3.1. Expresses the view why a democratic state is needed in today's society. Analyzes the basic law of the state (the [[Constitution>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/57980-latvijas-republikas-satversme&usg=ALkJrhgjokOf9xdGiMqncXfxaxQv8U7bLg]] ) and explains the role and functions of the legislature, the executive, the judiciary and the media (the "fourth power") in a modern democratic society. Expresses its thoughts on the legitimate possibilities of civic and non-governmental initiatives and their role in a democratic society

551

|3.2. In everyday life situations, the rights and responsibilities of group members are differentiated. Agree on what can and cannot be done to create a safe environment for yourself and others|3.2. Finds out the rights and obligations of children specified in the [[Law on>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/49096-bernu-tiesibu-aizsardzibas-likums&usg=ALkJrhjBN6Ya4R3vSOSjruqy5mN9U9-NZQ]] the [[Protection>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/49096-bernu-tiesibu-aizsardzibas-likums&usg=ALkJrhjBN6Ya4R3vSOSjruqy5mN9U9-NZQ]] of the Rights of the Child in order to evaluate their manifestations in life. Develop a plan of proposals on which children's rights and responsibilities should be better used and respected|3.2. Explains the hierarchy of regulatory enactments. Substantiates the view on the fundamental role of human rights in the understanding of the modern rule of law. Recognizes violent ideologies according to certain criteria and explains their non-compliance with applicable laws and regulations, human rights and general norms of a democratic society. Recognizes human rights violations to help prevent them on a daily basis

552

|3.3. Explains why you need rights to use content created by others. When creating a document, reference is made to the sources of information used|3.3. It compares different types of software licenses, explaining the concepts of "copyright" and "intellectual property", their meaning and respect in creating their own solutions. When creating documents that use information found in other resources, indicate its source|3.3. Observe the intellectual property and personal data protection regulations and assess the consequences of non-compliance with these regulations. When creating documents that cite or summarize information found in other resources, make correct references to its source

553

|3.4. Tells about the management of the school self-government, explains why officials are needed|3.4. Getting acquainted with the administration of the school and the local government determines the functions of the administrative institutions and their opportunities to cooperate with them|3.4. Compares the structure of public administration in Latvia and other countries in different periods of history in order to evaluate various forms of power and public administration. Explains the operation of different political regimes and their impact on the individual and society. Understands the values of a democratic society and state and democratic principles of public administration. Justifies your opinion on external and internal factors that may threaten or weaken a democratic state

554

|3.5. Recognizes the symbols of the Latvian state and observes the rituals related to them, being aware of one's belonging to the Latvian state. Tells about what patriotism is and how it can manifest itself|3.5. Using facts based on the historical experience of the Latvian population, they form arguments about the need for an independent Latvian state. Explains the importance of patriotism|3.5. Evaluates political formations in the territory of Latvia in different historical periods and the significance of their heritage in the formation of Latvian statehood. Explains the development of the idea of Latvian statehood and the formation of the state. Expresses an opinion on citizenship, citizens' rights and obligations, their topicality

555

|3.6. Assessing various everyday situations, one expresses one's thoughts as to why it is important for people to be proud of their country|3.6. Tells about Latvia's neighbors and European Union countries. Justifies why countries need to maintain good relations with other countries. Explains why the state is protected|3.6. Explains the manifestations of loyalty and patriotism in modern (Latvian) society. Discusses the basic duties of a citizen towards the state, including defending the state, explains the role and tasks of the NAF. Rationale for views on the benefits and challenges of building transnational relations, in the global, international environment, in the European Union and in international organizations such as the UN and NATO

556

|(% colspan="3" %)4. Entrepreneurship development promotes the pooling of resources in society for the common and individual benefit

557

|4.1. Explains how new skills, knowledge and entrepreneurship help to achieve goals and realize one's interests and opportunities in the labor market|4.1. Using the examples given by the teacher, plan his / her activities to achieve long-term goals. Judges how people's abilities and knowledge add value. Predicts how education may affect future well-being|4.1. Using various sources of information, the significance of the acquired education (level) in different societies is evaluated. Explains the impact of labor productivity on the economic situation and the well-being of the individual and society.(((

558

Analyzes the factors influencing population change and future labor force adequacy. Explains how unemployment occurs and what its impact is at individual and national level

559

)))

560

|4.2. Compare companies in your county and city, look for information about successful companies in your county and tell about them|4.2. Analyzing the publicly available information of the municipality, it is found out which companies and in which areas of activity are distributed in the local government, and makes its assumptions as to why these areas are represented.(((

561

Analyzes how division of labor and areas of activity affect the creation of products and services. Tells how specialization manifests itself in the immediate area

562

)))|4.2. Based on concrete examples, analyzes the role of the entrepreneur in organizing resources to create a new product or service, analyzes different forms of business and their benefits.(((

563

Analyzes the competitive advantages of a region or country in the development of certain sectors and production of products, explains how specialization at the national level contributes to the increase of the level of prosperity. Appreciates the role of international trade today

564

)))

565

|4.3. Gains experience by participating in local business events, calculates income, expenses and profits|4.3. Gain experience by participating in local business events and developing business ideas. Analyzes the demand and supply situation of the created products in the market, explains how the price is formed. Concludes the competitiveness of companies, determines the added value of the product created by the company|4.3. Gains practical business experience in local business events, analyzes the operation of your training company, determining its profit, productivity, as well as develops proposals to improve the company's competitiveness. Analyzes price forming factors.(((

566

Explains and compares how resources are allocated and how the market mechanism works in different economic systems. Analyzes the impact of historical forms of farming and technological development on the development of society

567

)))

568

|(% colspan="3" %)5. People are aware of alternatives when planning the use of available resources

569

|5.1. Explains that by matching needs with available resources, people make choices. With the help of an educator, draws up a budget, justifies his choice for prudent use of money. Discuss the consequences of the choices made|5.1. Using different sources of information, possible scenarios of situations related to different needs and limited resources are modeled. Explains the use of resources available to people over a period of time, concludes and plans the allocation of resources to meet needs|5.1. Argues why, due to limited resources, choices need to be made not only by households but also by the entrepreneur and the state, both locally and globally. Substantiate your views on the importance of intellectual property protection

570

|5.2. Evaluates situations in which money is obtained and spent, and how money helps in a situation where the seller needs to sell what is produced and the buyer needs to buy the necessary product|5.2. Evaluate your consumption, make a decision and act as a responsible consumer. Using a variety of sources, the budget of a particular group of society and the functions of money are assessed. Compares different types of payments at different times, concludes what are the advantages and disadvantages of each type of payment in the past and today|5.2. Analyzes the basic principles of state budget formation in Latvia. Judges what taxes make up the state budget and justifies the need to pay them. Describes the formation of total income in the national economy, discusses what factors ensure the progress towards the creation of higher value-added products.(((

571

Explains the impact of inflation and the activities of central banks in implementing monetary policy in Latvia and the Eurosystem

572

)))

573

|5.3. Develops and puts into practice the idea of how to reuse different things. Based on their experience, explain to others the importance and necessity of saving resources|5.3. Offers suggestions on how to change habits in society to save available resources in the nearest community and country. Using various sources of information, conclusions are drawn and the importance and necessity of saving resources are substantiated|5.3. Evaluates the consequences of human economic and political activities in the environment on a local and global scale, makes reasoned recommendations for sustainable development

574

|5.4. Tells in his own words about the essence of borrowing and lending, using the situations offered by the teacher|5.4. Using the examples given by the teacher, evaluate the services, tasks and importance of banks in society. The need to build up savings for the future is being discussed|5.4. Makes responsible decisions by evaluating the profitability of services offered by various financial institutions. Analyzes the relationships between the required financial resources and the needs and values of the population, which determine the likelihood of deposits and loans

575

|(% colspan="3" %)6. Recognizing and getting to know cultural diversity and globalization processes, understanding the differences and conflicts of different cultures, creates respect in intercultural communication

576

|6.1. Recognizes and tells about the most characteristic traditions, celebrations and symbols of the cultures represented in the nearest community. Creatively compile a compilation of them|6.1. Describes the peculiarity of Latvian culture, internal diversity and connection with European and world culture. Analyzes the most important folk traditions as a form of expression of values|6.1. Analyzes the historical formation and peculiarities of the Latvian cultural environment, evaluates and offers action models to promote the formation of an inclusive society.(((

577

Analyzes religious notions in different eras of history, identifies similarities and differences. Discusses the place and importance of religions in the life of society, explains the role of Christianity in Latvian culture. Discusses existential issues and Christian ethical values in the past and today

578

)))

579

|6.2. Evaluate your actions in relations with representatives of different cultural groups|6.2. Explains the nature of stereotypes and prejudices and is aware of their impact on interpersonal relationships, offers opportunities for action to reduce their negative impact|6.2. Gains a wide range of experiences to delve into and discuss various controversial social, political and historical issues, with courtesy, tolerance and self-esteem, creating an understanding of humanity and justice

580

|6.3. Recognizes historical examples of cultural change in your area|6.3. Analyzes the historical origin of cultural phenomena important to Latvia and substantiates the need to preserve them, evaluates the important role of cultural and scientific personalities in their development|6.3. Determines the affiliation of cultural evidence to certain societies and historical eras, evaluates various factors that influence the development of historical culture

581

|6.4. Recognizes traditions that have come to Latvia from other cultures to conclude how different cultures interact|6.4. Analyzing various sources of information, it explains why ethnic, linguistic and religious diversity has developed in Latvia. Finds and describes the impact of this diversity on modern society|6.4. Using various sources of information, evaluate the cultures of Latvian, European and world societies of different times, their variability, succession and the main achievements of science to conclude their importance in human development, see examples of preserved cultural heritage and recognize the cultural evidence of each era, such as signs and symbols. Gains experience of intercultural interaction to explain the causes and manifestations of different cultural differences

582

|6.5. Attends and participates in school and municipal cultural events and national holiday celebrations, recognizes the most important cultural and historical objects of his / her region / city|6.5. Participates in school, municipal cultural events and national holiday celebrations. Participates and implements various activities to get to know, popularize and protect the cultural and historical values of their region / city and Latvia|6.5. Participates in various ways in schools, municipal cultural events and national celebrations. Initiates and substantiates the ideas of cultural events in both real and digital environment, participates in their implementation, invites other

583

|(% colspan="3" %)7. Over time, society is changing for a variety of reasons

584

|7.1. Arrange family events sequentially to see what changes have taken place over time|7.1. The most important events in the history of one's region and Latvia are arranged in chronological order in order to conclude that one event affects the course of other events (causal relations). Compares different changes in society and technology to determine what similarities and differences are observed in society in the past and today|7.1. Explains the changes that have taken place over time in the immediate vicinity in order to conclude that the events experienced by each individual in the past are related to events in Latvia and the world. Analyzes the factors influencing change.(((

585

Sees, reveals and analyzes causal relations in historical processes and uses them to explain social processes

586

)))

587

|7.2. A description of the historical evidence shall be drawn up in accordance with the model|7.2. Use historical sources found in museums and your surroundings to shape your historical message, justify why the evidence of this past should be preserved|7.2. Creates his / her own and evaluates historical reconstructions of others, including historians and everyday life, based on facts and revealing the reasons for different opinions

588

|7.3. Recognizes examples in your personal and other people's experience that prove the existence of time (change of seasons, human life)|7.3. Explains how various factors - developments in the economy, the way society is governed, dominant values, natural conditions - influence the course of change in society in order to conclude that change has various causes and consequences|7.3. Describes changes in the location of the population in the world and in Latvia, analyzing the population and factors influencing the population

589

|(% colspan="3" %)8. Sources of information that reflect past and present developments in society are critical

590

|8.1. Describes the possibilities of using the information provided by different media, finds and selects facts|8.1. Critically evaluates and uses information provided by various media and historical sources. Compares facts found in different sources of information, looks for similarities and differences|8.1. Analyzes and explains the possibilities of the media to reflect and influence people's political, social, aesthetic notions and beliefs, to manipulate the understanding of personal and cultural identity, notions about cultural heritage and values

591

|8.2. Evaluates and groups facts and opinions by evaluating various information and messages|8.2. Compares the arguments used in different media to determine the validity of the views expressed in them, understands the difference between reality and its coverage in the media|8.2. Gains and analyzes views on local and global processes from a variety of sources, including the media, to make informed judgments about past and present societal processes.

592

|8.3. Recognizes useful and important information and experience in historical stories and reconstructions|8.3. Recognizes and evaluates various everyday situations, which are explained by arguments based on the historical experience of society|8.3. Evaluates what information (reliable, questionable) can be obtained from various historical sources to use in argumentation. Explains what factors affect the reliability of historical sources. Determine the reliability of the sources using the proposed criteria.(((

593

Analyzes the evaluations of historical events and changes in the historical memory of social groups expressed by different groups of society, looking for commonalities in evaluations and historical memory and understanding the causes of differences

594

)))

595

| |8.4. Using a variety of sources and messages, look for examples of how organizations and people shape their digital identities to infer what information it contains. Use social media responsibly|8.4. Using various sources, one's own and others' experience, concludes what are the criteria for a well-thought-out digital identity, responsibly and consciously create one's digital identity

596

597

Acting Minister of Education and Science,

598

Minister of Welfare //Jānis Reirs//

Annex 4

Cabinet

November 27, 2018

to Regulation No. 747

604

605

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

606

607

|(% colspan="3" %)1. Each art form has its own means of expression

608

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

609

|1.1. Tells about special and unusual in art (literature, visual and audiovisual arts, music, theater, architecture and design)|1.1. Describes the means of expression of art (literature, visual and audiovisual arts, music, theater, architecture and design) and evaluates the possibilities of creative expression with them|1.1. In the presentation and description of his / her creative work, he / she uses information sources and references to them to substantiate the chosen art form (literature, visual and audiovisual arts, music, theater, architecture and design) and its means of expression.

610

|1.2. Distinguishes the means of visual art expression (line, area, shape, color, rhythm, volume, space). Experiment with each of them and combine them. Tells about his experience|1.2. Recognizes and names the means of expression of several types of visual art (line, area, shape, color, tone, light, surface features, rhythm, volume, space, scale, direction) and composition creation methods (format, balance, contrast, rhythm, proportions) . Combine them, justifying the impact of your choice on the end result|1.2. Describes the visual means of expression and composition techniques of different types of visual arts (painting, graphics, sculpture, architecture, design and audiovisual art) and anticipates their impact on the end result. Combines them according to the purpose and idea of the creative work and evaluates the impact on the work of art

611

|1.3. Sees signs (such as the simplest ethnographic signs and informative signs) and widely used symbols in real and digital environments in works of art, explains their meaning, similarities and differences. Uses signs and symbols in creative work, using appropriate visual means of expression, the choice of which is justified|1.3. In creative work, both freely combining and purposefully using signs and symbols (for example, ethnographic signs, informative signs and symbols) with appropriate means of expression and principles of composition. Compare and evaluate both approaches|1.3. Creates creative work with a composition corresponding to the idea. By synthesizing several types of visual art, signs and symbols are purposefully used, transformed and combined

612

|1.4. Listen, distinguish, sing and make music using all means of musical expression (melody, dynamics, tempo, tone, register). Experimenting with them (for example, replacing a slow pace with a fast, high register with a low one) tells the mood of the change|1.4. He listens to, recognizes and uses musical means of expression (melody, dynamics, tempo, timbre, register, sound techniques) in various musical activities. Evaluate how the nature of a composition or song changes as they vary|1.4. Recognizes the means of musical expression characteristic of the styles of music acquired in composition and sheet music, purposefully uses them in musically creative activity. Examines samples of sheet music, finds out how a sheet music pattern was formed and developed. Write down your musical composition, evaluate it according to jointly developed criteria

613

|1.5. Sings in unison after hearing in any tone. Sings in unison according to the notes simple melodies with the names of grades and with the names of sheet music in Do major and la minor. Hears and distinguishes between stable and unstable levels in the soundtrack, explains the role of tonic triad in music|1.5. Sing along with all the songs in unison and canon by hearing in any tone, sing with the names of the stages and notes in simple melodies in one tone. Explains the meaning of tone, halftone, alteration signs (big, bemol, natural) in music. Hears the differences between simple intervals and harmonies (dissonances, consonances), soundtrack, triads (major, minor), explains their importance in the formation of the musical image. Letter designations are used in instrument playing (metallophone, xylophone)|1.5. Sing with everyone and in a group in unison and canon songs by hearing in any tone, sing and play to the notes of simple melodies in tone up to two characters. Sees and hears the differences between consonants and dissonances, describes their importance in the formation of the image of music. Creates simple song accompaniments using I, IV, V level triads. Studies the performance, including the acquired songs, chanting scores, and evaluates the compliance of the repertoire with the performance of the performance

614

|1.6. Chants and sings, plays rhythm instruments, creates simple rhythm accompaniments, using rhythm units of different durations in 2/4, 3/4 and 4/4 bars.|1.6. Chants and sings, groups and creates sounding gestures and rhythm accompaniments using the learned rhythm units and rhythm groups, and dotted rhythms in exercises that have previously been mastered and in 3/8 and 6/8 bars, explain their impact on the character and mood of the music|1.6. Listens and combines the acquired rhythm structures in different beats, used in creative exercises in the music making process, explains the correspondence of rhythm tools to the acquired music genres and styles

615

|1.7. In stage work, uses movements and speech to imitate the actions and actions of a person and various other images, expresses his / her opinion about the experience gained|1.7. Use your body and voice to create monologue, dialogue and etiquette based on personal experience and opinion. One's own and others' performance is evaluated according to pre-established criteria|1.7. Experiences and values theater as an interdisciplinary art in which the actor is the means of expression. Evaluates whether the work is a performance created in the process, an improvisational theater performance or a performance created according to the script. Justify your opinion

616

|1.8. Clearly and consciously reads folklore and literary works corresponding to his / her studies and interests, determines the main parts of the composition of a literary work|1.8. Describes and learns to evaluate the elements of the composition of one's own and foreign folklore and literary work. Expresses his / her opinion about a literary work and learns to understand its artistic quality in comparison with other works of art|1.8. Analyzes and evaluates the composition and way of expression of own and foreign folklore and literary work. Evaluates the artistic quality of a literary work in comparison with other texts and works of art

617

|1.9. Sees simple means of figurative expression, such as comparisons, tells about the events of literary work, briefly describes the images and their actions|1.9. Knows, selects and uses the means of language and figurative expression (transferred meaning, diminutive, allegory, personification, epithet, metaphor), which are necessary for the creation of a literary work. Evaluates the use, compares and justifies the impact on the text|1.9. Sees the means of figurative expression used in literary work (symbol, personality, alliteration), interprets their meaning in the text. Evaluates the peculiarity of the language of a literary text

618

|1.10. Sees and compares the different composition of poetry, prose and drama text|1.10. Compares the features of different types of folklore (song folklore, messenger folklore, brachogy) and literature (fable, poem, literary fairy tale, story, fairy tale play) in Latvian and foreign literary works|1.10. The arguments of various types of folklore and literature (lyric, epic, liroepic, drama) and genres (short story, novel, poem, miniature, comedy, drama, epic, poem, ballad, poetry) in Latvian and foreign literary works are substantiated.

619

|(% colspan="3" %)2. Expressing ideas, emotions and opinions requires courage, perseverance and a willingness to try different approaches

620

|2.1. Implements creative ideas for various purposes relevant to them, substantiating their personal relevance|2.1. Implements creative and artistic ideas for various purposes relevant to them, inspired by events in society or personal life, from visual and audiovisual art, music, theater, literary works, architectural and design or natural events. Capture them (record, sketch, photograph, record or film). Uses creative thinking techniques to refine ideas|2.1. Implements creative and artistic ideas for society and current goals. Uses a variety of creative thinking techniques to refine ideas. Text, sound, image, movement and various technologies are used to realize the idea

621

|2.2. Tells about the discoveries gained in the process of creating ideas, joy, satisfaction and contribution to joint work. Discuss difficulties. Talk and listen to others|2.2. Describes the process of creating your ideas, daring, choice, investment, satisfaction, overcoming difficulties|2.2. Analyzes the process of generating ideas, evaluates your contribution, experience and group activities. When presenting an idea, treat the audience responsibly and respectfully

622

|2.3. Performs in front of the audience in an individual performance. Tells about the experience during the performance, evaluates his performance|2.3. Performs in front of the audience in an individual performance, recognizes anxiety and fear and, with the help of an educator, seeks a solution. Evaluate your own and others' performance|2.3. During the public performance, the acquired skills (speech, movement, imagination) are purposefully used. Evaluate the quality of one's own and others' performance according to the purpose of the idea. Evaluate your growth

623

|(% colspan="3" %)3. In creative activity, a person explores and expresses his / her identity, understands different world views and traditions, values heritage and artistic innovations

624

|3.1. Individually, in pairs or in a group, they agree on the steps of implementing the idea and create creative work by experimenting (for example, writing small creative works in the amount of genres and imaginative means learned in writing or orally. Experimenting with sound tools, composing simple melodies with folklore texts free-form, creates and records sound paintings). Evaluates the work according to certain criteria|3.1. Discusses, discusses ideas, individually, in pairs or in groups creates creative work (for example, writes rhythmic literary texts, dialogues, monologues, story messages, imaginative descriptions, experiments in the fantasy or literary fairy tale genre, composes a piece using one of the learned forms of music, creates sound scores, creates sound stories), experimenting and combining means of artistic expression according to the purpose of the creative work|3.1. Following the planned steps of the creative process, uses a variety of artistic and figurative means of expression according to the purpose of the idea, combines audio and visual, two-dimensional and three-dimensional art forms in creative work (for example, experimenting with poetic, prose or dramatic text, composing , creates a production and its design), purposefully uses digital technologies. Responsibly evaluates one's own and others' achievements according to jointly developed criteria

625

|3.2. Recognizes and uses different materials, techniques and techniques of different types of art in creative work (for example, creates stories and images in puppet and object theater techniques, draws, creates, paints, makes collages, photographs)|3.2. Shares experience, experiments and combines various materials, techniques, techniques and technologies for creative work (for example, makes sound tools, realizes a stage performance, draws, paints, creates, photographs, films, creates animations). Justify your choice|3.2. Collaborates and responsibly implements the idea of creative work. Listen to other opinions, discuss and independently make decisions on the choice of materials, techniques, methods and technologies appropriate for the implementation of the idea

626

|3.3. Interprets a work of one art form with the means of expression of another art form to an extent appropriate to the age, for example, illustrates a literary or folklore work, a song or composition with the means of visual art expression, tells each other what images can be created|3.3. Uses the possibilities of different types of art (literature, visual and audiovisual arts, music, theater) to express their emotions, values and ideas. Interpret works of art (literature, visual and audiovisual arts, music, theater) to an age-appropriate extent with the means of expression of other art forms. Compare how the representation of the same story in different art forms differs|3.3. Uses his aesthetic experience in creative work. Interprets works of art (literature, visual and audiovisual arts, music, theater) to an extent appropriate to the age, choosing and using means of expression of other art forms, argues one's choice

627

|3.4. Tells about the course of creative work, your technical and linguistic skills and evaluates your performance according to your intentions. Takes responsibility for one's own and others' work|3.4. Demonstrates, exhibits, plays, writes and reads collaborative work. Evaluate works created by oneself and classmates as author's works. When using works or ideas of other authors, they are referred to, citing sources|3.4. Analyzes the experience of discovery, co-experience, the joy of creation, daring and problem solving in the creative process and collaboration. Complies with copyright regulations

628

|3.5. Finds out and evaluates the personal significance of works of art (literature, visual and audiovisual arts, music, theater, design and architecture) according to certain criteria. Express their views and listen to different views|3.5. Researches and evaluates the possibility to express one's identity in the most important works of world and Latvian art (literature, visual and audiovisual art, music, theater, architecture and design) and in the cultural space according to one's own criteria. Selects works that have become personally significant, inspires their creative work in their research|3.5. Analyzes the manifestations of current processes in society in various forms of contemporary art, comments on the personally significant

629

|3.6. Proof of belonging to a certain culture by participating in events of folk traditions. Explains their personal significance|3.6. Describes and evaluates the importance of tangible and intangible cultural heritage (eg oral traditions and expressions, rituals, Song and Dance Festival) in preserving identity|3.6. Researches and analyzes the significance of tangible and intangible cultural heritage (eg oral traditions and expressions, rituals, Song and Dance Festival). Justifies your unique belonging to a certain culture and living environment. Evaluate yourself as a creator of cultural heritage

630

|3.7. Collaborates in the preservation of cultural heritage in the immediate area, engaging in joint activities, implementing ideas in the public space (school and outside)|3.7. Cooperates in the preservation of cultural heritage in the immediate vicinity by jointly implementing socially, economically or ecologically significant artistic ideas in the public space. Expresses your identity in art by influencing the environment and promoting understanding of different social groups and cultures|3.7. Cooperates in the preservation and promotion of cultural heritage. Involves in the creation of learning, living and recreation environment, eliminates shortcomings. Justifies the need to create, is aware of the creative process as a result of the author's self-expression and entrepreneurship

631

|3.8. Listens and distinguishes traditional Latvian musical instruments (kokli, trideksne, sieve, stabuli) by image and sound. The groups study and discover the principles of instrument sound formation|3.8. Hears, explores and explains the differences between the traditional musical instruments of the Baltics and other nations. Tells about the role of musical instruments in folk traditions|3.8. Listens, researches, distinguishes classical and popular musical instruments by image, title and timbre, explains their use according to the style and age of music. Listen to and compare different interpretations of the same piece

632

|3.9. In individual, pair and group stage action imitates what is seen. Reflects personal experiences by reproducing the events of everyday life and experimenting with ways to express them|3.9. Feels in the role, works in the image, cooperates within the image with another image. Solves problems and conflicts in stage action within the image. Expresses opinions about the experience gained and describes emotions|3.9. Creates a role, stage image and performance content, purposefully using your body, speech and imagination. Analyzes and evaluates the compliance of one's own and others' performance with the goal

633

|(% colspan="3" %)4. Works of art arise in the interaction of a certain era and culture. They create diverse experiences, develop aesthetic and cultural understanding and are able to bring about change in society

634

|4.1. Attends cultural events (such as exhibitions, performances, films, concerts, literary events), observes the urban environment, talks about his impressions, listens to different views. During the visit to a cultural event, learn to follow an appropriate pattern of behavior|4.1. Attends cultural events (such as exhibitions, performances, films, concerts, literary events) to create your own cultural experience. Evaluates their personal significance and topicality, expresses and substantiates their opinion and accepts different opinions. An appropriate pattern of behavior is observed during the visit to the cultural event|4.1. Choose cultural events that suit your interests. Evaluate their cultural experience orally and in writing, expressing their attitude towards the life and cultural values inspired by the original works

635

|4.2. Describes what is perceived in a work of art (for example, objects, images, plot, themes) and what can be imagined (for example, mood, experience, associations)|4.2. The impact of a work of art on different types of perception (eg linguistic, visual, auditory, kinesthetic) is assessed individually. Interprets the information and ideas contained in a work of art (visual and audiovisual art, music, literature, theater, architecture and design) and perceives the imagination, expresses one's opinion, emotional attitude and aesthetic evaluation|4.2. Analyzes and describes the form and aesthetic aspect of works of art. Interpret works in their entirety (content and form)

636

|4.3. Appreciate the unusual, the natural, the gorgeous, the ancient as values in life. Explain in his own words the importance of examples of art, design and architecture in the immediate environment in the personal and social environment|4.3. Sees and evaluates the author's self-expression, human experience and mutual relations, cultural and environmental reflection in works of art (literature, visual and audiovisual arts, music, theater, architecture and design). Describes and evaluates the problems and values actualized in the work of art, linking them with personal experience and what is happening in the world|4.3. Analyzes and discusses individual and socially important values included in a work of art (literature, visual arts, music, theater)

637

|4.4. Listens, watches, observes, explains in his own words the main features of a work of art (for example, a song, a composition, a work of visual and audiovisual art)|4.4. Reads, listens, watches and observes works of various art forms (literature, visual and audiovisual arts, music, theater) corresponding to the purpose of learning. Expresses his / her opinion about what he / she has read, heard, seen and describes works of different genres and styles in music and visual arts. Learn to distinguish and choose high-quality works of art|4.4. Reads, listens, watches, observes works of various art forms (literature, visual and audiovisual arts, music, theater), genres, styles and directions corresponding to the purpose of learning, expanding one's ethical and aesthetic experience. Analyzes and discusses the features and means of artistic expression according to the genre, style and direction in music and visual arts. Learn to distinguish and choose high-quality works of art

638

| |4.5. Describes images, compares images and their values and interests. Introduces familiar popular works of art (literature, visual and audiovisual arts, music, theater, architecture and design) and the diversity of images, justifies their popularity in society|4.5. Analyzes the role of works of art (literature, visual and audiovisual arts, music, theater, architecture and design) and images in the expression of various ideologies and policies. Evaluates the influence of a work of art, its author and responsibility in shaping public opinion. Analyzes the popularity of authors and their works over time

639

640

Acting Minister of Education and Science,

641

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 =

649

650

|(% colspan="3" %)1. In general, matter consists of very small particles

651

|(% colspan="3" %)1.1. Structure of matter, diversity

652

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

653

|1.1.1. Tell in your own words that objects (bodies) have a certain structure and that they are divisible.(((

654

1.1.2. Group materials and mixtures by properties (solid, liquid, gaseous, color, odor, soluble, insoluble in water) according to safety rules

655

)))|1.1.1. An indirect indication in the experiment (eg odor distribution in the room, mixing of the substance with water, drying of the liquid) is observed that the matter decomposes into small, invisible particles.(((

656

1.1.2. Group everyday mixtures (homogeneous, heterogeneous) by characteristics, using their own observations, experimenting and following safety rules

657

)))|1.1.1. Explains the structure of matter (from atoms, molecules, ions) and the interaction of its constituent particles (atoms, molecules, crystalline and amorphous substances). Shows the structure of the atom (nucleus: protons, neutrons, electron shell) in the periodic table of chemical elements 1-3. period elements. Explains heat transfer, electrical conductivity, magnetic properties of substances as evidence of particle motion.(((

658

1.1.2. Classify substances according to their composition - inorganic substances (metals, non-metals, oxides, acids, bases, salts), organic substances (hydrocarbons, alcohols, organic acids).

659

660

1.1.3. Substantiate the possibility of decomposition of mixtures of substances (evaporation, distillation, filtration) by experimenting according to safety rules and using information sources

661

)))

662

|(% colspan="3" %)1.2. States of substances

663

|1.2.1. Tells about changes in water in nature (melting, boiling) in connection with temperature changes, performing experiments under the guidance of a teacher and following safety rules|1.2.1. Shows the change in the physical state of a substance during melting, boiling, freezing, condensation and the change in volume (expansion, contraction), showing how the change in the distances between the constituent particles of a substance under the influence of temperature changes the physical state of the substance|1.2.1. Compares the physical states of substances, showing the location of the particles forming the substance and explains in a graph the change of the physical states of the substance and the temperature dependence on the duration of heat supply

664

|(% colspan="3" %)1.3. Properties of matter

665

|1.3.1. Compare the masses of different bodies of the same volume to determine which is lighter or heavier.(((

666

1.3.2. When performing experiments, justify the choice of materials (metal, plastic, wood, stone, paper, clay, leather, fabric, glass) for the production of specific objects, comparing the properties of materials (hardness, elasticity, water permeability)

667

)))|1.3.1. Relationships about the density of substances are formulated in words by experimenting with different and equal bodies of mass and volume.(((

668

1.3.2. Substantiate which objects can be made of material (metal, plastic, wood, stone, paper, clay, leather, fabric, glass) or obtain a new material (eg composite material) using different sources of information and experimentally tested properties (density, watertightness) ), thermal conductivity, electrical conductivity

669

)))|1.3.1. Expresses density as a mathematical relationship between mass and volume, determines it experimentally and finds it in various sources of information.(((

670

1.3.2. Substantiation of the use of substances and their mixtures for a specific purpose in relation to their physical and chemical properties (use of metals and alloys, use of acids and bases).

671

672

1.3.3. Describe the substance according to its intrinsic physical and chemical properties, conclude on the intrinsic, similar and different chemical properties of the substance in relation to its composition, show the relationship between the classes of substances (metals, non-metals, oxides, acids, bases and salts) by experiment

673

)))

674

|(% colspan="3" %)1.4. Processes with substances

675

|1.4.1. Gained experience to perform experiments (substances that are miscible and immiscible with water, soluble in water) under the guidance of a teacher, observing safety regulations.(((

676

1.4.2. Give examples of everyday substance transformations (eg wood is chopped and burned, sugar is chopped and heated)

677

)))|1.4.1. Describe the process of dissolving a substance using the terms "solute", "solvent", "solution", experimenting and comparing the dissolution of different substances in water.(((

678

1.4.2. Describe when experiments are performed according to safety rules or daily changes in substances that can occur repeatedly (substance does not change), such as water freezes, and changes that occur only once (substance changes), such as wood burns

679

)))|1.4.1. The solubility of the substance at different temperatures is compared using the terms "saturated solution", "unsaturated solution", "solubility", "crystallization", using graphs and other information from different sources.(((

680

1.4.2. Sees signs of physical and chemical transformation by experimenting with safety rules or daily observations. Classifies transformations using their characteristics.

681

682

1.4.3. Explain the nature of chemical transformations (eg combustion, neutralization) related to changes in the composition of the substance and the loss of mass of the substance. Predict interactions between substances (combustion of simple substances and hydrocarbons, reactions of metals with sulfur, chlorine and acid, reactions of acids with bases, reactions of oxides with water, reactions of metal oxides with hydrogen, reactions of carbonates with acid) using a periodic table of chemical elements, solubility table , a series of metal activity, noting them down by chemical reaction equations

683

)))

684

|(% colspan="3" %)2. Objects can interact with each other remotely

685

|(% colspan="3" %)2.1. Radiation - sound waves and electromagnetic waves

686

|2.1.1. Give examples where natural and artificial light sources, reflection, are used and / or observed in practice.(((

687

2.1.2. Explain with everyday examples that the environment (eg basement, forest, thick walls) and distance affect radiation reception by experimenting with remote control devices of different technologies, mobile phones, observing

688

)))|2.1.1. Explains with daily examples the spreading of light (shadow), reflection (flat mirror) and refraction (magnifying glass, rainbow) by experimenting and observing demonstrations.(((

689

2.1.2. Explain in your own words that sound can be amplified, it can be reflected (echo) and sound properties (high, low, loud, quiet) depend on oscillations

690

)))|2.1.1. The light beam model compares the propagation, reflection, refraction and use of light and other electromagnetic waves in technologies (eg glasses, wireless devices, radios, microwave ovens) by experimenting and observing demonstrations.(((

691

2.1.2. Sees and explains the common properties of mechanical (sound) and electromagnetic waves (generation, propagation, absorption, perception, human exposure, application), experimenting, observing demonstrations, using different sources of information.

692

693

2.1.3. Associates sound characteristics (period, frequency, amplitude) with subjective sound perception (pitch, volume)

694

)))

695

|(% colspan="3" %)2.2. Physical fields - magnetic field, gravitational field and electric field

696

|2.2.1. Explain using examples that the Earth attracts all objects.(((

697

2.2.2. Gained experience in experiments on the interaction of magnets and the interaction with materials attracted by magnets

698

)))|2.2.1. Explains with experimental examples the effect of magnetic field on the compass and the practical use of the compass.|2.2.1. Sees the common properties of electric, magnetic and gravitational fields (direction of action, attraction / repulsion interaction, dependence of field intensity at different distances from the field source), observes demonstrations and simulations, depicts magnetic and electric fields

699

|(% colspan="3" %)3. The effect of the total force is required to change the movement of the object

700

|(% colspan="3" %)3.1. In motion

701

|3.1.1. Compare the movement of two objects with each other using the terms "faster", "slower", "higher speed", "lower speed" by observing and experimenting|3.1.1. The concept of "speed" is formed by comparing the distances covered in one unit of time, experimenting and expressing it with a verbal and mathematical relationship.(((

702

3.1.2. Explain in your own words that speed can change during movement, and calculate the average speed by experimenting and observing

703

)))|3.1.1. Analyzes smooth and uneven motion using a graphical representation of motion characteristics (road, average speed, instantaneous speed, time).(((

704

3.1.2. Compares smooth and uneven motion as well as straight, curvilinear and oscillating motion when experimenting and watching demonstrations

705

)))

706

|(% colspan="3" %)3.2. Operation of forces

707

|3.2.1. Explains that applying force (pushing, pulling, throwing or lifting) can change the movement of the object and / or deform it during experiments.(((

708

3.2.2. In experiments, it is explained that friction depends on the material and the surface

709

)))|3.2.1. Explain that the rate of change of the object's speed of movement (or the amount of deformation) depends on the mass of the object and the amount of applied force, experimenting and using ICT, names the forces acting on the object, explaining the balance, modeling different situations.(((

710

3.2.2. Explain with examples the advantages and possibilities of using simple mechanisms (inclined planes, levers and pulley) in everyday experiments.

711

712

3.2.3. Experiments characterize objects that float or sink

713

)))|3.2.1. Explains the interaction of bodies, depicting forces in the drawing (indicating the direction of action, size, point of attachment) and change of motion, using the concepts of resultant force and inertia. Determine frictional force, body gravity and weight.(((

714

3.2.2. The conditions for swimming (eg ships and submarines) or flying (eg balloon) shall be explained by experimentation and the necessary calculations.

715

716

3.2.3. Determine the dependence of pressure on body force and support area by experimentation and use in calculations. Explains the practical application of pressure (mechanical in gases and liquids) by experimenting, observing demonstrations, using various sources of information

717

)))

718

|(% colspan="3" %)3.3. Safety

719

|3.3.1. Name examples of safe movement at school and on the way to school, experiment (friction, inertia) and collaboratively create recommendations for safe movement|3.3.1. Explain in your own words that the stopping of an object is affected by its mass, speed, road surface and other conditions, using information from the proposed sources on vehicle braking|3.3.1. Evaluates risk factors in vehicle movement by experimenting, observing demonstrations, using various sources of information

720

|(% colspan="3" %)4. Energy is not lost or created in the universe, energy can be stored in different forms and in certain processes it passes from one form to another.

721

|(% colspan="3" %)4.1. Mechanical energy

722

|4.1.1. Using examples and experimentation, characterize that the consequences of a falling object depend on the mass of the object and the height from which the object falls|4.1.1. Using examples and experimentation, explain that the consequences of a moving object depend on the mass and speed of the object.|4.1.1. Explains that mechanical energy can be stored by lifting the body above the ground, moving the body or reversibly deforming it.(((

723

4.1.2. Explains the changes in energy (kinetic, potential, total mechanical energy) in motion using mathematical relations of kinetic and potential energy determination, bar graphs, experimenting, observing demonstrations, using various sources of information

724

)))

725

|(% colspan="3" %)4.2. Internal energy

726

|4.2.1. Explain in your own words the observations obtained in the experiment that energy is needed to heat objects or change the physical state of a substance|4.2.1. Experiment and use examples to explain that mechanical (friction) or heating of an object or substance can change its temperature or physical state. Explain that the rate of heating of bodies depends on the initial temperature, surface area and mass|4.2.1. Using examples, it is explained that the heating rate of a substance under the same heating conditions differs for different substances and that burning the same amount of fuel produces a different amount of heat.(((

727

4.2.2. Explains thermal processes (heating, cooling) and determines mathematical relationships for determining the amount of heat, as well as explains with examples that in processes (melting, solidification, evaporation, condensation) the temperature of the substance does not change by experimenting, observing demonstration, using information from physical size tables and heat process schedules

728

)))

729

| |4.2.2. Give examples of how processes and phenomena can be described by energy exchange (eg plant growth, body cooling, weather)|4.2.3. Explains that in chemical reactions energy is either generated or consumed, that substances are stored in substances that are released or absorbed by the rearrangement of particles. Energy release may need to be activated

730

|4.2.2. Explain the observations in your own words - in order for an electrical device to work (for example, a light bulb is lit, a telephone is working), a source of electricity is needed.(((

731

4.2.3. Name the sources of electricity used in everyday life and observe safety regulations when working with electricity sources, recognize and observe warning signs

732

)))|4.2.3. Explains that electrical energy is the attraction of charged particles, which turn into motion, closing the circuit. It is practically tested and characterized that in order for an electrical device to work, it must be connected to a power source in a closed circuit. Recognizes electrical designation (voltage in volts).(((

733

4.2.4. Name specific examples of electrical and thermal conductors and insulators, their application possibilities, using experimental observations on the electrical conductivity and thermal conductivity of materials

734

)))|4.2.4. Explains electrical processes using mathematical relationships between electrical characteristics (current, voltage, electrical resistance), experimenting and visualizing series and parallel connection

735

|(% colspan="3" %)4.3. Energy flow (law of energy indestructibility)

736

| |4.3.1. Describe using an example that other forms of energy can be obtained from electricity (thermal energy, mechanical energy)|4.3.1. Explains the change in full mechanical energy in motion using frictional heat transfer, experimentation, observation demonstrations, using various sources of information

737

|4.3.2. Give examples of one type of energy being converted into another type of energy (eg natural gas, fuel, wood, other fuels, solar thermal, solar, hydro) using ICT or watching a demonstration.|4.3.2. Explain in a specific example that energy (electricity, heat, light, energy for living organisms) can be obtained from different natural resources and transferred from one type to another using information from different sources in collaboration|4.3.2. Explains that a body with a higher temperature heats the surrounding bodies with which it is in contact until their temperature equilibrates. Explains other mechanisms of energy transfer by electromagnetic radiation and convection. Evaluates the advantages and disadvantages of different types of electricity generation (eg thermal, hydro, nuclear, solar and wind power plants)

738

|4.3.3. Uses and justifies the need to perform simple actions (for example, turning off the light in the room, leaving it) to save energy in everyday life|4.3.3. Use the most efficient energy saving techniques and choose the most appropriate ones, justifying your choice|4.3.3. Selects energy saving techniques in everyday situations, offering solutions for efficient use of electricity and heat

739

|(% colspan="3" %)4.4. A job

740

|4.4.1. Give examples that work requires energy. The further the object has to be pulled or lifted, the more energy must be consumed|4.4.1. Describe, on the basis of practical testing, that the same work can be performed with longer power at lower power or with shorter time with a more powerful device.|4.4.1. Finds regularities between work, energy and power by comparing different expressions of energy (mechanical, electrical, heat), using physical concepts, quantities, symbols and mathematical relations, using different sources of information, experimenting

741

|(% colspan="3" %)5. The interaction of Earth systems affects the formation of the Earth's surface and climate

742

|(% colspan="3" %)5.1. Lithosphere

743

|5.1.1. Describe the rocks in the immediate vicinity according to simple features (color, hardness) and, when performing field work, determine that the soil is formed of parts of rocks|5.1.1. Recognizes rocks found in Latvia (limestone, granite, sand, sandstone, clay) and sees examples of their use in farming and everyday life (construction, road construction, household items) when doing field work.(((

744

5.1.2. Describes the structure of the Earth (Earth's crust, mantle, core) and relief forms (mountains / valleys, highlands, lowlands / plains), creating and using simple models.

745

746

5.1.3. Explains the impact of natural processes (wind and water activities, temperature changes) and human activities (construction of roads and river dams, field maintenance, mining) on the Earth's surface changes in Latvia (river and sea shores, landslides, quarries, area vegetation) changes) using field observations and comparing cartographic materials from different years (satellite images, aerial photographs)

747

)))|5.1.1. Explains the formation of rocks (magmatic, metamorphic, sedimentary) as a result of natural processes (erosion, decay, movement of tectonic plates), modeling the movement of rocks and using information sources.(((

748

5.1.2. Explains how natural processes have affected the formation and location of geological hazards (volcanoes, earthquakes), land surface (mountain ranges, plains, lowlands, Latvian relief large and medium forms) and World Ocean (deep grooves, mid-ocean ridges) relief sources, using information sources materials, using digital map services and online databases, creating visual models and performing field work (surveys of Latvian relief forms).

749

750

5.1.3. Explains soil formation and changes as a result of interaction of natural processes, soil types and their characteristic vegetation location in Latvia, using soil horizon models, cartographic materials and field work

751

)))

752

|(% colspan="3" %)5.2. Hydrosphere

753

|5.2.1. Describe the Earth's surface shape (hill, plain), water bodies (lake, river, sea, pond, canal) in the immediate vicinity, seeing similarities (eg all hills have peaks, all water bodies have shores) and differences (hill height, man-made and naturally formed body of water) and modeling|5.2.1. Group the parts of the hydrosphere by different characteristics (freshwater / saltwater, inland / ocean and marine, groundwater / surface water) and describe examples of their interrelationship, water volume and location on Earth using the water cycle model, cartographic materials and data from available sources|5.2.1. Describes the geographical differences in water circulation and evaporation / precipitation ratios on Earth by performing water balance calculations, modeling and using cartographic materials.(((

754

5.2.2. Explains the conditions of formation of parts of the hydrosphere (rivers, lakes, seas, groundwater) and describes their location in the world and in Latvia, using cartographic materials, information sources and field work.

755

756

5.2.3. Explains and describes the regularities of the global ocean circulation and their role in the formation of climate differences on Earth, using cartographic materials, information sources (climatograms) and data (differences in water temperature and salinity)

757

)))

758

|(% colspan="3" %)5.3. Atmosphere

759

|5.3.1. Describe the diurnal and seasonal differences in weather conditions (temperature, type and amount of precipitation, wind speed and direction) in the immediate vicinity and select weather-appropriate clothing through systematic weather observations and meteorological forecasts|5.3.1. Describes the structure (layers) and composition of the atmosphere (air as a mixture of different gases) and explains atmospheric processes (wind formation) through fieldwork and the use of models, cartographic materials and information sources.(((

760

5.3.2. Explains the location of heat bands (cold, moderate, hot) on Earth and the regularities of seasonal differences (summer in the Northern Hemisphere - Winter in the Southern Hemisphere) using the Earth-Sun interaction model

761

)))|5.3.1. Explains the causes of geographical differences in climate (climate zones, continental and oceanic climate) (geographical location of the area and angle of sunlight, relief, atmospheric circulation, uneven warming and cooling of land and water) in the world and in Latvia, using cartographic materials, information sources , data tables, climatograms)

762

|(% colspan="3" %)5.4. Natural resources

763

|5.4.1. Give examples of the use of natural resources or their components (including air, water, forest, oil) in the daily life of your family and describe the possibilities of their replacement and conservation.|5.4.1. Group natural resources (renewable and non-renewable) and describe their conservation, reuse and recycling options, using information sources and observations|5.4.1. Describes the regularities of the location and availability of natural resources and minerals of world significance in the world and in Latvia, examples of their rational use and possibilities of restoration, gathering information from sources and cartographic materials

764

|(% colspan="3" %)5.5. Natural hazards

765

|5.5.1. Describe examples of natural hazards (storm, storm, heavy snowfall, floods, heat) and principles of safe action to reduce potential risks using information sources|5.5.1. Describe the causes and consequences of natural hazards (landslides, landslides, floods, shorelines) and the different possible mitigation solutions using information sources and field observations|5.5.1. Explains the causes of natural hazards (earthquakes, volcanic eruptions, tsunamis, forest fires, desertification, hurricanes), consequences, technological possibilities of location, forecasting, monitoring and mitigation, using information sources and cartographic materials.(((

766

5.5.2. Explains the importance of scientific research and technological advances in natural phenomena (earthquakes, volcanic eruptions, floods, hurricanes) in forecasting the possible location / time of natural hazards and solving environmental problems using cartographic materials and information sources

767

)))

768

|(% colspan="3" %)6. Our solar system is a very small part (one of billions of galaxies) in the universe

769

|(% colspan="3" %)6.1. Elements of the universe

770

| |6.1.1. Name elements of the universe (such as the Polar Star) and constellations (such as the Big Cart, Big Carts) using star maps and observations|6.1.1. Illustrates the scale of the universe and the hierarchy of its structures (planets around stars, galaxies, clusters of galaxies), explains how to obtain information about the structural elements of the universe and their properties.(((

771

6.1.2. Explains what a galaxy is, individually or in a group, structuring information about the diversity of galaxies

772

)))

773

|(% colspan="3" %)6.2. Solar system

774

|6.2.1. Explain in your own words that stars are objects in the universe that emit light and heat using the observations of the stars closest to Earth - the Sun - ICT|6.2.1. Name the elements of the solar system (all planets, the Sun) and see their interrelationships when modeling, observing and using ICT|6.2.1. Explains the structure of the solar system and the movement of bodies, compares the Sun with other stars (size, temperature, color, radiated energy), using a schematic representation of the evolution of stars, explains the most significant changes in the Sun during its evolution

775

|(% colspan="3" %)6.3. Planet Earth

776

|6.3.1. Describes the change of the phases of the Moon, the alternation of day and night, changes in the length of the day, observing and modeling the movement of the Sun, Earth and the Moon|6.3.1. Describes the formation of lunar and solar eclipses, regularities of tides and seasons on Earth, observing and modeling the mutual movement of the Sun, Earth and Moon|6.3.1. Explains the formation of Earth systems (lithosphere, hydrosphere, atmosphere, biosphere) and describes (living organisms, climate, natural processes) stages of Earth development, referring to current hypotheses and theories of modern science and using information sources (geochronological table)

777

|(% colspan="3" %)7. The life processes of organisms are provided by cells with a limited lifespan

778

|(% colspan="3" %)7.1. Life processes, life maintenance

779

|7.1.1. Observing plants and animals in the immediate area, one can see the difference between living and non-living in nature, giving examples of life processes (movement, reproduction, response to stimuli).(((

780

7.1.2. It is substantiated that the maintenance of animal and plant life is ensured by the intake of water and air, the intake or production of feed, the disposal of waste, the maintenance of temperature.

781

)))|7.1.1. Explain in your own words the course of life processes (feeding, growth and development, reproduction, excretion), observing animals in their natural environment, using ICT and reproducing and growing plants|7.1.1. Compare the course of life processes in different countries of living organisms (animals, plants, fungi) (respiration, excretion of substances, feeding, reproduction, transport of substances, regulation of the organism, response to irritation), modeling, experimentation, using different sources of information

782

|(% colspan="3" %)7.2. Structure of organisms

783

|7.2.1. Identify plants, animals and their parts using plant and animal models, drawings, organisms, sources of information, including digital (common plants and animals from the immediate area, such as oak, birch, dandelion, elk, wolf, hedgehog, dog, cat, snake, fly, pigeon, earthworm).(((

784

7.2.2. Describe in your own words what tasks different organs perform in the body

785

)))|7.2.1. Experimenting, visualizing, using various sources of information, observing plant cells under a microscope, explains that the animal and plant parts - organs - have different cells (different shape, color and location) that affect the processes in the organs.(((

786

7.2.2. Finds the connection between the organ systems of different animals (respiratory, digestive, circulatory and musculoskeletal) and their role in life support, using information sources and models offered by the teacher.

787

788

7.2.3. Describes the principle of how the body's own systems work (respiratory, digestive, circulatory and musculoskeletal)

789

)))|7.2.1. Explains the relationship between plant and animal life processes (growth, development, reproduction, uptake and excretion) and the structure of the organism (tissues, organs, organ systems) and cells (nucleus, plasma membrane, cytoplasm, cell shell, vacuole, chloroplast), creating visual materials, models, experimentation, observation under a microscope.(((

790

7.2.2. Compare the organ systems (respiratory, digestive, circulatory and musculoskeletal) of different animals (vertebrates, arthropods, worms, molluscs) using different information sources, models.

791

792

7.2.3. Finds regularities between human processes by experimenting (blood pressure, pulse, respiratory rate, lung volume) and using different sources of information

793

)))

794

|(% colspan="3" %)7.3. Life cycle

795

|7.3.1. Explain in your own words that living organisms grow, develop and change over time, visualizing, modeling.(((

796

7.3.2. Explain in your own words the changes that take place with a person as he grows and develops

797

)))|7.3.1. By experimenting with the clear plant development cycle (plant germination from seed, growth, flowering, pollination, fetal development, seed development) and the frog and butterfly development cycle, observing and using the terms "egg", "caterpillar", "tadpole", "larva", "adult animal".(((

798

7.3.2. Explains in one's words the development of a person in adolescence, changes in the body during puberty, accepts the peculiarities of one's body, explains the importance of personal hygiene

799

)))|7.3.1. By observing and using different sources of information, the stages of development cycles of animals (butterfly, grasshopper, bird, fish, reptile, amphibian, mammal) are compared.(((

800

7.3.2. Explains the human development cycle and the factors that affect it, analyzes actions in the field of reproductive health (postponement of sexual life, the importance of contraception), using various sources of information and evaluating their reliability

801

)))

802

|(% colspan="3" %)7.4. Levels of organization

803

|7.4.1. Explains that the body consists of organs that perform certain tasks by observing and using ICT|7.4.1. Explains the subordination of levels of organism life organization (cell, organ, organ system, organism) by observing and using ICT|7.4.1. Explains the subordination of the life organization levels of organisms (molecule, cell, tissue, organ, organ system, organism) by modeling, observing and using different types of information.(((

804

7.4.2. Compares and displays cells and tissues in a biological drawing using a microscope, looking at finished and formed micropreparations

805

)))

806

|(% colspan="3" %)7.5. Healthy lifestyle

807

|7.5.1. Develops a habit of taking care of the health of one's body (personal hygiene, proper nutrition, sufficient physical activity, sleep) and development, justifies the importance of one's activities|7.5.1. Acts responsibly towards one's own and others' health by making recommendations on lifestyle (personal hygiene, healthy eating, physical activity, daily routine, reproductive health), as well as the impact of the use of addictive substances on human health, using various information|7.5.1. Acts responsibly towards one's own and others' health, making recommendations and concluding about the impact of lifestyle (diet, physical activity, harmful habits), daily routine and environmental conditions on the body's health, using information from various sources and assessing its reliability

808

|(% colspan="3" %)8. Organisms often depend on or compete with other organisms for energy and materials

809

|(% colspan="3" %)8.1. Food chain

810

|8.1.1. Experiment and explain in his own words that green plants can also produce the nutrients they need from sunlight and also store them.(((

811

8.1.2. By observing and using the offered sources of information, explain in your own words that animals obtain energy by eating plants or other animals, creating a food chain (up to 3 stages)

812

)))|8.1.1. Create a food chain (up to 5 stages) using the given information sources and learning games. Use examples to explain how food chains form and function in nature (vegetarian, carnivorous, omnivorous)|8.1.1. Forms food chains and networks using various sources of information, observations, fieldwork. Explains the types of interaction of organisms (symbiosis, neutrality, predation, competition, parasitism) and the flow of energy in ecosystems.(((

813

8.1.2. Explains the interrelationship of organisms in the ecosystem, grouping them according to the type of energy and substance extraction (producers, consumers, degraders), using various sources of information, observations, modeling

814

)))

815

|(% colspan="3" %)8.2. Ecosystem

816

|8.2.1. Illustrated with examples that can grow and live in the immediate vicinity, meadow, forest and swamp, observing using the provided information sources, fieldwork observations, ICT|8.2.1. Compares man-made (city, park) and natural (forest, swamp, meadow) ecosystems by species diversity (plants, animals, fungi) and natural conditions (temperature, humidity, soil layer thickness and color, rock particle size) by making observations, fieldwork and modeling|8.2.1. Compares Latvian ecosystems by species diversity (plants, fungi, molluscs, arthropods, vertebrates), natural conditions (temperature, precipitation and regime, soil type, lighting), location, fieldwork and modeling.(((

817

8.2.2. Describe biomass and its location on Earth (including the altitude band) by comparing their location, typical environmental conditions (precipitation and regime, temperature, soil type, altitude) and diversity of living organisms using cartographic materials and information sources (climatograms)

818

)))

819

| |8.2.2. Demonstrates the relationship between an organism, a species and an ecosystem through the observation and use of ICT|8.2.3. Explains the subordination to the levels of organism life (organism, species, ecosystem, biomass, biosphere) by modeling, observing and using different types of information

820

|(% colspan="3" %)9. Genetic information is passed on from one generation of organisms to the next

821

|9.1. Name examples of inheritance of external features of plants and animals by looking at pictures of different animals and plants, family photos|9.1. Group and explain with examples that there are innate and unborn signs by observing and using photos of oneself or another family.(((

822

9.2. Explain with examples (eg fruit trees, dog breeds) the purpose of selection and the need to obtain a new breed with the desired characteristics using various sources of information

823

)))|9.1. Predicts the inheritance of traits by analyzing images and developing a family tree for one trait.(((

824

9.2. Explains the purposes of genetic modification of organisms using various sources of information.

825

826

9.3. Explains the inheritance of traits (asexual reproduction, sexual reproduction) using genetic concepts (cell, nucleus, chromosomes, genes, DNA). Justify why the offspring with identical hereditary information are produced in the process of asexual reproduction and the offspring with different hereditary information are created in the process of sexual reproduction

827

)))

828

|(% colspan="3" %)10. The diversity of existing and extinct organisms is the result of evolution

829

|10.1. Represent or model the external characteristics of the animal (shape, color, way of feeding, parts of the body) to show the animals' suitability for the environment.(((

830

10.2. Recognize the most characteristic nearby plants and animals using drawings and diagrams.

831

832

10.3. Using simple sources of information and experimenting, explain with examples what conditions are suitable for plant growth and development in Latvia

833

)))|10.1. Model the adaptation of animals (mammals, reptiles, amphibians, birds, arthropods) and plants (foraging, reproduction, habitat) to a specific ecosystem.(((

834

10.2. Explains that there is a great diversity of plants and animals on Earth using ICT and studying fossils or their images.

835

836

10.3. Determines the plants and animals characteristic of the climatic conditions of Latvia, using determinants and systematic schemes, observing and performing field work

837

)))|10.1. Explains that the diversity and adaptation of modern living organisms (vertebrates, arthropods, plants) to the living environment is based on evolution, using phylogenetic, systematic and evolutionary schemes, various sources of information, observation, modeling.(((

838

10.2. Explains the impact of various factors (temperature, air composition, water, light, food availability) on the survival and development of living organisms, using various sources of information, modeling, experimentation.

839

840

10.3. Determines the systematic affiliation of the organism (plants and animals found in Latvia) depending on the purpose of the research, using organism determinants, classification schemes, observing and performing field work

841

)))

842

|(% colspan="3" %)11. The task of science is to find the causes of natural phenomena

843

|(% colspan="3" %)11.1. Conclusion, perception of causation

844

|11.1.1. Describe simple relationships with the help of a teacher and practical data, answer the research question|11.1.1. Sees changes in nature, formulates causal relationships, including experimental data, draws conclusions about the research question|11.1.1. Give examples of causal relationships in nature. Uses research data / results to reveal and substantiate regularities, to conclude, make proposals for future research

845

|(% colspan="3" %)11.2. Measurement. What is measured, what is measured and how is measured

846

|11.2.1. Use a measuring instrument (starting point, viewing angle, unit, scale direction), determine the length with a ruler, measuring tape (m, cm, mm), temperature with a thermometer (° C), volume with a measuring cup (l, ml), mass with scales (kg , (g), including with digital measuring devices. Using examples, explain that a measurement is a comparison with a standard, a unit of measurement, for which a scale is used|11.2.1. Select the appropriate instrument for the volume and task, measure the temperature with the sensor, the time with the stopwatch (h, min, s), the mass with the scales (mg), determine the celestial side and the azimuth with the compass, even if it is different (eg 2 ml). Explains what happens to simple measuring instruments (such as a liquid thermometer) during a measurement. The examples show which quantities can be measured directly, for which additional calculations must be used. Illustrates with examples that the accuracy of the measurement is affected by various factors|11.2.1. Justify the choice of measuring instrument, including digital (eg current and voltage, atmospheric pressure, lung volume, blood pressure, lighting, force, sound power level, gas concentration, pH of the solution medium), recording the measurement results using accepted notations, names , units of measurement. Practical examples explain how the measuring instrument scale is formed and the need to calibrate the measuring instruments. Associates the restrictions on the use of the measuring instrument (eg measuring volume) with the construction of the measuring instrument (eg liquid freezing temperature)

847

|(% colspan="3" %)11.3. Planning. Research question, hypothesis and forecasting, experiment planning

848

|11.3.1. In a simple, familiar, interesting situation where there is a change in size, formulate what you want to study, ask and / or predict. Initiated by the teacher, tells which questions need an experiment to answer, which are / cannot be tested experimentally.(((

849

11.3.2. With the help of a teacher, a simple experiment, fieldwork is planned to check the forecast / answer the research question and to obtain data by choosing and changing one value and following (measuring) the changes in the other

850

)))|11.3.1. Raises the research question by predicting the change of size descriptively (verbally) in situations that can be experimentally tested.(((

851

11.3.2. Plan a simple experiment, field work, following safety rules, predicting how values will be determined, how quantities will be measured. With the help of a teacher, the most appropriate method and type of data registration is selected depending on the research object

852

)))|11.3.1. When studying the composition and properties of substances and mixtures of substances, living organisms, territories, natural objects, phenomena or processes, a research question and / or a hypothesis about qualitative and quantitative relationships between dependent, independent and fixed values is formed.(((

853

11.3.2. Targeted planning of experimental data acquisition, predicting how values (quantitative / qualitative) will be measured, changed, selecting number of measurements, appropriate substances, describing and depicting objects, devices, equipment and accessories used for substance synthesis and analysis, process analysis, observing safety rules . The examples illustrate the importance of experimentation in obtaining evidence.

854

855

11.3.3. Plans field work to describe regularities and changes in nature, geographical processes, phenomena, choosing the most appropriate method (plot method, photography, outcrop drawing, mapping) and the type of data recording depending on the research object

856

)))

857

|(% colspan="3" %)11.4. Techniques and skills with the habit of doing them (safety)

858

|11.4.1. Use everyday accessories, utensils, simple devices, perform simple experiments, observe safety regulations and labeling of hazardous substances. Develops a habit of arranging the workplace|11.4.1. The sample is based on simple utensils, dishes (for example, by determining the melting point of ice, by connecting electrical circuits), forming a simple device, for example, for separating solids from a liquid, using everyday devices and materials. Develop a habit of following safety rules|11.4.1. Use the vessels and accessories needed for the experiment and field work, assembling the necessary equipment (eg for gas production and storage, separation of mixtures) using the description. Explains the meaning of safety regulations and acts in accordance with one's own and others' safety when studying the environment in natural science laboratories and everyday life

859

|(% colspan="3" %)11.5. Experimental methods. Substance analysis

860

|11.5.1. Experience in observing the properties of materials and substances (eg color, odor)|11.5.1. Describe the properties of the substances observed in the experiment (eg hardness, elasticity, melting point).(((

861

11.5.2. Perform simple experiments according to the description of the work process (for example, experimentally prove that there is air in the container). Use accessories and substances in accordance with the research question, observing occupational safety regulations

862

)))|11.5.1. Observe the characteristics of chemical reactions in experiments, use them to prove substances and describe the physical properties of the substance (color, physical state, odor, density), determine the factors that affect the rate of reaction when performing experiments according to safety rules.(((

863

11.5.2. Experimentally determine and calculate the mass fraction of the solute using the most appropriate mathematical strategy. Prepare a solution with a specified proportion by mass of solute, calculating the required mass of substance and the volume of solvent, taking into account the safety rules

864

)))

865

|(% colspan="3" %)11.6. Experimental methods. Synthesis of substances

866

| | |11.6.1. Synthesize the substance (eg calcium carbonate) as described. Calculate the quantity, mass, volume and mass or volume (of gases) of the reaction product and the raw material (gases) from the chemical reaction equation using the most appropriate mathematical strategy.

867

|(% colspan="3" %)11.7. Experimental methods. Field work

868

|11.7.1. With the help of a teacher, perform simple field work in the immediate vicinity (school, residence) to observe plants and animals, weather, differences in the earth's surface, water bodies and describe rocks and soil samples in a way that respects the environment.|11.7.1. According to the description of the work process, field work is carried out in the immediate vicinity (city, county) to draw a plan of the surroundings, determine the wind direction and measure its speed, observe changes in the Earth's surface (landslides, landslides, changes in rivers and seashores); animals and mushrooms, environmental conditions), examples of domestic use of rocks using the plot method, modeling food chains with respect for the environment|11.7.1. With gentle treatment of the environment, field work is carried out to explain the processes occurring in nature (energy flow in the ecosystem, soil formation, water and glacial erosion, sediment accumulation), their impact on the Earth's surface and natural objects (vegetation types, rivers, lakes, relief forms). ) in Latvia by observing ecosystems (diversity of organisms, environmental conditions), using the plot method, modeling food webs, drawing soil profiles and cross-sections of outcrops, describing water bodies (river current speed, river slope and slope, formation conditions) and terrain using digital applications with a built-in geographical positioning system to obtain geolocation data for your location

869

|(% colspan="3" %)11.8. Experimental methods. Microscopy

870

|11.8.1. With the help of the teacher, observe simple objects with a magnifying glass, microscope and tell about what is observed|11.8.1. Compare the shape and color of the cells using a microscope and using ready-made micropreparations|11.8.1. Observe (cells, tissues) and explain the observed, structural relationship with the functions to be performed using a microscope with the appropriate magnification, using ready-made or self-made micropreparations

871

|(% colspan="3" %)11.9. Monitoring and data recording

872

|11.9.1. Observes objects in nature and performs an experiment, records fieldwork and observations and data made during the experiment (number, characteristics), using the type of summary given / recommended by the teacher, eg table, photo|11.9.1. During fieldwork and experiment, objects and their changes are observed. Observed - obtained data (quantitative and qualitative changes in size) - are recorded with the help of a teacher, choosing the appropriate data recording method|11.9.1. Record the observations and data obtained during the fieldwork and experiment, selecting the most appropriate type of data recording (drawing, biological drawing, table, graph, map, photograph) and technological tool

873

|(% colspan="3" %)11.10. Data processing and analysis

874

|11.10.1. Displays experimental or other data in a visual way, such as a chart|11.10.1. The sample is used to process the data obtained during the fieldwork and the experiment or other available, available data (eg statistical data) by performing simple calculations using appropriate units of measurement, displaying the data in a demonstrable way.|11.10.1. Analyzes and processes data obtained during experimental and field work or other available, available data (eg environmental quality data), assessing their accuracy and reliability, choosing the most appropriate type of data representation (verbal, schematic, visual, graphical, symbolic, statistical, cartographic) ) and techniques (ICT), using the necessary units of measurement and their transformations, making the necessary calculations and comparing them with other sources of information.

875

|(% colspan="3" %)11.11. Evaluation of the experiment, determination of reliability, scientificity

876

|11.11.1. The course of the experiment is evaluated according to the criteria given by the teacher and the need for improvement is judged with the help of the teacher. Answers questions about the reliability of the obtained data|11.11.1. Evaluates the progress of the experiment and field work according to the criteria and offers improvements.(((

877

11.11.2. Evaluates the reliability of the obtained data by comparing their obtained data with the data of other students and theoretical data

878

)))|11.11.1. It is a habit to evaluate the progress of the experiment, field work and offer improvements to improve accuracy and progress

879

|(% colspan="3" %)11.12. Cooperation and communication in research

880

|11.12.1. Introduces the results of the experiment and field work, with the help of a teacher preparing a simple presentation or description of the experiment.(((

881

11.12.2. Collaborates in a group to perform simple research tasks

882

)))|11.12.1. When preparing a presentation, cartographic or written material according to the sample given by the teacher, inform about the results and conclusions of the experiment and field work.(((

883

11.12. [[2.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n2]] Collaborate in a group to carry out research tasks, sharing responsibilities, taking responsibility for their part of the work

884

)))|11.12.1. Informs about the results and conclusions of the research, experiment and field work, using the given criteria and choosing the most appropriate way of disseminating the results (eg protocol, presentation, infographics, map) to the intended audience, technology (ICT) and terminology.(((

885

11.12.2. Collaborates as a team to achieve a common goal by solving simple science problems, conducting research, participating in science projects, sharing resources, taking joint responsibility for results, and realizing that working together can achieve more

886

)))

887

|(% colspan="3" %)12.1. Explanations, theories and models are scientific if they best correspond to the observations and facts available at the time.

888

|(% colspan="3" %)12.1.1. Scientific explanation and argumentation

889

|12.1.1.1. Describe observed natural phenomena (seasonal changes, weather conditions) and processes (melting, evaporation) using simple scientific terms.(((

890

12.1.1.2. Form statements using facts to answer simple scientific questions using evidence from independent observations and measurements

891

)))|12.1.1.1. Explains processes and phenomena using data from multiple sources using scientific terms.(((

892

12.1.1.2. Makes a statement, generalizing, evaluating the facts, referring to the reliability and quality of data from experiments and observations performed by oneself and other classmates (number and accuracy of measurements, frequency of observations, recording)

893

)))|12.1.1.1. Explains processes and phenomena using abstract ideas, concepts, relations, mathematical tools (symbols, graphs), scientific terminology.(((

894

12.1.1.2. It tells how different interpretations arise in science and offers several interpretations of the data obtained by oneself.

895

896

12.1.1.3. Develops structured explanations, arguments, counter-arguments on topical issues in natural sciences (eg climate change, pollution, genetically modified organisms, invasive plants, alternative energy sources), using reliable sources of information, models, referring to scientific explanations, theories, experiments, research

897

)))

898

|(% colspan="3" %)12.2. Modeling

899

|12.2.1. Creates simple physical models (eg Earth's surface shapes, parts of organisms) that represent naturally occurring objects or organisms. Explains that models allow to more clearly represent real-world objects and imagine the processes taking place in nature|12.2.1. Creates models that depict natural and technological processes, the relationship between the structure of objects and organisms and their functions. Explains that models (including schemes, formulas) are easy to use in explaining indirect phenomena (solar and lunar eclipses), processes (water circulation) and systems (food chain). Sees the steps of the modeling process|12.2.1. Develop a variety of models (including digital) to explain processes, phenomena, systems (eg substance and energy cycles in rock and water cycles, energy flow in ecosystems, cell structure and its relation to functions, adaptation of organism structure to environmental conditions, warming of bodies, thermal conduction, thermal expansion, motion - smooth, uneven - oscillation). The steps of the modeling process are purposefully followed.(((

900

12.2.2. Models are used for forecasting by linking them (eg atomic structure and periodic law of chemical elements, system, atmospheric and ocean circulation).

901

902

12.2.3. Shows in a specific example (heliocentric model) how different models are reviewed as theories evolve over time

903

)))

904

|(% colspan="3" %)12.3. The language of symbols in the natural sciences

905

|12.3.1. Tells in your own words the main idea of a small, simple scientific text (continuous text or image)|12.3.1. See keywords in plain scientific text (2 types). Structures text, uses notations, schemes, diagrams|12.3.1. Sees the meaning of a complex scientific text and transforms what is read using symbols, symbols, formulas, graphics and equations, choosing the most appropriate strategy

906

| |12.3.2. Describe the transformations of substances using the names of the substances used in everyday life|12.3.2. Name substances, formulate formulas of substances, model the qualitative and quantitative composition of simple substances and chemical compounds (binary compounds, including oxides, acids, bases, salts, organic compounds: methane, butane, ethene, ethine, ethanol, methanol, acetic acid).(((

907

12.3.3. Describes the course of chemical transformations (coupling, decomposition, substitution, exchange reactions) with chemical reaction equations, models and verbally, choosing the most appropriate strategy

908

)))

909

|12.3.2. Explains that the map, plan, and globe are reduced representations of the Earth by creating a simple plan of the surrounding area (school or neighborhood), observing objects, and marking them with symbols and names.(((

910

12.3.3. Locates geographic features (parks, cities, villages, mountains, rivers, lakes) on a map (city, country, continent) and on a globe to answer simple questions

911

)))|12.3.3. Creates a site plan (eg school, residence) to describe the location of geographical objects and phenomena and to show the places visited during the fieldwork and the data obtained, using scale, celestial, azimuth, markings, coloring.(((

912

12.3.4. Explains how the properties of the map (objectivity, symbolization, scale, content, type - digital and paper) determine the purpose of its use, choosing the appropriate scale and thematic maps (physiographic maps, climate maps - precipitation, January and July temperatures, topographic and orientation maps) to describe site-specific geographical features, processes, phenomena and their location, plan routes and move

913

)))|12.3.4. Analyzes sources of cartographic information to characterize the location of geographical objects and phenomena, regularities of location and changes in territories of different scales.(((

914

12.3.5. Explains the possibilities of using Earth images (globe, maps, plan, aerial photographs, satellite images) in different situations (travel route, hike, geographical characteristics of the territory), comparing the differences in formation approaches (Geographic information system - GIS, Global Positioning System - GPS, Earth exploration, map projections), level of detail and basic elements (for maps - scale, direction, legend, grid, name).

915

916

12.3.6. Generates cartographic material (including digital) using data obtained from information sources (teaching materials, online resources, open access databases - CSB, //Eurostat// ) and fieldwork (GIS, GPS, observations) to depict and describe the spatial regularities of geographical phenomena.

917

918

12.3.7. Compares representations of areas created at different times (satellite maps, aerial photographs, plans, topographic maps, thematic maps) to interpret changes in geographical features in the areas

919

)))

920

|(% colspan="3" %)13. The application of science often has an ethical, political, economic and social context

921

|(% colspan="3" %)13.1. Development of scientific achievements

922

|13.1.1. Give examples of how advances in natural sciences affect a person's daily life (development of media, household technologies), health|13.1.1. Sees and evaluates the impact of scientific achievements and technological development, economic activities (access to water, food, medical resources, overcrowding, waste generation) on the environment and human health, using information sources|13.1.1. Evidence of the historical development and achievements of the natural sciences (eg transport, communication, data retention, genetically modified organisms, vaccination, robots, substances, advanced materials) on human well-being and the environment, uses various sources of information to critically evaluate them. Evaluates the ethical, economic and political aspects of scientific achievements

923

|(% colspan="3" %)13.2. Resource use, environmental impact

924

|13.2.1. Name the example of human activity in the immediate vicinity (including clearing fields, quarrying, road construction, park and residential areas, felling trees, use of transport) on the impact on the environment - depletion of resources by observing and carrying out field work.(((

925

13.2.2. Describes the possibilities to sort and sort household materials in accordance with waste sorting regulations. Expresses ideas for saving, conserving and reusing resources by creating new items, using materials already created and used as raw materials

926

)))|13.2.1. Explains the impact of rational use of natural resources (wind energy, water resources, wood) and geographical processes (coastal washing, landslides) on the environment, human living conditions, gathering information from various sources.(((

927

13.2.2. Targeted sorting of household materials in accordance with waste management regulations and labeling on packaging (including batteries, medicines and other hazardous waste) and justifies the re-use of materials as an opportunity to save raw materials and energy

928

)))|13.2.1. Offers examples of solutions to reduce the impact of human economic and industrial activities and opportunities for saving resources for sustainable development by conducting research, gathering information from sources and creating informative materials.(((

929

13.2.2. Substantiate the necessity and economic feasibility of sorting and recycling process stages (sorting, collection, recycling) of household materials (paper, metal, plastic, glass, biological waste) for obtaining new resources

930

)))

931

|(% colspan="3" %)13.3. Socially responsible decision making

932

|13.3.1. Gained experience in participating in school environmental cleaning projects|13.3.1. Gained experience participating in environmental conservation projects outside school. Propose small projects for cleaning up the immediate area, justifying their need|13.3.1. Participates in discussions and other activities for socially responsible decision-making, arguing that decision-making is based on scientific knowledge, values, economic considerations, human needs. Participates in practical measures for sustainable development

933

934

Acting Minister of Education and Science,

935

Minister of Welfare //Jānis Reirs//

Annex 6

Cabinet

November 27, 2018

to Regulation No. 747

941

942

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

943

944

|(% colspan="3" %)1. Mathematical language is used for communication and scientific description of concepts, ideas, solutions to problems

945

|(% colspan="3" %)1.1. Mathematical text, accepted symbols and symbols

946

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

947

|1.1.1. Reads and forms mathematical text, demonstrating understanding of numbers as symbols for notation of numbers, signs of arithmetic operations, signs of equality and inequality, for example, the symbol "=" is read as "equal to", "equal to"|1.1.1. Reads and compiles mathematical text, demonstrating an understanding of the use of symbols, noting measures, inequalities (including loose), rational numbers, their approximate value and modulus (absolute value); on the use of the symbols "̶", "+", ":" in different contexts and in different meanings.(((

948

1.1.2. The difference between the explanatory figures in Roman numerals and the decimal system is given using specific examples

949

)))|1.1.1. Uses accepted symbols, including sets, to represent their elements and actions with sets when reading and creating mathematical communication

950

|1.1.2. Use pictograms or letters, if any of the numbers is unknown or not specific, explain the following notations, for example, a · 4 = a + a + a + a, use notations for length, mass, time, monetary units|1.1.3. Reads, uses a letter as a symbol in various meanings and explains its use, for example, as an unknown quantity, as a unit of measurement, as a notation of size in a formula, as a notation in the representation of figures|1.1.2. Write down algebraic expressions, relationships, choosing and using letter symbols according to the context.(((

951

1.1.3. Reads, writes narrow-angle trigonometric relations, demonstrates understanding of the use of symbols

952

)))

953

| |1.1.4. In the combined images of plane shapes, both each figure is seen and characterized, as well as the shapes formed from them.|1.1.4. Reads, creates drawings (including images of three-dimensional bodies), taking into account that it is not always purposeful or always possible to observe the true dimensions, properties and / or mutual position of the figures(((

954

1.1.5. It is a habit to use letter symbols in a geometric drawing, to show / mark sections of equal length, equal angles, right angles, using accepted symbols

955

)))

956

|(% colspan="3" %)1.2. Various representations (representations)

957

|1.2.1. Displays the situation described in the task in action, with objects, mathematical drawing, summarizes information in simple tables, tells how it helps to understand the task|1.2.1. Creates visualization that helps to solve a mathematical problem, structures information, for example, using tree diagrams, Euler-Venn diagrams, links different representations of the situation described in the task, moves from one to another|1.2.1. Creates a situation-appropriate, useful representation, such as a sketch or exact drawing, all or part of a figure, uses graphical organizers to structure the solution

958

|1.2.2. Comparison of natural numbers and operations with them is modeled with real objects, geometrically, on a straight line of numbers, with a hundred squares, explains a mathematical concept with a representation, image, association, etc. of one's choice. tml.(((

959

1.2.3. In geometric shapes, objects determine ordinary parts, compare them

960

)))|1.2.2. Uses various representations to explain operations with rational numbers, comparing rational numbers, such as a line of numbers and geometric objects to compare and add ordinary parts, directing intersections to operations of one line with multi-digit numbers|1.2.2. Links representations of algebraic and geometric objects, such as geometric expressions of geometric expressions, irrational numbers written as a square root of a natural number

961

|1.2.4. A natural number, a numerical expression, is recorded in different ways, retaining the same value|1.2.3. A rational number, numerical expression, equality and inequality are recorded in different ways, retaining the same value / content|1.2.3. Explains with examples how any number, numerical and algebraic expression, equation, inequality, function can be represented in different ways, preserving the same value / content

962

|(% colspan="3" %)2. Solving a problem inherent in mathematics means seeing structures, systems, relations, making generalizations and proving them

963

|(% colspan="3" %)2.1. Reasoning (by analogy, inductive and deductive, using elements of mathematical logic)

964

|2.1.1. Judging, acting by analogy with what has been learned before, for example, performing operations with larger numbers than previously discussed, studying the properties of polygons with a larger number of vertices than previously discussed|2.1.1. In a new situation, judge, act by analogy, for example, counting, subtracting decimals, write the number of corresponding classes one below the other, use measuring instruments with different scales|2.1.1. Evaluates the possibilities of judging by analogy, for example, performing operations with monomics, polynomials

965

|2.1.2. Formulate a statement based on the observed, performed practical actions, calculations and / or judgments in the head, for example, concludes that several counts can be changed in places, assumes the next member of the series|2.1.2. Explain what is observed in a new situation, relate it to what is known, for example, explain how to calculate a number if the value of its part is known.(((

966

2.1.3. Make and test generalizations by looking at individual cases, such as formulating divisibility features for natural numbers, or by judging in general, for example, by comparing the expressions of letters in a single action.

967

)))|2.1.2. In a new situation, formulate a general statement, for example about the properties of figures, the effect of parameters on the position of the function graph in the coordinate plane, based on specific examples and general judgments, also using digital tools

968

|2.1.3. Creates an object with certain properties (no more than two), solves and determines the number of objects in simple situations.(((

969

2.1.4. Determines the common, different properties of objects, groups objects according to a given feature, using Euler-Venn diagrams for recording

970

)))|2.1.4. Determines the existence of objects with certain properties (not more than two), the number, demonstrating an understanding of denial, the word "exists", "each", the links "and", "or", "either, or", the concept of "set", "subset", "set element" use|2.1.3. Judges, concludes about the existence of objects and their sets (including ordered and unordered samples) with certain properties, the number of using operations (combination, slice) with sets, their visual interpretation

971

|(% colspan="3" %)2.2. Mathematical modeling (real problem → mathematical model → mathematical solution → real problem solution) and other problem solving techniques

972

|2.2.1. According to the instructions, individually or in a group, separate steps of mathematical modeling in new situations are performed|2.2.1. In a new situation, individually or in cooperation (also with a teacher) perform mathematical modeling steps|2.2.1. Explains the steps of mathematical modeling, their goals, interrelationships in specific examples.(((

973

2.2.2. Give examples of mathematical models (expression, equation, function, geometric figure, schematic figure, etc.) and describe their use in solving problems.

974

975

2.2.3. In a new situation, individually or in a group, solve the problem by performing all the steps of mathematical modeling (including using digital tools)

976

)))

977

|2.2.2. The description of the situation determines what is / is not known, what can / cannot be calculated, what values are represented by figures, whether all given values are necessary, or the given information about the values is sufficient|2.2.2. Describe the situation in your own words, demonstrating an understanding of the given values and the relationships between them.(((

978

2.2.3. After the instructions, formulate questions for clarification and understanding of the situation

979

)))|2.2.4. Independently formulates questions for clarification and understanding of the situation

980

|2.2.3. Encouraged by the teacher, he / she expresses his / her thoughts about the compliance of the mathematically obtained solution with the real context|2.2.4. It is a habit to check that the obtained result corresponds to the real context|

981

|2.2.4. Encouraged by the teacher, looking for several solutions|2.2.5. Comments, compares the solutions created by oneself and other students|2.2.5. Examine alternative approaches to the solution and evaluate the effectiveness of the solutions, recognizing that different solutions and sometimes different solutions are possible

982

|2.2.5. Use "try and test" technique in familiar and new situations|2.2.6. Familiar and new situations use "judgment from the end" techniques, for example, by determining the initial quantity in a situation described by parts, "division into problem parts", for example, in a problem situation, consider positive and negative numbers separately|2.2.6. Familiar and new situations use the techniques of "transition to a similar, simpler problem", such as determining the number of plane shapes, "reviewing in some way" a special "size", for example, using the largest / smallest value of the square function

983

|(% colspan="3" %)2.3. Allegations and proof of their truth

984

|2.3.1. Determine the veracity of an individual statement (use the words "right / wrong", "yes / no", etc.), explaining why it thinks|2.3.1. The terms "true / false statement" are used.(((

985

2.3.2. In familiar situations, a separate statement corresponding to a general statement is formulated

986

)))|2.3.1. Distinguishes an individual statement from a general statement, explaining with examples that the truth of individual statements does not guarantee the truth of a general statement.(((

987

2.3.2. Knows what is an axiom and theorem, explains what is a property and a feature

988

)))

989

|2.3.2. Finds an example that shows that a statement is wrong if the mathematical context is known, often used, for example, or is it true that the sum of two odd numbers is an odd number|2.3.3. Creates a counterexample in a new situation, linking it to the known one, for example, evaluates the truth of the statement "rectangles with the same perimeter also have the same areas"|2.3.3. Create a counterexample that shows that the general statement (If .., then ..; Each .. is ..) is not true

990

|2.3.3. Teacher-initiated, depicts all possible cases (performs a full re-reading), for example, by studying the composition of a number, creating figures|2.3.4. In familiar situations, full re-sampling is used to substantiate the truth of the claim, for example by studying possible cube layouts|2.3.4. In familiar and new situations, full sampling is used to determine and substantiate the existence and number of objects

991

|2.3.4. The properties of well-known figures are substantiated practically - by folding, matching, moving|2.3.5. Form a judgment in the form ".. because ..", referring to the facts, laws, formulas, evaluates the correctness of the judgment.(((

992

2.3.6. Substantiate the claim by creating a structured text that confirms the truth of the claim

993

)))|2.3.5. Evaluates the correctness of the evidence, finds and explains errors in it.(((

994

2.3.6. Prove general allegations by logically linking 2-3 judgments using known and / or previously proven facts, allegations

995

)))

996

|(% colspan="3" %)3. Figures are used to solve specific, including practical, tasks. Each operation with numbers has a certain meaning and there are rules / algorithms for their implementation

997

|(% colspan="3" %)3.1. Number recording and comparison of numbers

998

|3.1.1. Explains the decimal composition of a natural number, its relationship to the notation in specific examples, using various models and representations.(((

999

3.1.2. Read the ordinary parts with denominators in the amount of 10 and write them down, explain the meaning of each number in the notation of the ordinary part.

1000

1001

3.1.3. Read the negative numbers when determining the temperature and express the amount of money in cents and / or euros recorded in decimal form

1002

)))|3.1.1. Explains the decimal composition of a rational number (written as a decimal part), its relation to the note in specific examples.(((

1003

3.1.2. Depending on the context of the situation, a rational number is recorded in different ways, for example, the ordinary part is extended to divide by an integer, the percentage is written as a decimal, the number is divided by multipliers

1004

)))|3.1.1. In specific examples, the numerical value of an irrational number recorded as the square root of a rational number is explained and how it can also be obtained using digital tools.(((

1005

3.1.2. Reads and writes down a real number in different ways according to the context of the situation, including using 10 degrees (the multiplier is an integer)

1006

)))

1007

|3.1.4. Explains the comparison of numbers using the decimal composition of numbers, geometric models, straight numbers using symbolic notation, arranges natural numbers, numerical values of values in ascending / descending order.(((

1008

3.1.5. Group numbers by a specific attribute (number of digits, even / odd, etc.)

1009

)))|3.1.3. Explains the rational comparison of numbers using different representations of a number, arranges them in ascending / descending order.(((

1010

3.1.4. Groups rational numbers by a certain feature, distinguishes between primes and compound numbers (up to 100)

1011

)))|3.1.3. Compares real numbers recorded in different ways, arranges them in ascending / descending order.(((

1012

3.1.4. Determines, justifies the belonging of numbers to a certain subset of real numbers

1013

)))

1014

|(% colspan="3" %)3.2. Operations with numbers, their properties, algorithms

1015

|3.2.1. Perform operations with natural numbers (add and subtract 1000, multiply and divide by a single digit, with 10, with 100), using the decimal composition of numbers, the properties of the operations, explaining the chosen / used operation method.(((

1016

3.2.2. Operations with natural numbers are performed in the simplest cases in the head (addition, subtraction in the amount of 20 and in full tens, hundreds, in the amount of the multiplication table).

1017

1018

3.2.3. Calculates the value for natural number expressions (includes up to two operations and parentheses) following the sequence of operations and the corresponding notation.

1019

1020

3.2.4. Perform arithmetic operations on named numbers

1021

)))|3.2.1. Perform operations with ordinary parts, decimals, positive and negative numbers (add, subtract, multiply, divide, increment), using appropriate number notation, using the properties of operations, the relationship between operations, appropriate algorithms.(((

1022

3.2.2. Explains the concepts related to parts, percentages and identical modifications, for example, which value in a given situation is an integer or 100%, which means to shorten the part.

1023

1024

3.2.3. Calculates the value of rational numerical expressions, demonstrating the habit of performing simple calculations in the head, if necessary, using digital tools

1025

)))|3.2.1. Perform operations with real numbers (add, subtract, multiply, divide, increase by a whole degree, calculate the value of the square root), choosing the appropriate type of number notation, using the properties of the operations, the relationship between the operations, appropriate algorithms.(((

1026

3.2.2. Explains operations with real numbers, correctly using concepts and mathematical symbolism, creates, formulates, writes down algorithms for performing operations with square roots.

1027

1028

3.2.3. Select appropriate, effective techniques and / or tools for performing numerical calculations with real numbers in mathematical, other fields of study and in real contexts

1029

)))

1030

|3.2.5. Determines the part (denominator in the amount of 10) of an object, size, number in situations with a real context, verbally using appropriate concepts, judging, making a necessary note or performing calculations in the head|3.2.4. Calculates the value of a part (percentage) of a number, the number, if the value of its part (percentage) is known, expresses one number as a part (percentage) of another number in situations with mathematical, other field of study and real context, choosing an appropriate and suitable solution|3.2.4. Used for parts, percentages, percentage increments, decrements, comparisons, in situations with mathematical, other subject areas and real contexts, including the use of digital tools.(((

1031

3.2.5. Analyzes and evaluates the use of interest in everyday, media materials

1032

)))

1033

|3.2.6. Compares the values of natural number expressions with 1 action, also judging without calculating exact values|3.2.5. Compares the values of rational numerical expressions (1-2 operations) by judging without calculating exact values|3.2.6. Compares the values of real numerical expressions (1-2 actions) when judging justifications

1034

|3.2.7. Encouraged by the teacher, use exact numbers or their approximate values when checking the performance.(((

1035

3.2.8. Uses digital tools to perform actions, check the result

1036

)))|3.2.6. Use specific figures or their approximate values in a real context, for example when planning expenditure, making judgments in a mathematical context, forecasting and / or verifying the result obtained, performing operations with rational numbers, including digital tools|3.2.7. Deliberately follow the progress of the calculations as a whole and check the obtained results (including intermediate results) using digital tools or by determining the approximate value in the head by performing operations with real numbers.(((

1037

3.2.8. Rounds an infinite decimal to the specified or selected precision

1038

)))

1039

|(% colspan="3" %)3.3. Operations with numbers as models of real situations

1040

|3.3.1. Record the real situation with arithmetic operations, natural number expressions (1-2 operations)|3.3.1. Creates rational numerical expressions (2-3 actions), writing down a situation with a real, mathematical, other field context|3.3.1. Explains the use of exact or approximate values of real numbers in a real or mathematical context

1041

|(% colspan="3" %)4. Relationships between quantities are described by algebraic models and functions. Using these problem-solving models, they are transformed to ensure equivalence

1042

|(% colspan="3" %)4.1. Arrangements, structures

1043

|4.1.1. Continues, complements real objects, figures, a series of numbers and figures, numbers, such as squares of numbers, in simple situations, observing the perceived regularity, such as periodicity, the relationship with other elements.(((

1044

4.1.2. Creates its own string, arrangement of numbers, ornament and in its own words briefly describes the regularity according to which it is formed

1045

)))|4.1.1. Continues, supplements a series of rational numbers, determines the elements of the series even if they do not follow directly the given ones.(((

1046

4.1.2. Generates a series of rational numbers according to the description, including in situations where several solutions are possible.

1047

1048

4.1.3. Formulates, using appropriate concepts, the regularity according to which the "series of figures" and the arrangement of figures are formed

1049

)))|4.1.1. Sees the regularity in a series of real numbers, including arithmetic progression, in a "series of figures", and writes it down in the form of a formula.(((

1050

4.1.2. Seems to formulate regularities in numerical arrangements

1051

)))

1052

|(% colspan="3" %)4.2. Quantities and relationships between them, function

1053

|4.2.1. In situations related to personal experience, the values that are related to each other are determined, named, displayed / written in a simple table and described verbally, as the change of one changes the other|4.2.1. Verbally formulates a general relationship between given values in a real context.(((

1054

4.2.2. Describes a relationship written by a simple formula, represented graphically.

1055

1056

4.2.3. Establish and use relationships between three values to calculate one, if two of them are known, for example, speed - road - time

1057

)))|4.2.1. Record the general relationship between the values in the form of a formula, including between directly and inversely proportional values, determining the independent, dependent values and the quantities that do not change in the given situation.(((

1058

4.2.2. Generates and reads functions (linear, quadratic, [[image:https://m.likumi.lv/wwwraksti/2018/249/BILDES/N_747/IMAGE001.PNG||height="27" width="37"]] , [[image:https://m.likumi.lv/wwwraksti/2018/249/BILDES/N_747/IMAGE002.PNG||height="19" width="47"]] , [[image:https://m.likumi.lv/wwwraksti/2018/249/BILDES/N_747/IMAGE003.PNG||height="20" width="53"]] as well as foreign / unknown) representations in various ways (in a table, verbally, graphically, with a formula), from one form of representation to another, also using digital tools, in situations with a real context of mathematical and other fields.

1059

1060

4.2.3. Explains the real situation according to the graphical image, using both mathematical terminology (definition area, value area, argument, function value, ascending / descending function, function zeros, function values - positive / negative) and the real context

1061

)))

1062

|4.2.2. Describe the relationships between numbers, quantities, using appropriate terms (about so much bigger / less, more / less, so many times bigger / less, more / less, etc.).(((

1063

4.2.3. In numerical expressions (1-2 operations with natural numbers) the change in the value of the expression is predicted by changing one member of the operation

1064

)))|4.2.4. By illustrating with examples, explain what exactly are proportional quantities, inverse proportional quantities, solve problems about proportional quantities, judging and performing sequential actions, choosing a method that suits you.(((

1065

4.2.5. Judges a change in the value of an expression by changing an action member.

1066

1067

4.2.6. The number is divided by a certain ratio, such as a: b: c, in situations with a mathematical, real context.

1068

1069

4.2.7. Uses scale in a mathematical, real context

1070

)))|4.2.4. Explain the relationships between the values in proportion, illustrating with examples

1071

|(% colspan="3" %)4.3. Transformation of expressions, solving equations and inequalities

1072

|4.3.1. In the description of the situation, in the representation, in equation with natural numbers, the number is determined - the unknown member of the action, marked with a symbol (pictogram, letter, etc.), explains his / her judgment, checks the solution|4.3.1. Determines the unknown number - the member of the action - in equality, inequality, including using straight or visual models of numbers, explaining one's action or judgments|4.3.1. Explains (using concepts and symbols correctly) concepts and transformations related to degrees, monomons, polynomials, equations, inequalities, their systems, for example, what it means to divide an expression into multipliers, what it means to solve an equation.(((

1073

4.3.2. Formulates algorithms for performing operations with algebraic expressions.

1074

1075

4.3.3. Performs operations on monomes and polynomials, uses property properties, divides polynomials into multipliers, outputs the common multiplier before parentheses, and uses abbreviated multiplication formulas (square difference, sum / square of squares).

1076

1077

4.3.4. Solves linear equations, quadratic equations, their systems, equations [[image:https://m.likumi.lv/wwwraksti/2018/249/BILDES/N_747/IMAGE004.PNG||height="26" width="37"]] ( //x// - unknown), solves linear inequality and quadratic inequality, choosing the most suitable or situation-appropriate solution method.

1078

1079

4.3.5. Calculates the proportions of an unknown term in situations with a mathematical, other domain context, choosing the most appropriate method.

1080

1081

4.3.6. Expresses a value from a formula containing three or more quantities, including the part whose numerator, denominator is a general value

1082

)))

1083

|(% colspan="3" %)4.4. Expression, equation, inequality as a general model of a situation

1084

|4.4.1. Give examples of situations described by a given expression or equation.(((

1085

4.4.2. Creates an equation by denoting an unknown quantity by a selected symbol

1086

)))|4.4.1. Explains how a situation, problem and its solution can be written down using unknowns (symbols), expressions, equations.(((

1087

4.4.2. Creates expressions, equations, writing down a situation with mathematical, other field of study and real context

1088

)))|4.4.1. Model with algebraic expressions, equations (including proportions) and their systems, inequalities with a mathematical, other field of study and real context

1089

|(% colspan="3" %)5. Data on objects, situations, events, processes can be mathematically processed, analyzed in order to make informed decisions

1090

|(% colspan="3" %)5.1. Data, their organization, display, analysis

1091

|5.1.1. Practical data acquisition (including measurements) is performed according to the instructions.(((

1092

5.1.2. Reads information from different types of tables, charts, short word text

1093

)))|5.1.1. Formulates what data are needed for the research and performs data acquisition using digital survey design, measurement tools, sensors, etc. tml.(((

1094

5.1.2. Reads information from infograms, variously structured texts

1095

)))|5.1.1. Responsibly and interestedly choose the goal of the research, plan the course of the research accordingly and present the most appropriate tools for the situation, using online collaboration opportunities, present the research.(((

1096

5.1.2. Obtain data by choosing the appropriate type of situation (measuring, conducting a survey, finding and reading information, etc.)

1097

)))

1098

|5.1.3. Reads and creates simple tables with the help of a teacher to record the size, the data summarized in the table are represented in a bar chart (including one with pictograms, dots) and vice versa|5.1.3. Reads data displayed in variously organized bar and pie charts.(((

1099

5.1.4. Arranges, compiles, structures data (including with digital tools), creating a table and an appropriate type of chart.

1100

1101

5.1.5. Calculates the arithmetic mean of a data set

1102

)))|5.1.3. Collect and organize data by choosing the most appropriate type.(((

1103

5.1.4. Calculates data set mode, median, amplitude, absolute and relative frequency, also using functions built into spreadsheets

1104

)))

1105

|5.1.4. Compares data from two different objects.(((

1106

5.1.5. The reliability of the obtained data is evaluated based on personal experience

1107

)))|5.1.6. Compares data on one object with data on the whole set of objects, analyzes the data displayed in the diagrams, using mathematical knowledge, for example, on percentages.(((

1108

5.1.7. Uses data to formulate a conclusion on the performed research / research question and evaluates the reliability of given or obtained data using given / known information

1109

)))|5.1.5. Compares data for two sets of objects, analyzes data using data set averages.(((

1110

5.1.6. Evaluates the reliability of data, formulates data-based conclusions and describes trends

1111

)))

1112

|(% colspan="3" %)5.2. Events and their probability

1113

|5.2.1. In practical work with real objects, such as dice, two-colored discs, models and expresses thoughts about the frequency of a particular event|5.2.1. Model events using appropriate digital tools and explain the frequency, probability of the event using examples|5.2.1. Explains using mathematical terms and illustrates with life situations what is probability.(((

1114

5.2.2. Selects a method for determining the number of all equally possible outcomes and the number of favorable outcomes of an event and calculates the probability of the event.

1115

1116

5.2.3. Formulates an assumption about the numerical value of the probability of an event, evaluates the use of the term "probability" in everyday life, in the media

1117

)))

1118

|(% colspan="3" %)5.3. Measurement, units of measurement and relationships between them

1119

|5.3.1. Practically doing and judging determines the length, area, volume as a notional number of units.(((

1120

5.3.2. Measure the length of the cut with the appropriate accuracy - in meters, centimeters, millimeters.

1121

1122

5.3.3. Determines the time using both analog and digital clocks

1123

)))|5.3.1. Explain how the angle is measured and measure the angle with a conveyor (including digital tools), evaluate the accuracy of the measurements.(((

1124

5.3.2. Explained and / or illustrated with the model units of area and volume, units of speed km / h, m / s.

1125

1126

5.3.3. Uses units of measurement, their notations, solving tasks with another field of study and real context

1127

)))|5.3.1. Explains that measurements provide approximations of exact values, evaluate the accuracy with which measurements can be made in a specific situation

1128

|5.3.4. Knows the main relationships between units of length, mass, time, money and expresses a larger unit (length, mass, money) in a smaller one, moving from one unit of time to another|5.3.4. Switching from a smaller unit to a larger one and vice versa, using relationships between units and understanding how compound units are formed (including practical ones such as fuel consumption), uses a variety of calculators to convert units available on the web|5.3.2. Transforms units according to the context of the situation and explains how to move from one unit to another, chooses and uses the most appropriate approach, such as knowledge of relationships, understanding the formation of compound units, understanding the use of "kilo", "mili", etc.

1129

|(% colspan="3" %)6. The study of the properties of the figures, their location, their characteristic quantities allows to solve specific, also practical, problems, to formulate general conclusions about objects, space, form

1130

|(% colspan="3" %)6.1. Shapes and their elements. Characteristics of figures

1131

|6.1.1. In practice, the properties of shapes, three-dimensional bodies are determined, they are characterized using the terms "curved line", "straight line", "cut-off", "broken line", "circle", "polygon", "edge", "face", " cube "," rectangular face "," pyramid "," sphere "," cylinder "," cone "practically form shapes with a certain property.(((

1132

6.1.2. Classifies polygons, quadrilaterals, rectangles, groups shapes, determining common and different, belonging to a group.

1133

1134

6.1.3. Sees and describes symmetry in natural objects, objects, ornaments, figures

1135

)))|6.1.1. Describes verbally, by sketching, illustrating with a real model plane shapes, spatial bodies and their properties, using the terms "distance", "line", "ray", "angle", "parallel, cross, perpendicular lines", "vertex", " edge "," circle line "," radius "," diameter "," circle sector ", judge and conclude on the adequacy of the explanation.(((

1136

6.1.2. Create, draw plane shapes according to 1-2 properties.

1137

1138

6.1.3. Classify angles by type (narrow, straight, wide) or size, triangles by edges or angles

1139

)))|6.1.1. Used in known and new situations, including practical contexts, plane shapes and their elements (elongated angle, open angle, cross angles, side angles, internal unilateral angles, internal transverse angles, step angles, perpendicular to a line, angular bisector, triangle height, triangle height, triangle height center line, tangent to a circle, circle arc, parallelogram, rhombus, their diagonals and height, trapezoid, its diagonal, height and center line, regular polygon) definitions and characteristics.(((

1140

6.1.2. Defines new plane shapes, evaluates definitions.

1141

1142

6.1.3. Classifies quadrilaterals, parallelograms, trapezoids, other plane shapes according to various, including self-defined, features.

1143

1144

6.1.4. Judges, concludes on a point with a certain property in the plane (geometric location of points).

1145

1146

6.1.5. Determines and proves the properties and features of plane shapes by logically connecting 2-3 judgments

1147

)))

1148

|6.1.4. Draws plane shapes, ornaments with a free-hand grid in a grid, on a white sheet, draws a cut-off, a broken line, a polygon using a ruler|6.1.4. Using a ruler and a punch, draw shapes that include parallel and perpendicular cuts, using a conveyor, draw an angle of a certain size, using a circle, a circle.(((

1149

6.1.5. The image verbally describes a three-dimensional body, describing the plane shapes that make up its surface

1150

)))|6.1.6. Explain its operation and construct the midpoint of the intersection, the angle bisector, the distance from the point to the line, the perpendicular, the parallel line, the triangle, the quadrilateral, the circle drawn in and encircled by the triangle with a ruler and a circle.(((

1151

6.1.7. Explains which quantities or their relationships remain, which do not remain in the representation, and draws a rectangular parallelepiped, draws planes and three-dimensional shapes using appropriate digital tools.

1152

1153

6.1.8. Images and models describe spatial bodies using the terms "edge", "face", "prism", "height", "radius", "diagonal", "base", "side surface", "surface"

1154

)))

1155

|6.1.5. Creates plane shapes (as part of a plane, as lines that delimit it) and three-dimensional bodies using a variety of available materials|6.1.6. Selects resources, plans and practically creates plane shapes (as parts of the plane, as lines that delimit it) and spatial bodies.(((

1156

6.1.7. Plan, draw the surface layout of a rectangular parallelepiped in the plane and form the corresponding three-dimensional body

1157

)))|6.1.9. Plans, draws a regular pyramid, cylinder, cone surface layout in the plane and forms the corresponding spatial body

1158

|6.1.6. Determines the views of the three-dimensional body in different planes using models|6.1.8. Imagine the spatial body according to the given image and determine its views in different planes|6.1.10. Determines, describes the possible spatial body according to some of its views

1159

|(% colspan="3" %)6.2. Placement of figures in the plane, space and their mutual position

1160

|6.2.1. Verbally describes and according to the description creates the location of objects and spatial bodies in space and the location of plane figures on the page / plane|6.2.1. In the coordinate plane, determine the coordinates of the point and postpone the point according to its coordinates, display the plane shape according to the given conditions|

1161

|6.2.2. In practice, it is explored what figures can be created by dividing a given figure into parts or combining a given figure|6.2.2. When drawing and sketching, the mutual position of the figures is studied - what plane figures are formed by combining or overlapping the given figures, how to divide the given figure into parts, observing the given conditions|6.2.1. Investigate and conclude what the lengths of the sections should be in order for the sections to form a triangle.(((

1162

6.2.2. Investigates the polygons and circles, regular polygons and circles, the position of two circles, including using digital tools

1163

)))

1164

|(% colspan="3" %)6.3. Equality and similarity of figures. Displacements and transformations of figures in the plane

1165

|6.3.1. Determines whether the shapes are the same by practically matching them, obtains the same shapes by drawing a grid of squares, by folding, using digital image processing tools|6.3.1. Concludes the equality of figures in mathematical and real contexts, in the grid of squares draws the same figure for the given figure, observing the conditions of position / displacement in the plane, including making a rotation of 90 °, 180 °.(((

1166

6.3.2. Draw an axial symmetric shape for the given figure in the grid, conclude about the position of the symmetry axis

1167

)))|6.3.1. Uses triangular equations in situations with a mathematical and real context.(((

1168

6.3.2. Prove the equality of triangles by the features of equality

1169

)))

1170

|6.3.2. Educator-driven, explains what is changing, what is not changing, reducing / enlarging plane shapes in mathematical and practical contexts with digital tools|6.3.3. Draw, study, characterize the values of similar plane shapes (edge lengths, angles, areas) with a pencil or digital tools, using mathematical language|6.3.3. Identify similar triangles, use relationships between their magnitudes in mathematical and practical contexts, demonstrate an understanding of the use of the terms "relationship", "proportionality" in a geometric context.(((

1171

6.3.4. Prove the similarity of triangles by features of similarity

1172

)))

1173

|(% colspan="3" %)6.4. Sizes of shapes and their elements

1174

|6.4.1. Compares the sizes of objects and figures, directly matching them, measuring them, comparing them with a standard in practical and mathematical contexts.(((

1175

6.4.2. Calculate the length of a broken line, the circumference of a polygon using the measurements obtained or given, determine the area of a plane figure and the volume of a three-dimensional body as the number of squares or cubes

1176

)))|6.4.1. In practical and mathematical contexts, the magnitude of an angle is calculated using the relationships between angles formed by rays with a single starting point, perimeter of a rectangle, area, edge, if the length and area or perimeter of the other side are known, combined (can be divided into rectangles) approximately three diameters), the volume of the rectangular parallelepiped.(((

1177

6.4.2. Draw large shapes in the grid according to the given conditions

1178

)))|6.4.1. In known and new situations, also in a practical context, the angles resulting from the intersection of 2–3 straight lines, triangles, unknown angles and sides of a quadrilateral, the unknown side of a right triangle are calculated using the Pythagorean theorem and its inverse theorem, narrow-angle trigonometric length (relation to π) and area of a circle, triangle, areas of different quadrilaterals (using area properties and appropriate formulas), surface areas of three-dimensional shapes (prism, cylinder) and volume

1179

| |6.4.3. Describes with a mathematical expression the quantities of geometric shapes and the relationships between them in situations with a mathematical and real context|6.4.2. Algebraically models the sizes of geometric shapes and the relationships between them in familiar and new situations.(((

1180

6.4.3. Used for triangular inequality in situations with a mathematical and real context

1181

)))

1182

|6.4.3. The approximate length of the cut is determined in nature and checked for measurement|6.4.4. Determine the approximate rectangular area in nature and verify it by obtaining information, performing measurements and calculations|

1183

1184

Acting Minister of Education and Science,

1185

Minister of Welfare //Jānis Reirs//

Annex 7

Cabinet

November 27, 2018

to Regulation No. 747

1191

1192

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

1193

1194

|(% colspan="3" %)1. Design solutions (product and information design, environmental solutions) are created in the design process

1195

|(% colspan="3" %)1.1. Identifying user needs and opportunities

1196

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

1197

|1.1.1. Observing the environment and everyday things, name their strengths, weaknesses and opportunities for improvement|1.1.1. By observing the environment and documenting it in sketches, images or videos, evaluate the products and environmental solutions in it according to the following criteria: functionality, availability, materials, suitability of colors and textures, sustainability, engineering solution|1.1.1. Researching different design solutions independently leads to conclusions about their various properties, such as operating principles, aesthetic and functional properties (proportions, shape, structure), engineering solution, as well as sustainability and ergonomic criteria.

1198

|1.1.2. Find out and evaluate your and your closest peers' (friends, family members, classmates) needs on a daily basis. Summarizes the obtained information to create a design solution for the intended case|1.1.2. Gather different types of information about the needs of groups of people and the circumstances in which they arose, about design solutions. Evaluate their quality, determine if they meet their requirements, and offer ideas for improvement|1.1.2. Different approaches and methods are used to identify the accessibility of the environment for the needs of different groups in society. Using the design process, sees solutions for environmental improvements

1199

|1.1.3. To create the intended case (design solution), is able to work with simple hand tools (for example, ruler, scissors, paper knife). According to their intention, they can choose and use different materials, such as paper, textiles, building materials. With the help of the teacher, the most suitable technique for the implementation of the idea is selected|1.1.3. Is able to perform operations with simple hand and electric tools, devices and equipment. Selects the most suitable materials and techniques for the development of your design solution|1.1.3. Is able to perform operations with hand and electric tools, devices, equipment and program-controlled devices in work with various materials. Evaluates and selects the most suitable materials and techniques for the development of your design solution

1200

|(% colspan="3" %)1.2. Finding and choosing a solution

1201

|1.2.1. With the support of the teacher, idea generation methods are used to generate different ideas for solving a problem. Examples of natural phenomena, crafts, ethnography, design and architecture are used as sources of inspiration|1.2.1. Generates a variety of ideas for solving a problem using a variety of idea generation methods.(((

1202

Examples of natural phenomena, crafts, ethnography, design and architecture, as well as societal processes, are used as sources of initiative.

1203

)))|1.2.1. Creates diverse ideas for solving problems by purposefully choosing the most appropriate method of generating ideas for the situation.(((

1204

Nature, cultural heritage, contemporary design, architecture, science, processes in society are used as sources of initiative

1205

)))

1206

|1.2.2. Evaluates the generated ideas, discusses how their implementation affects users and the environment. Selects the most suitable solution of the case (design solution), visualizes it in sketch, description, model|1.2.2. Evaluates the ideas generated according to pre-defined criteria and analyzes how the implementation of the generated ideas affects the environment and society. Selects the most appropriate solution, plans and performs its visual and written documentation|1.2.2. Develops criteria for evaluating your idea and evaluates how the implementation of the created ideas affects the environment and society. Selects the most appropriate solution, plans and creates the most appropriate type of documentation

1207

| | |1.2.3. Finds, collects and researches available information on solutions to a specific problem and similar solutions that already exist.(((

1208

Evaluate the competitiveness of your solution with existing solutions

1209

)))

1210

|(% colspan="3" %)1.3. Solution planning and implementation

1211

|1.3.1. According to the steps of the design process, a simple prototype of the case (design solution) is successively created with the support of the teacher. Selects the necessary materials and tools, creates simple sketches|1.3.1. According to the steps of the design process, the sequential development process of the design solution is planned and described.(((

1212

Creates a description of the solution, considering alternatives and justifying the choice of materials and techniques (use of tools and devices in the technological process). Creates detailed technical drawings, drawings and diagrams

1213

)))|1.3.1. Independently or in cooperation with others, plans and describes the process of developing a design solution. Compare the capabilities and environmental impact of different materials and techniques.(((

1214

Select and justify the most appropriate solution.

1215

1216

Creates and appropriately designs solution documentation - drawings, technical drawings, 3D models and visualizations

1217

)))

1218

|1.3.2. Read and use schemes, descriptions, templates, instructions or recipes created by yourself or others|1.3.2. Adapt the teacher's sketches, cuts, diagrams, instructions, recipes and algorithm samples to your needs|1.3.2. Finds and adapts to your needs technical drawings, sections, schemes, instructions, recipes and algorithm samples from various information sources

1219

|1.3.3. With the support of the teacher, the planned solution is implemented one after the other|1.3.3. Purposefully implements the design solution in accordance with the previously developed work plan and evaluation criteria. The implementation process documents the key elements, milestones and milestones and identifies the necessary changes|1.3.3. Independently implements the design solution in accordance with the previously created work plan and evaluation criteria. The implementation process shall document and evaluate the implementation process according to the criteria and, if necessary, specify or change the choice of materials, techniques, workflow and adapt the future work plan to the changes.

1220

|1.3.4. With the support of the teacher, applications are used to implement the appropriate solution|1.3.4. Selects the program-controlled devices to implement the program of the selected product|1.3.4. Selects the program-controlled devices to implement the program of the selected product. Justify your choice and its impact on the progress and outcome of the task

1221

|(% colspan="3" %)1.4. Solution testing, evaluation and improvement

1222

|1.4.1. Name the possibility to improve the work process or the achieved result|1.4.1. Sees and is able to name several possibilities to improve the development process and the created design solution according to the given or self-created criteria|1.4.1. Analyzes the design solution created in the development process and its improvement possibilities.(((

1223

Formulates sound suggestions and refines strategies to achieve the goal

1224

)))

1225

|1.4.2. Checks whether the created thing (design solution) corresponds to the intention, finds out the opinion of other users about it|1.4.2. Tests the created design solution. Find out the opinion of users. Summarizes and evaluates test results, makes necessary improvements|1.4.2. Systematically tests the created design solution and documents the test results. Find out the user's opinion and improve the prototype or finished design solution

1226

|1.4.3. Evaluate the results of your work according to the teacher's instructions.(((

1227

Compare things created by yourself and classmates (design solutions) to explain in your own words what to do differently and how to improve your product.

1228

1229

Explains the integration of the created thing into everyday life, its meaning and use

1230

)))|1.4.3. Evaluate the design solution developed by oneself and other students according to the given criteria. Provides feedback on your own and other work results, the usability of these solutions|1.4.3. Evaluates the design solution developed by oneself and other students according to the criteria developed by oneself.(((

1231

Provides reasonable feedback on one's own and others' work results, the usability of this solution, as well as the impact on the environment

1232

)))

1233

|(% colspan="3" %)1.5. Implementation of the solution

1234

|1.5.1. With the support of the teacher, prepares and presents the created thing (design solution) in the classroom or other school events|1.5.1. Independently presents the developed design solution, describes its creation and usability|1.5.1. Independently presents the developed design solution, describing its creation and possibilities of use, justifying the choice of its solutions

1235

|(% colspan="3" %)2. Selection of appropriate and safe materials and technologies, their skilful use gives an opportunity to create better design solutions (product and information design, environmental solutions)

1236

|(% colspan="3" %)2.1. Work with materials and their processing techniques

1237

|2.1.1. Recognizes and evaluates different materials and their properties using all the senses. Experiment with different materials and their connection possibilities. With the help of the teacher, different materials are selected without endangering yourself and the environment|2.1.1. Researches and evaluates the physical properties of materials, experiments with different materials, connecting, dividing and combining them as intended. Selects appropriate materials from which design solutions can be created without endangering yourself and the environment|2.1.1. Taking into account the properties of materials, justify their choice according to the intended idea, intended functionality and user needs, so as not to pose a risk to society and the environment

1238

|2.1.2. Following the teacher's instructions, safe processing techniques for various materials are tested, used and explained|2.1.2. Tests different processing techniques and technologies when working with different materials, observing safety conditions|2.1.2. Tests processing and finishing techniques and technologies in work with various materials and according to the usability of the solution, observing safety conditions

1239

|2.1.3. Following the teacher's instructions, make things (design solutions) by combining or dividing different materials with appropriate techniques and techniques. Use the acquired skills in similar situations. With the help of the teacher corrects processing errors|2.1.3. Create your own design solution by combining, dividing and processing different materials with appropriate techniques and techniques. Sees and names errors and corrects them|2.1.3. Create your own design solution by choosing the most suitable connection, splitting and processing techniques and technologies, justify your choice. Evaluates errors in the processing of materials and the possibilities of their correction, makes the necessary and possible improvements

1240

|(% colspan="3" %)2.2. Food technology and table culture

1241

|2.2.1. Determines the properties of different foods (color, taste, texture, consistency) using their senses. Appropriate, safe for consumption products are selected, describing the quality of food products according to the teacher's instructions|2.2.1. Evaluate the properties of foods and their compatibility. Appropriate, safe for consumption products shall be selected, describing the quality of the food in terms of appearance, color, smell, consistency and composition indicated on the packaging.|2.2.1. Evaluate product properties, their compatibility, substitution and combination possibilities. Select safe food that meets the requirements of a balanced diet, taking into account the quality of food

1242

|2.2. [[2.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n2]] Name some of the properties that each ingredient gives to the food and its quantity|2.2.2. Explains how the properties of the prepared food would differ according to a balanced diet, if the ingredients added to the food and their amount are changed|2.2.2. Explains how the properties of the prepared food would differ according to a balanced diet, if different types of processing, techniques and changes of food ingredients and their amount would be used in the processing process

1243

|2.2.3. Prepares healthy meals without heat treatment according to simple recipes given by the teacher, using the available foods sparingly and rationally|2.2.3. Prepare healthy meals according to a given or own recipe by heat-treating the products, using the available foods sparingly and rationally|2.2.3. Prepare healthy meals according to a given or self-developed recipe, using various cooking technologies.(((

1244

Plan the selection and quantity of the required products for a specific dish, which is intended for a specific purpose and according to individual food consumption needs

1245

)))

1246

|2.2.4. According to the teacher's instructions, set the table for the meal according to your intentions, select and use the necessary dishes and cutlery|2.2.4. According to your idea, create a thematic menu, choose the way of food design and serving and the composition of the table setting|2.2.4. Evaluates different types of food design and serving, types of tableware compositions, thematic menus, choosing the most suitable and appropriate solution for your idea, place and purpose

1247

|(% colspan="3" %)2.3. Use of controllable devices and computer networks and management of storage devices

1248

|2.3.1. The solution is developed in a simple way with the control devices used in the learning process, recognizes the icons of some applications and files, as well as opens and closes applications using the standard features offered by the operating system's graphical interface.|2.3.1. Performs operations on the program-controlled devices used in the learning process, changes the most typical operating system interface settings, as well as disconnects and connects to the computer various devices used in the learning process and connected to the computer with the help of a teacher, which does not require additional software installation. Explains the technical parameters of software-controlled devices used in the learning process and their impact on the functionality of this device|2.3.1. Use a variety of software-controlled devices, compare the most popular operating systems and adjust operating system interface settings to suit your needs, install and uninstall software, and disconnect and connect various devices to connect to your computer. Evaluates the technical parameters of software-controlled devices (including the main computer components) used in the learning process and their impact on the functionality of this device

1249

|2.3.2. Explains that software-controlled devices can be connected to a variety of computer networks (including //WiFi// and mobile data) that may have different usage conditions|2.3.2. Explains that different types of computer networks and related devices are used in everyday life, compares the advantages and disadvantages of their use and chooses the most suitable wireless computer network|2.3.2. Explains the basic principles of a simple computer network structure (including client-server architecture). Classifies the most frequently connected devices to computer networks and describes their uses by modeling examples of the most commonly used computer networks

1250

|2.3.3. Follow the teacher's instructions to navigate the file and folder system of the storage devices and find the required file or folder|2.3.3. Manages and uses the file and folder management system for storage devices|2.3.3. Manages and organizes the file and folder system, following examples of good practice in structuring information and using the file management system available in a given situation. Performs data archiving and unarchiving

1251

|(% colspan="3" %)2.4. Manage and use office, image, video, and audio processing applications and their inherent and common functionality

1252

|2.4.1. Enters and edits text, follows basic text input principles and uses spelling tools, formats text using built-in styles and the simplest formatting tools, complements text with images|2.4.1. When creating a solution, use a word processing application, select the input language and use its spelling tools, including specialized symbols, lists, formulas, tables, and various graphical objects in the text. Changes page settings, formats tables and graphics|2.4.1. Create large structured documents by choosing the most appropriate page settings, editing the header and footer, adding a footer, automatic table of contents, and multi-level lists. Formats a text document in accordance with regulatory requirements

1253

| |2.4.2. Structures the data in a table using a spreadsheet application. Performs data entry (including using cell autofill options) and editing. Performs simple calculations using relative and absolute address. Plan, create, and edit bar, bar, and pie charts to create a solution|2.4.2. Structures the data by choosing the most appropriate way of displaying it and the most rational techniques using the spreadsheet application. Performs data processing and analysis, using data sorting and selection, calculations. Performs workbook pages. Imports and exports data

1254

| |2.4.3. Compares different types of data display, chooses the most suitable, creating structured and visually easy-to-understand design solutions|2.4.3. Knows different ways of displaying data (including online) and uses them to achieve their goals

1255

| |2.4.4. The presentation in the application creates a presentation, following the basic principles of creating a unified design (including character size, text size, use of colors). Selects the appropriate slide layout type, animation, and slide transition types. Demonstrates the presentation according to the time allotted for the presentation|2.4.4. Presentation application tools and technical devices are effectively used to prepare and present a presentation. Plans, creates and demonstrates the content of the presentation according to the target audience. Prepare handouts

1256

|2.4.5. Creating and editing a raster image and part of it using some basic drawing tools and setting up a workspace in one way, as well as adding text to the image|2.4.5. Explains the basic principles, advantages and disadvantages of computerized image processing, names the main differences between raster graphics and vector graphics. Create, format and edit vector graphics from ready-made shapes by selecting and using the appropriate tools. Create simple animations using your own or ready-made images|2.4.5. Create a drawing or process a digital image using appropriate tools, graphics, and applications, determine key features of a digital image

1257

|2.4.6. Rotate, view, and delete an image, play audio, and watch video on a digital device|2.4.6. Process your own image with a digital device (including quality enhancement and cropping) using a simple image processing application. Perform digital video acquisition using a simple video processing application|2.4.6. Explains the basic principles of video creation and editing. Films, photographs and finds or records audio according to the created scenario, performs video post-processing of the obtained materials. Selects the appropriate image, audio, or video size and save format for the purpose

1258

|2.4.7. Selects the most appropriate application to solve the task (problem) according to the teacher's instructions|2.4.7. Selects the most appropriate application to solve the task (problem) from the list provided|2.4.7. Selects one or more most suitable applications, creating a complex approach to solving the set task (problem), and justifies your choice

1259

|2.4.8. With the help of the teacher, adjust some settings of the application according to the user's needs|2.4.8. Adjusts typical app settings to suit the user's needs, including the layout of available tools|2.4.8. Independently adjusts application settings to suit user needs to increase productivity and security by respecting and evaluating the specifics of the task at hand

1260

|2.4.9. Creating a solution backs up text, images between several documents opened in one or two applications at the same time|2.4.9. Duplicate and move different types of document fragments (text, image, other objects) between multiple documents using special pasting to create a solution|2.4.9. Creating a solution duplicates different types of content between different types of documents, ensuring one-way synchronization of information between source and destination documents as needed

1261

|2.4.10. Saves document apps automatically in the location and format suggested, and saves document changes on a regular basis, reducing the risk of data loss|2.4.10. For data security purposes, select the location, format, and media when saving the document, following the naming guidelines for files and folders|2.4.10. Saves the document in the selected or specified folder and format on the storage device (including cloud storage), protecting or restricting access to this file as needed

1262

| |2.4.11. Uses app help and support systems in standard situations, looking for solutions in online communities|2.4.11. Uses app help and support systems, online communities, including finding solutions to non-standard situations and unknown error messages

1263

|(% colspan="3" %)2.5. Use of Internet services and online information processing and collaboration tools

1264

|2.5.1. Exchange information in a virtual environment, including handling e-mail messages in a school management or other system accessible to students|2.5.1. Exchanges information in a virtual environment, uses e-mail and organizes messages in the school management or other system available to students, as well as prepares a report with an attachment, views or saves the files attached to the received message|2.5.1. Exchange information in a virtual environment using a variety of forms and solutions, including explaining the structure of an e-mail address and using various e-mail systems and other communication tools

1265

|2.5.2. Log in to the website with authorization to use the e-services required in the learning process, including the school management system and other learning resources|2.5.2. Uses websites that require authorization. Uses e-services and other learning resources required in the learning process, including uploading and downloading files|2.5.2. Uses websites with and without authorization, including activating, deactivating, and deleting a user account. Uses e-services and other learning resources required in the learning process, including digital maps, online databases and applications with a built-in geolocation system, online encyclopedias, assessing the reliability of the information contained in them and the security of data exchange

1266

| |2.5.3. Use teacher-provided sharing documents and other resources, as well as online tools and web applications|2.5.3. Selects and uses the most appropriate online tools and web applications for a specific task, shares documents and files

1267

| | |2.5.4. Name the most important criteria for choosing the most suitable Internet service provider and the type of Internet connection subscription, as well as the types of Internet services most frequently used. Describes the benefits and potential risks of using online collaboration services and tools

1268

|(% colspan="3" %)2.6. Algorithms, data structures, programming languages and software development

1269

|2.6.1. Records, reads and executes simple verbally and graphically (including schematically) recorded actions that contain several consecutive actions or one cyclic or branched action|2.6.1. Records, reads, and executes simple verbal and graphical (including flowchart) written algorithms that contain a series of sequential, cyclic, and branched operations. Writes an algorithm in one of the visual programming languages that controls an object, image, or device using the simplest prescriptions (constructions) of that language|2.6.1. Records, reads and executes verbatim and graphically recorded algorithms that contain several sequential, different types of cyclic and complex operations. The recording algorithm uses appropriate simple data structures in one of the programming languages. Follow good practice recommendations for program recording and structuring

1270

|2.6.2. Following the instructions, check whether the recorded actions fulfill the given task, as well as see the errors made in the record and correct them.|2.6.2. The test method checks whether the algorithm fulfills the given task, as well as sees the errors made in the algorithm record and corrects them.|2.6.2. Develops criteria for evaluating the accuracy of your algorithm and possible errors. Purposefully (according to a pre-made plan) checks whether the algorithm fulfills the given task, searches for errors in the algorithm record and corrects them

1271

|(% colspan="3" %)2.7. Development of engineering solutions

1272

|2.7.1. Name simple models and toys and tell about their operation|2.7.1. Compares examples of simple engineering solutions, their functionality and used materials|2.7.1. Researches various engineering solutions designed taking into account environmental factors, required functionality and available resources

1273

|2.7.2. Creates simple toys and models (including vehicles, buildings, devices) according to the instructions and tests their operation|2.7.2. Creates simple models of engineering solutions, understands the principles of operation. Tests their functionality according to the criteria given by the teacher|2.7.2. Plans and develops engineering solutions and their models, explains their operating principles, usability and checks the impact of changes in their design, parameters or materials on functionality

1274

| |2.7.3. Concludes the strength of engineering structures (eg triangular, quadrangular structures) depending on its structure and materials used, replacing various parts and structures in simple solutions|2.7.3. Develops a prototype for engineering design, taking into account environmental factors, required functionality and available resources

1275

|(% colspan="3" %)2.8. Development of robotics solutions and software-controlled devices

1276

|2.8.1. Create a model according to the instructions using a mechanical constructor|2.8.1. Constructs models and simple robots using a constructor and using robot control programs|2.8.1. Develops a robotic solution based on a given or self-created schematic drawing, using various methods of joining parts (including soldering)

1277

| |2.8.2. Researches and compares the use of different components of different software-controlled devices, their characteristics and substantiates their choice and impact on the model|2.8.2. Creates a program-controlled device from ready-made components and modules, explaining their operating principles, structure and functionality

1278

|(% colspan="3" %)2.9. Development of environmental solutions

1279

|2.9.1. Explains the differences between the natural and the built environment. Visualizes the space according to the user's needs|2.9.1. Researches and compares different built environment solutions and their compliance with user needs. Model space solutions for the coexistence of different users|2.9.1. Explores public outdoor space in the vicinity. Analyzes the shortcomings and values of its structure. Offers ideas for outdoor space improvement according to the needs of all its users

1280

|2.9.2. Explains his / her role in the formation of the built environment and the importance of proportionality in it. Creates a layout of a private room and its layout on a certain scale, balancing the needs of its user with the possibilities|2.9.2. Model the living space, taking into account the mutual needs and possibilities of different users. Name common and different spaces of different scales|2.9.2. Model and create a model of public outdoor space and its facilities on a certain scale, taking into account the mutual needs and possibilities of its users. Explores and compares spaces of different scales in the environment

1281

|2.9.3. Name the groups of interconnected elements that make up the structure. Explains their functional, constructive and visual significance in the building. Creates a simple spatial structure layout|2.9.3. Explains the need to balance the three basic features of architecture in a high-quality built environment. Model in their solution their combination in construction|2.9.3. Investigates the impact of the principles of sustainable development on various solutions of the built environment. Model their use in their solutions

1282

|(% colspan="3" %)3. Design solutions (product and information design, environmental solutions) are created according to the needs, wishes and possibilities of a particular user and society.

1283

|(% colspan="3" %)3.1. Cultural heritage is an important source of inspiration for the creation of new and innovative design solutions

1284

|3.1.1. Name simple examples of cultural heritage in crafts, ethnography, design or architecture|3.1.1. Compares and describes different examples of cultural heritage in crafts, ethnography, design or architecture|3.1.1. In-depth study of various examples of cultural heritage in crafts, ethnography, design or architecture that characterize the interaction of cultural, technological and environmental solutions

1285

|3.1.2. Create your own case (design solution) using simple elements of cultural heritage|3.1.2. Develop your design solution based on the interaction of cultural heritage and technology|3.1.2. Creates your own design solution based on and inspired by cultural heritage research

1286

|(% colspan="3" %)3.2. Well-thought-out design solutions are useful and sustainable

1287

|3.2.1. Give examples of how to use selected materials and technologies sparingly to minimize negative environmental impacts|3.2.1. The chosen materials and technologies are used sparingly to minimize the negative impact on the environment. Understands the meaning of material reuse|3.2.1. Researches and evaluates the daily use of environmentally friendly materials and services

1288

|3.2.2. According to the teacher's instructions, individual existing things (design solutions) are adapted to the specific needs of users|3.2.2. Evaluates the need to create new design solutions, adapts some existing design solutions to different user needs|3.2.2. Creates and implements its idea in accordance with the principles of sustainability

1289

|(% colspan="3" %)3.3. When developing high-quality design solutions, it is important to take into account the work environment, work safety and ethical considerations

1290

|3.3.1. According to the teacher's instructions, organize the work environment, follow the work safety rules and recommendations for healthy work. Explains various factors that can endanger health or be addictive to the process, and seeks help from an adult in critical situations|3.3.1. Takes care of one's health and adapts the work environment to the conditions of a health-promoting work environment according to the teacher's instructions, taking measures to avoid possible dangers and addictions at work, including excessive use of computer games, smart devices and social networks|3.3.1. Describes ergonomic requirements for work environment design. Independently takes and observes measures to reduce health disorders at work. Recognizes the factors that can affect and threaten health and takes measures to avoid potential hazards and addictions, including excessive use of computer games, smart devices and social networks

1291

|3.3.2. Explains safety rules and uses personal protective equipment according to the teacher's instructions in accordance with the tasks to be performed in the development of cases (design solutions)|3.3.2. In the process of developing the design solution, the work safety requirements, the operating regulations of power tools and electrical devices are observed and personal protective equipment is used.|3.3.2. In the process of developing the design solution, the requirements of work safety are observed and personal protective equipment is used in work with hand, electric, portable tools, machine tools and other work aids.

1292

|3.3.3. Explain with examples the possible dangers in the virtual environment and report to the teacher or adults if they have encountered them|3.3.3. Follow safety rules and measures when working with software-controlled devices online, know to whom and how to report threats in the virtual environment if encountered|3.3.3. Acts in accordance with safety and ethical standards when working with software-controlled devices and online and explains their meaning

1293

|3.3.4. Digital communication respects etiquette and basic ethical principles|3.3.4. Responsibly create and manage your identity in accordance with the principles of secure passwords and non-disclosure of personal data on the web|3.3.4. Reduces the possibility of identity theft by describing methods and examples of identity theft

1294

|3.3.5. Recognizes some of the factors that can compromise the security of devices, software, and data (including in a virtual environment) and seeks help from an adult in critical situations|3.3.5. Observe safety regulations and measures when working with program-controlled devices. Is aware of the factors that may affect and compromise the security of the device, software and data, and takes measures to avoid potential hazards with the help of a competent person|3.3.5. Recognizes factors that may affect and compromise the security of devices, software, and data, and takes steps to avoid potential threats

1295

|3.3.6. Explains why you need rights to use content created by others. When creating a document, reference is made to the sources of information used|3.3.6. It compares different types of software licenses, explaining the concepts of "copyright" and "intellectual property", their meaning and respect in creating their own solutions. When creating documents that use information found in other resources, indicate its source|3.3.6. Observe the intellectual property and personal data protection regulations and assess the consequences of non-compliance with these regulations. When creating documents that cite or summarize information found in other resources, make correct references to its source

1296

|3.3.7. Give examples of domestic hazardous substances and the risks they pose to humans and the environment|3.3.7. Using different sources of information, explain the effects of different materials and hazardous substances on humans and the environment|3.3.7. Using information on the effects of hazardous substances on human health and the environment, it is concluded that the use of various materials and hazardous substances in the development and use of design solutions

1297

|(% colspan="3" %)3.4. With the development of science and technology, new, innovative design solutions emerge

1298

|3.4.1. Name and compare examples of things (design solutions) that are created by hand using simple hand tools. Describe your experience in the casework process|3.4.1. Compares the advantages, values and disadvantages of hand-made and industrially created things (design solutions), using own experience, observed and various sources of information|3.4.1. Researches and compares various things created in the production process (design solutions), explains the differences, advantages and disadvantages in different production and solution creation processes

1299

|3.4.2. Talks about examples where technological solutions are used to create a case (design solution)|3.4.2. Explains and describes the development of design solutions for production processes (technological solutions to ensure production)|3.4.2. Model production technological processes and the course of their main stages

1300

|3.4.3. Name the raw materials used in the manufacture of various household items|3.4.3. Explains simple technological processes (raw material, process, product) in his own words, experimentally creates prototypes of technological processes, using various information sources|3.4.3. Explains the course of the main technological processes, using regularities of natural sciences and various sources of information

1301

| | |3.4.4. Explores how companies and design developers plan and implement innovation processes and develop products

1302

1303

Acting Minister of Education and Science,

1304

Minister of Welfare //Jānis Reirs//

Annex 8

Cabinet

November 27, 2018

to Regulation No. 747

1310

1311

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

1312

1313

|(% colspan="3" %)1. Learning a variety of basic movements provides an opportunity to engage in interesting, safe and health-promoting physical activities and is the basis for strengthening physical health

1314

|(% colspan="3" %)1.1. Movement (walking, running, crawling, moving with sports equipment, swimming) *

1315

|Finally 3rd grade|Finally 6th grade|Finally 9th grade

1316

|1.1.1. Purposefully and creatively performs various exercises while walking, running and crawling with changing the rhythm, length of steps and direction according to the environment, for example, independently chooses the sequence of basic movements|1.1.1. Depending on the environmental situation, individually, in pairs, combines walking, running, crawling with other basic movements, for example, independently creates exercise circles|1.1.1. Analyzes, evaluates and independently makes decisions by combining walking and running exercises in combination with other basic movements, such as jumping, throwing

1317

|1.1.2. Demonstrates basic sliding, driving, rolling movements on different surfaces, in different environments (classic steps, descents, braking, climbing, forward movement, falling, starting and stopping, sliding on foot)|1.1.2. Moves by combining different steps / movements on different surfaces, terrains and according to weather conditions individually or in pairs (sliding steps, overcoming bumps, moving forward, backwards, cross step, obstacle avoidance)|1.1.2. Independently adopts the best solution for skiing, skating and driving (scooter, self-rolling, cycling and / or skateboarding) exercises according to the situation and safe behavior

1318

|1.1.3. Recognizes and uses prepared, suitable sports equipment and personal protective equipment, adapts them to your height (sticks, skis, boots, skates, bicycles, helmets, hand and foot guards)|1.1.3. Prepares suitable sports equipment and personal protective equipment according to the chosen physical activity and weather conditions|1.1.3. Analyzes, evaluates and makes balanced decisions about the compliance of one's own and other selected sports equipment and personal protective equipment with the implementation of the goal of physical activities

1319

|1.1.4. Performs breathing exercises in water, gliding, arm and leg movements with and without aids, without a certain style|1.1.4. Swims in a free style and performs jumps in the water from the edge of the pool, maintaining a vertical position|1.1.4. Take a distance in a freely chosen swimming style according to your abilities and analyze the performance of your swimming style according to your own pre-defined criteria to plan your future activities

1320

|1.1.5. Dive into the depths by lifting objects under water from the bottom of the pool|1.1.5. Dive into the distance according to your abilities, performing arbitrary underwater movements with your hands and feet, moving forward|1.1.5. Creates and performs swimming exercises according to his / her interests to improve diving skills

1321

|(% colspan="3" %)1.2. Overcoming obstacles (jumping, falling, climbing, climbing, running)

1322

|1.2.1. Individually performs horizontal and vertical jumps of different heights, distances on the spot and moving, springing on one or both legs with and without equipment (jumps in circles, from one line to another, jumps and jumps to / from elevation)|1.2.1. Combines and connects jumping with other basic movements in different environments and with different equipment (horizontal and vertical jumping, overcoming various low structures with and without turns) individually and in pairs|1.2.1. Combines and improves jumping movements in gymnastics, athletics and park exercises according to the situation and safe action (uses music, strings, springboards, logs and natural obstacles in the environment)

1323

|1.2.2. Individually overcomes obstacles to washing, climbing, crawling, pouring on different surfaces, in different directions according to a diverse environment|1.2.2. Combines and interconnects casting, rolling, crawling (swings, rolls, postures, throws, supports, balances, pyramids) and climbing (along the gymnastics wall, stairs) with other basic movements, such as jumping in different environments, with and without equipment individually and Pairs|1.2.2. Analyzes, evaluates, independently makes decisions and demonstrates climbing walls of various constructions, creative gymnastics combinations, selects appropriate equipment and musical accompaniment

1324

|(% colspan="3" %)1.3. Moving objects (throwing, rolling, grabbing and hitting objects)

1325

|1.3.1. With the support of the teacher, the best solution is selected and implemented for throwing, grabbing, rolling and hitting various objects (eg balls of different sizes and weights, circles, natural objects) in different directions and goals on the spot and in motion, with one hand, foot or both.|1.3.1. Critically evaluating one's abilities, combines and connects throwing, grabbing, rolling and hitting objects with other basic movements, such as running, jumping, climbing individually, in pairs|1.3.1. Analyzes, evaluates, independently makes decisions, acting in familiar and new situations in athletics, sports and single-player exercises and sets of exercises, moving objects (throwing, rolling, grabbing and hitting the object), for example, to promote football skills and physical fitness

1326

|(% colspan="3" %)2. Regular, systematic and varied physical activity is the basis of physical health and healthy lifestyle habits

1327

|(% colspan="3" %)2.1. Movement games and games, sports games with relaxed or changed rules and singles with relaxed or changed rules ~*~*

1328

|2.1.1. Works with a variety of objects in movement games and games, suggests alternatives and combines object control, passes, throws / blows according to the game situation|2.1.1. Purposeful use of ball / object control, passes, serves, throws / shots in sports games and singles with relaxed rules or their exercises, performs simple attack and defense techniques|2.1.1. Plans, evaluates and uses new and creative solutions, attack and defense techniques in various game situations to control, pass, serve, capture and throw / hit the basket / object in the basket / goal / area, is co-responsible for the achieved result

1329

|2.1.2. In cooperation with the teacher, adopts and observes the rules of fair play, controls actions and expressions of various emotions in play and game situations.|2.1.2. Demonstrates ethical behavior, fair play, controls and expresses emotions according to the situation, manages stress using, for example, relaxation and breathing exercises|2.1.2. Manages your thoughts, emotions and behavior in a tense and controversial gaming situation

1330

|(% colspan="3" %)2.2. Dance and rhythmic combinations

1331

|2.2.1. Performs basic dance steps, grips and rhythmic exercises individually with and without the object to the accompaniment of music, such as gait, polka, gallop steps, lateral grip of inner hands, rhythmic walking with hand movements|2.2.1. Purposefully performs separate dance steps and figures of different styles in pairs, combines various rhythmic and gymnastic exercises|2.2.1. Selects different styles of dance steps, dances, combinations of movements with and without the subject, improvises, independently chooses the musical accompaniment

1332

|(% colspan="3" %)2.3. Adventure activities

1333

|2.3.1. Moves with a terrain scheme in a familiar and well-visible area (is able to orient the map to the surrounding objects, understands the schematic representation of the map within visibility, for example, school stadium, yard)|2.3.1. Moves with the map in a clearly visible area (recognizes the colors of the orienteering map and 10 map marks around the school), determines and controls the distance on the map and the terrain (understands the scale of the map), uses a compass to orient the map|2.3.1. Navigate unfamiliar terrain using a variety of maps, including digital (recognizes 20 orienteering map signs, uses the exact direction with a compass, finds objects next to linear landmarks), and evaluates your performance

1334

|2.3.2. With the support of the teacher, obstacles in nature (fallen trees, uneven terrain) or self-created obstacles (obstacle course with a balance path, cones, barriers) are overcome|2.3.2. Going on a hike and overcoming obstacles in nature on his own, working with classmates in twinning games and games|2.3.2. Plans and participates in the hike, overcoming obstacles in nature, orienting in the area, performing physical, tourism, communication and cooperation exercises, organizing the contents of the backpack according to the duration, distance and type of the hike

1335

|(% colspan="3" %)2.4. Self-defense

1336

|2.4.1. Purposefully learns the position, movement and contraction of safe self-defense in a ball|2.4. [[1.>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/303768&usg=ALkJrhiv7PTMRfchjnHyZ9cjFpF4HZHxag#n1]] Recognizes the situation for the use of self-defense techniques, uses appropriate posture, performs falls from different positions on different parts of the body, is able to protect against blows made with hands and feet|2.4.1. Critically assesses the situation and, using self-defense techniques, avoids and gets rid of the opponent's grabs and grips, throws and strangulation grips

1337

|(% colspan="3" %)3. Physical activity is a prerequisite for good physical and mental health

1338

|3.1. During physical activity, the body is characterized by reactions such as heart rate, respiratory rate, fatigue|3.1. Describes the relationship between physical activity and cognitive abilities, such as brain function - concentration, memory|3.1. Analyzes, evaluates and uses exercises that affect the health of the metabolism, immune system, cardiovascular, musculoskeletal system

1339

|3.2. Consciously prepares for physical activities according to the sample (warm-up, stretching exercises)|3.2. Prepares responsibly and independently for physical activities|3.2. Compare the preparation exercises chosen by oneself and others before performing various physical activities

1340

|3.3. Under the guidance of a teacher, participates in general physical ability development exercises (coordination of movements, general endurance, strength, speed, flexibility), shows the dynamics of one's physical fitness, for example, using step counting recording options in everyday life.|3.3. Independently recognizes and uses certain exercises to develop their general physical abilities (coordination of movements, general endurance, strength, speed, flexibility) and monitors changes in their physical fitness in health-promoting activities. Get acquainted with the possibilities of digital technologies to use them in the practice of a healthy lifestyle, for example, to record the amount of load, count steps|3.3. Analyzes the load of general physical fitness exercises (coordination of movements, general endurance, strength, speed, flexibility) according to their work abilities and evaluates the changes in their physical fitness. Selects and uses digital technologies to control and maintain their health, lifestyle, such as mobile applications, when planning hikes, orientation, classifies and records the work done in the Global Positioning System (GPS)

1341

|3.4. Dress according to the purpose of physical activity and weather conditions|3.4. Independently chooses and uses clothing and footwear according to the specifics of physical activities, observes personal hygiene (for example, when using detergents) before and after physical activities|3.4. Selects, evaluates and uses suitable clothing and footwear for physical activities that meet their interests, both indoors and outdoors. Observe personal hygiene to protect yourself from infections, adverse reactions and injuries, and explain the importance of the spread and prevention of reproductive health infections.

1342

|3.5. Under the guidance of a teacher, plan and follow your daily routine (sleep, study, rest)|3.5. Independently monitors the previously set amount and content of physical activity in your daily routine|3.5. Discusses the impact of the daily plan on work ability, health and sets goals for improving the daily plan and achieving goals so as not to hurt your body and protect yourself from injuries

1343

|3.6. Talks about their daily eating habits and discusses their use in the context of physical activity|3.6. Researches and chooses to use a healthy diet before and after physical activity according to self-developed criteria|3.6. Analyzes the relationship between energy intake from diet and energy consumed in daily activities and, based on various sources of information, develops your own diet plan in relation to the amount of physical activity

1344

|3.7. Familiar with a healthy school environment, such as outdoor and indoor physical activity areas, adaptable classroom layout, relaxation area, fresh air, light|3.7. Acts health-promoting, encourages and motivates others to create a healthy school environment|3.7. Makes personal and socially responsible decisions by engaging in a health-promoting school environment

1345

|(% colspan="3" %)4. Safety and health for oneself and others are influenced by one's own well-considered decisions, being aware of potential risks and evaluating one's actions, and the readiness to respond appropriately to unexpected and unfamiliar situations

1346

|4.1. Recognizes safe behavior in your daily life, such as at home, in the learning and environment, in contact with people, in emergencies, and acts safely with adult support.(((

1347

4.2. Recognizes the safe situation and follows the rules of the road, for example, using a bicycle, skateboard, scooter, roller skates, being near the railway, crossing the street, road, railway.

1348

1349

4.3. With the support of the teacher, the public places of physical activity and leisure activities (sports centers, fields, ski and snowboard tracks) and the safety rules developed by them are named.

1350

)))|4.1. Assess the situation, make decisions and take responsibility for appropriate action to protect yourself and others in crowded places, such as stations, public transport, mass events, shopping malls, cinemas.(((

1351

4.2. When trying new activities, independently evaluates safe behavior in road traffic, for example, riding a bicycle, skateboard, scooter, roller skates.

1352

1353

4.3. Purposeful and understanding compliance with the safety regulations developed for public physical activities and leisure activities in the immediate vicinity

1354

)))|4.1. Model, plan and analyze various hazards in the immediate vicinity, such as floods, storms, chemical spills, fire, communications disruptions.(((

1355

4.2. Evaluates and prevents risks, makes decisions according to the environmental situation, riding a bicycle, moped, skateboard, scooter, roller skates, skiing, skating and Nordic walking.

1356

1357

4.3. Evaluates safety rules developed for public physical activity and leisure activities and sees opportunities that could be changed to improve environmental safety

1358

)))

1359

|4.4. Under the guidance of a teacher, coordination exercises are provided to ensure personal safety, such as the ability to orientate in space, movement response time and the ability to adapt movements to changing situations and unusual tasks.|4.4. Select appropriate coordination, strength and endurance exercises and use them to enhance your safety, such as overcoming obstacles when running|4.4. Collaboratively selects and uses appropriate fitness exercises that help make safe decisions to act responsibly in a variety of unexpected, dangerous situations, such as navigating the crowd and space during evacuation and avoiding collisions with others.

1360

|4.5. Has mastered the basic rules of safe behavior on the water and recognizes safe situations in the pool and open water|4.5. Recognizes and evaluates situations when "drowning" needs to be assisted (simulated in a pool) from the shore, when it is necessary to use life jackets|4.5. Demonstrates safe action in the water and decides how to deal with potentially dangerous situations in the water (choking on water, river and sea underwater currents, leg cramps, swimming off the coast, being in cold water, boat capsizing)

1361

|4.6. In the evacuation training organized by the educational institution, follow the teacher's instructions on the evacuation process, memorize and observe the direction of evacuation, destination or gathering place|4.6. Investigates the possibility of emergencies at school events and analyzes safe action|4.6. Collaborative models of potentially dangerous situations that require evacuation (from mass events, shopping malls, cinemas), make safe and responsible decisions and take appropriate action

1362

|4.7. Under the guidance of a teacher, acquires the ability to care for bruises, wounds and minor injuries, recognizes situations when it is necessary to ask for help for an adult in case of deteriorating health, names the emergency number 112|4.7. Able to assess the risks of increased trauma, provide first aid to themselves and people in distress, use the emergency number 112, as well as the numbers of other institutions, such as crisis centers and hotlines|4.7. Acts in accordance with the sequence of first aid actions at the scene of an accident, makes a reasoned decision to call emergency services

1363

1364

Notes.

1365

~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).

1366

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.

1367

1368

Acting Minister of Education and Science,

1369

Minister of Welfare //Jānis Reirs//

Annex 9

Cabinet

November 27, 2018

to Regulation No. 747

1375

1376

= Assessment of student learning performance at acquisition levels =

1377

1378

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

1379

1380

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

1381

1382

1.2. the need for support;

1383

1384

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

1385

1386

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

1387

1388

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;

1389

1390

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;

1391

1392

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

1393

1394

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

1395

1396

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;

1397

1398

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;

1399

1400

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

1401

1402

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

1403

1404

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;

1405

1406

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

1407

1408

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

1409

1410

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

1411

1412

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;

1413

1414

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

1415

1416

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.

1417

1418

Acting Minister of Education and Science,

1419

Minister of Welfare //Jānis Reirs//

Annex 10

Cabinet

November 27, 2018

to Regulation No. 747

1425

1426

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

1427

1428

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

1429

1430

1.1. the amount and quality of the acquired knowledge;

1431

1432

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

1433

1434

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

1435

1436

1.4. dynamics of development of learning achievements.

1437

1438

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.

1439

1440

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

1441

1442

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;

1443

1444

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

1445

1446

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

1447

1448

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

1449

1450

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

1451

1452

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

1453

1454

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;

1455

1456

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;

1457

1458

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

1459

1460

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

1461

1462

4.5. has acquired cooperation and communication skills;

1463

1464

4.6. learning outcomes are developing successfully.

1465

1466

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

1467

1468

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;

1469

1470

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

1471

1472

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

1473

1474

5.4. can express personal attitude using memorized learning content;

1475

1476

5.5. underdeveloped cooperation and communication skills;

1477

1478

5.6. learning achievements are evolving.

1479

1480

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

1481

1482

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;

1483

1484

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

1485

1486

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

1487

1488

6.4. cooperation skills are not developed;

1489

1490

6.5. the development of learning achievements is insufficient.

1491

1492

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.

1493

1494

Acting Minister of Education and Science,

1495

Minister of Welfare //Jānis Reirs//

Annex 11

Cabinet

November 27, 2018

to Regulation No. 747

1501

1502

= Example of a basic education program =

1503

1504

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

1505

1506

== I. Aims and tasks of the educational program implementation ==

1507

1508

~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.

1509

1510

== II. Content of education ==

1511

1512

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.

1513

1514

== III. Requirements for prior education ==

1515

1516

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.

1517

1518

== IV. Principles of pedagogical process organization and implementation plan

1519

(including according to subjects) ==

1520

1521

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

1522

1523

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.

1524

1525

Number of teaching hours in a three - year subject ^^1^^

Table 1

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

1531

|1.|(% colspan="4" %)Language learning area

1532

|1.1.|Latvian language ^^2^^|624 (18)|490 (14)|315 (9)

1533

|1.2.|foreign language 1, foreign language 2 ^^3^^|208 (6)|385 (11)|525 (15)

1534

|2.|(% colspan="4" %)Social and civic learning

1535

|2.1.|social Sciences|104 (3)| |105 (3)

1536

|2.2.|social sciences and history| |245 (7)|

1537

|2.3.|History of Latvia and the world| | |210 (6)

1538

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

1539

|3.1.|visual arts|174 (5)|105 (3)|105 (3)

1540

|3.2.|music|208 (6)|175 (5)|105 (3)

1541

|3.3.|literature| |140 (4)|210 (6)

1542

|3.4.|theatrical art| |70 (2)|35 (1)

1543

|4.|(% colspan="4" %)Field of science

1544

|4.1.|Natural sciences|208 (6)|210 (6)|

1545

|4.2.|chemistry| | |140 (4)

1546

|4.3.|physics| | |140 (4)

1547

|4.4.|biology| | |210 (6)

1548

|4.5.|geography| | |210 (6)

1549

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

1550

|math|416 (12)|560 (16)|525 (15)

1551

|6.|(% colspan="4" %)Field of technology training

1552

|6.1.|design and technology|173 (5)|140 (4)|140 (4)

1553

|6.2.|computers| |105 (3)|175 (5)

1554

|6.3.|engineering| | |35 (1)

1555

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

1556

|sport and health ^^4^^|278 (8)|315 (9)|315 (9)

1557

1558

Notes.

1559

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

1560

^^2 In the^^ 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.

1561

^^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.

1562

^^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.

1563

1564

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

Table 2

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

1570

|1.|(% colspan="4" %)Language learning area

1571

|1.1.|Latvian language ^^2^^|312 (9)|315 (9)|315 (9)

1572

|1.2.|foreign language 1, foreign language 2 ^^3^^|104 (3)|210 (6)|210 (6)

1573

|2.|(% colspan="4" %)Social and civic learning

1574

|2.1.|social Sciences|35 (1)| |105 (3)

1575

|2.2.|social sciences and history| |175 (5)|

1576

|2.3.|History of Latvia and the world| | |210 (6)

1577

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

1578

|3.1.|visual arts ^^4^^|104 (3)|105 (3)|105 (3)

1579

|3.2.|music ^^4^^|104 (3)|105 (3)|105 (3)

1580

|3.3.|literature| |105 (3)|105 (3)

1581

|3.4.|theatrical art ^^4^^| |35 (1)|35 (1)

1582

|4.|(% colspan="4" %)Field of science

1583

|4.1.|Natural sciences|104 (3)|105 (3)|

1584

|4.2.|chemistry| | |70 (2)

1585

|4.3.|physics| | |70 (2)

1586

|4.4.|biology| | |105 (3)

1587

|4.5.|geography| | |105 (3)

1588

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

1589

|math|243 (7)|315 (9)|315 (9)

1590

|6.|(% colspan="4" %)Field of technology training

1591

|6.1.|design and technology ^^4^^|104 (3)|105 (3)|105 (3)

1592

|6.2.|computers| |105 (3)|105 (3)

1593

|6.3.|engineering| | |35 (1)

1594

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

1595

|sport and health ^^4^^|104 (3)|104 (3)|104 (3)

1596

1597

Notes.

1598

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

1599

^^2 In the^^ 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.

1600

^^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.

1601

^^4 In the^^ subjects //Theater Arts// , //Music// , //Visual Arts// , //Design and Technology// , //Sport and Health,// students can learn the theoretical part of the curriculum.

1602

1603

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.

1604

1605

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.

1606

1607

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.

1608

1609

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.

1610

1611

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.

1612

1613

~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.

1614

1615

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

1616

1617

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

1618

1619

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);

1620

1621

12.3. lessons for individual work with students;

1622

1623

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.

1624

1625

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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw]] , if the pupil has returned or arrived from another country or ill or the student has other learning needs.

1626

1627

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

1628

1629

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.

1630

1631

== V. Characteristics of the learning environment ==

1632

1633

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.

1634

1635

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.

1636

1637

== VI. Procedure for assessment of students' learning achievements ==

1638

1639

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.

1640

1641

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).

1642

1643

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.

1644

1645

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.

1646

1647

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

1648

1649

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.

1650

1651

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

1652

1653

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

1654

1655

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

1656

1657

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

1658

1659

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.

1660

1661

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

1662

1663

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.

1664

1665

Acting Minister of Education and Science,

1666

Minister of Welfare //Jānis Reirs//

Annex 12

Cabinet

November 27, 2018

to Regulation No. 747

1672

1673

= Example of a basic education minority program =

1674

1675

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

1676

1677

== I. Aims and tasks of the educational program implementation ==

1678

1679

~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.

1680

1681

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

1682

1683

2.1. acquisition of ethnic culture is ensured;

1684

1685

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

1686

1687

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

1688

1689

== II. Content of education ==

1690

1691

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.

1692

1693

== III. Requirements for prior education ==

1694

1695

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.

1696

1697

== IV. Principles of pedagogical process organization and implementation plan

1698

(including according to subjects) ==

1699

1700

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

1701

1702

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.

1703

1704

=== Number of teaching hours in a three - year subject ^^1^^ ===

Table 1

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

1710

|1.|(% colspan="4" %)Language learning area

1711

|1.1.|Latvian language and literature|520 (15)|525 (15)|525 (15)

1712

|1.2.|foreign languages|174 (5)|245 (7)|315 (9)

1713

|1.3.|minority language and literature|312 (9)|315 (9)|315 (9)

1714

|2.|(% colspan="4" %)Social and civic learning

1715

|2.1.|social Sciences|104 (3)| |105 (3)

1716

|2.2.|social sciences and history| |245 (7)|

1717

|2.3.|History of Latvia and the world| | |210 (6)

1718

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

1719

|3.1.|visual arts|104 (3)|105 (3)|105 (3)

1720

|3.2.|music|104 (3)|105 (3)|105 (3)

1721

|3.3.|theatrical art| |70 (2)|

1722

|4.|(% colspan="4" %)Field of science

1723

|4.1.|Natural sciences|208 (6)|210 (6)|

1724

|4.2.|chemistry| | |140 (4)

1725

|4.3.|physics| | |140 (4)

1726

|4.4.|biology| | |210 (6)

1727

|4.5.|geography| | |140 (4)

1728

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

1729

|math|416 (12)|560 (16)|525 (15)

1730

|6.|(% colspan="4" %)Field of technology training

1731

|6.1.|design and technology|173 (5)|140 (4)|140 (4)

1732

|6.2.|computers| |105 (3)|175 (5)

1733

|6.3.|engineering| | |35 (1)

1734

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

1735

|sport and health ^^2^^|278 (8)|315 (9)|315 (9)

1736

1737

Notes.

1738

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

1739

^^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.

1740

1741

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

Table 2

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

1747

|1.|(% colspan="4" %)Language learning area

1748

|1.1.|Latvian language and literature|312 (9)|350 (10)|455 (13)

1749

|1.2.|foreign languages|139 (4)|140 (4)|140 (4)

1750

|1.3.|minority language and literature|104 (3)|210 (6)|210 (6)

1751

|2.|(% colspan="4" %)Social and civic learning

1752

|2.1.|social Sciences|70 (2)| |105 (3)

1753

|2.2.|social sciences and history| |105 (3)|

1754

|2.3.|History of Latvia and the world| | |210 (6)

1755

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

1756

|3.1.|visual arts ^^2^^|104 (3)|105 (3)|105 (3)

1757

|3.2.|music ^^2^^|104 (3)|105 (3)|105 (3)

1758

|3.3.|theatrical art ^^2^^| |35 (1)|

1759

|4.|(% colspan="4" %)Field of science

1760

|4.1.|Natural sciences|104 (3)|105 (3)|

1761

|4.2.|chemistry| | |105 (3)

1762

|4.3.|physics| | |105 (3)

1763

|4.4.|biology| | |105 (3)

1764

|4.5.|geography| | |140 (4)

1765

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

1766

|math|243 (7)|350 (10)|385 (11)

1767

|6.|(% colspan="4" %)Field of technology training

1768

|6.1.|design and technology ^^2^^|104 (3)|105 (3)|105 (3)

1769

|6.2.|computers| |105 (3)|105 (3)

1770

|6.3.|engineering| | |35 (1)

1771

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

1772

|sport and health ^^2^^|104 (3)|105 (3)|105 (3)

1773

1774

Notes.

1775

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

1776

^^2 In the^^ subjects //Theater Arts// , //Music// , //Visual Arts// , //Design and Technology// , //Sport and Health,// students can learn the theoretical part of the curriculum.

1777

1778

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:

1779

1780

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;

1781

1782

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;

1783

1784

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.

1785

1786

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.

1787

1788

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.

1789

1790

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.

1791

1792

~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.

1793

1794

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.

1795

1796

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.

1797

1798

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

1799

1800

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;

1801

1802

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);

1803

1804

14.3. lessons for individual work with students;

1805

1806

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.

1807

1808

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>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw]] , if the pupil has returned or arrived from another country or for a long time. ill or the student has other learning needs.

1809

1810

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

1811

1812

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.

1813

1814

V. Characteristics of the learning environment

1815

1816

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.

1817

1818

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.

1819

1820

== VI. Procedure for assessment of students' learning achievements ==

1821

1822

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.

1823

1824

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).

1825

1826

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.

1827

1828

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.

1829

1830

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

1831

1832

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.

1833

1834

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

1835

1836

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

1837

1838

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

1839

1840

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

1841

1842

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.

1843

1844

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

1845

1846

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.

1847

1848

Acting Minister of Education and Science,

1849

Minister of Welfare //Jānis Reirs//

Annex 13

Cabinet

November 27, 2018

to Regulation No. 747

1855

1856

= Sample of basic education social correction education program =

1857

1858

(educational program codes 23011911, 11011911, 21011911)

1859

1860

== I. Aims and tasks of the educational program implementation ==

1861

1862

~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.

1863

1864

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

1865

1866

== II. Content of education ==

1867

1868

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.

1869

1870

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

1871

1872

== III. Requirements for prior education ==

1873

1874

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

1875

1876

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.

1877

1878

== IV. Principles of pedagogical process organization and implementation plan

1879

(including according to subjects) ==

1880

1881

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.

1882

1883

Number of teaching hours in a three - year subject ^^1^^

Table 1

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

1889

|1.|(% colspan="4" %)Language learning area

1890

|1.1.|Latvian language ^^2^^|624 (18)|490 (14)|315 (9)

1891

|1.2.|foreign language 1, foreign language 2 ^^3^^|208 (6)|385 (11)|525 (15)

1892

|2.|(% colspan="4" %)Social and civic learning

1893

|2.1.|social Sciences|104 (3)| |105 (3)

1894

|2.2.|social sciences and history| |245 (7)|

1895

|2.3.|History of Latvia and the world| | |210 (6)

1896

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

1897

|3.1.|visual arts|174 (5)|105 (3)|105 (3)

1898

|3.2.|music|208 (6)|175 (5)|105 (3)

1899

|3.3.|literature| |140 (4)|210 (6)

1900

|3.4.|theatrical art| |70 (2)|35 (1)

1901

|4.|(% colspan="4" %)Field of science

1902

|4.1.|Natural sciences|208 (6)|210 (6)|

1903

|4.2.|chemistry| | |140 (4)

1904

|4.3.|physics| | |140 (4)

1905

|4.4.|biology| | |210 (6)

1906

|4.5.|geography| | |210 (6)

1907

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

1908

|math|416 (12)|560 (16)|525 (15)

1909

|6.|(% colspan="4" %)Field of technology training

1910

|6.1.|design and technology|173 (5)|140 (4)|140 (4)

1911

|6.2.|computers| |105 (3)|175 (5)

1912

|6.3.|engineering| | |35 (1)

1913

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

1914

|sport and health ^^4^^|278 (8)|315 (9)|315 (9)

1915

1916

Notes.

1917

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

1918

^^2 In the^^ 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.

1919

^^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.

1920

^^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.

1921

1922

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.

1923

1924

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.

1925

1926

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.

1927

1928

~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.

1929

1930

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.

1931

1932

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.

1933

1934

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

1935

1936

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.

1937

1938

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.

1939

1940

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:

1941

1942

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;

1943

1944

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;

1945

1946

17.3. social correction (group and individual):

1947

1948

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

1949

1950

17.3.2. value education and preparation for life in society;

1951

1952

17.3.3. individual / group lessons;

1953

1954

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.

1955

1956

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.

1957

1958

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.

1959

1960

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.

1961

1962

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.

1963

1964

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

|(% rowspan="2" %)Lesson / class|(% colspan="9" %)Number of lessons per week by classes

1969

|1.|2.|3.|4.|5.|6.|7.|8.|9.

1970

|Acquisition of work skills, information technologies and career education|2–6|2–6|2–6|2–6|4-8|4-8|4-8|4-8|4-8

1971

|Value education and preparation for life in society|2–6|2–6|2–6|2–6|2–6|2–6|2–6|2–6|2–6

1972

|Individual / group lessons|0-6|0-6|0-6|0-6|0–8|0–8|0–8|0–8|0–8

1973

|Maximum hourly workload per week|12|12|12|12|14|14|14|14|14

1974

1975

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

|(% rowspan="2" %)In class|(% colspan="9" %)Number of lessons per week by classes

1980

|1.|2.|3.|4.|5.|6.|7.|8.|9.

1981

|Individual / group lessons|6|6|6|6|8|8|8|8|8

1982

1983

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

1984

1985

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;

1986

1987

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;

1988

1989

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.

1990

1991

== V. Characteristics of the learning environment ==

1992

1993

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.

1994

1995

== VI. Procedure for assessment of students' learning achievements ==

1996

1997

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.

1998

1999

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).

2000

2001

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.

2002

2003

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.

2004

2005

30. A pupil shall receive a certificate regarding general basic education and a transcript of records in accordance with the [[General Education Law>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw]] and regulatory enactments which prescribe the procedures by which state-recognized general education documents are to be issued.

2006

2007

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

2008

2009

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.

2010

2011

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.

2012

2013

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.

2014

2015

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

2016

2017

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

2018

2019

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.

2020

2021

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

|(% rowspan="2" %)Position|(% colspan="2" %)Number of students

2026

|to 24|25 and more

2027

|1. Director|(% colspan="2" %)1

2028

|2. Deputy Director for Education|0.5|1

2029

|3. Educational psychologist|0.5|1

2030

|4. Sports organizer| |0.5

2031

|5. Librarian|0.2|0.25

2032

|6. Social pedagogue|(% colspan="2" %)Finds out the range of student problems.(((

2033

Sets goals and objectives to reduce or eliminate problems.

2034

2035

Develops an individual student's social correction plan and tasks / tasks related to it.

2036

2037

Evaluates and documents the progress of social correction work.

2038

2039

Once a month, 30-40 minutes meet in an individual conversation with each student

2040

)))

2041

|7. Boarding school teacher|(% colspan="2" %)Number of students in the boarding group from 6 to 10.(((

2042

The payment of hours is determined in accordance with the working time schedule, ensuring a balanced organization of the study and social correction process of students, work and leisure regime.

2043

2044

Responsible for organizing the student's daily life - self-service, on-call time, class attendance, homework

2045

)))

2046

|8. Special pedagogue|(% colspan="2" %)If a child with special needs is placed in an institution

2047

2048

Acting Minister of Education and Science,

2049

Minister of Welfare //Jānis Reirs//

Annex 14

Cabinet

November 27, 2018

to Regulation No. 747

2055

2056

= 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 =

2057

2058

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

2059

2060

I. Aims and tasks of the educational program implementation

2061

2062

~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.

2063

2064

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.

2065

2066

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

2067

2068

3.1. acquisition of ethnic culture is ensured;

2069

2070

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

2071

2072

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

2073

2074

II. Content of education

2075

2076

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.

2077

2078

III. Requirements for prior education

2079

2080

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.

2081

2082

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

2083

2084

IV. Principles of pedagogical process organization and implementation plan

2085

(including according to subjects)

2086

2087

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.

2088

2089

Number of teaching hours in a three - year subject ^^1^^

Table 1

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

2095

|1.|(% colspan="4" %)Language learning area

2096

|1.1.|Latvian language ^^2^^|624 (18)|490 (14)|315 (9)

2097

|1.2.|foreign language 1, foreign language 2 ^^3^^|208 (6)|385 (11)|525 (15)

2098

|2.|(% colspan="4" %)Social and civic learning

2099

|2.1.|social Sciences|104 (3)| |105 (3)

2100

|2.2.|social sciences and history| |245 (7)|

2101

|2.3.|History of Latvia and the world| | |210 (6)

2102

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

2103

|3.1.|visual arts|174 (5)|105 (3)|105 (3)

2104

|3.2.|music|208 (6)|175 (5)|105 (3)

2105

|3.3.|literature| |140 (4)|210 (6)

2106

|3.4.|theatrical art| |70 (2)|35 (1)

2107

|4.|(% colspan="4" %)Field of science

2108

|4.1.|Natural sciences|208 (6)|210 (6)|

2109

|4.2.|chemistry| | |140 (4)

2110

|4.3.|physics| | |140 (4)

2111

|4.4.|biology| | |210 (6)

2112

|4.5.|geography| | |210 (6)

2113

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

2114

|math|416 (12)|560 (16)|525 (15)

2115

|6.|(% colspan="4" %)Field of technology training

2116

| |Design and technology|173 (5)|140 (4)|140 (4)

2117

| |Computers| |105 (3)|175 (5)

2118

| |Engineering| | |35 (1)

2119

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

2120

|Sport and health ^^4^^|278 (8)|315 (9)|315 (9)

2121

2122

Notes.

2123

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

2124

^^2 In the^^ 4th grade, it is recommended to dedicate one Latvian language lesson per week to the acquisition of literature.

2125

^^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.

2126

^^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.

2127

2128

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

Table 2

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

2134

|1.|(% colspan="4" %)Language learning area

2135

|1.1.|Latvian language and literature|520 (15)|525 (15)|525 (15)

2136

|1.2.|foreign languages|174 (5)|245 (7)|315 (9)

2137

|1.3.|minority language and literature|312 (9)|315 (9)|315 (9)

2138

|2.|(% colspan="4" %)Social and civic learning

2139

|2.1.|social Sciences|104 (3)| |105 (3)

2140

|2.2.|social sciences and history| |245 (7)|

2141

|2.3.|History of Latvia and the world| | |210 (6)

2142

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

2143

|3.1.|visual arts|104 (3)|105 (3)|105 (3)

2144

|3.2.|music|104 (3)|105 (3)|105 (3)

2145

|3.3.|theatrical art| |70 (2)|

2146

|4.|(% colspan="4" %)Field of science

2147

|4.1.|Natural sciences|208 (6)|210 (6)|

2148

|4.2.|chemistry| | |140 (4)

2149

|4.3.|physics| | |140 (4)

2150

|4.4.|biology| | |210 (6)

2151

|4.5.|geography| | |140 (4)

2152

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

2153

|math|416 (12)|560 (16)|525 (15)

2154

|6.|(% colspan="4" %)Field of technology training

2155

|6.1.|design and technology|173 (5)|140 (4)|140 (4)

2156

|6.2.|computers| |105 (3)|175 (5)

2157

|6.3.|engineering| | |35 (1)

2158

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

2159

|sport and health ^^2^^|278 (8)|315 (9)|315 (9)

2160

2161

Notes.

2162

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

2163

^^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.

2164

2165

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.

2166

2167

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.

2168

2169

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.

2170

2171

~11. The educational program for each group of special needs is implemented in accordance with the duration specified in the [[General Education Law>>url:https://translate.googleusercontent.com/translate_c?depth=1&rurl=translate.google.com&sl=lv&sp=nmt4&tl=en&u=https://m.likumi.lv/ta/id/20243-visparejas-izglitibas-likums&usg=ALkJrhjahxSMTLbbjXy9kfJ02bZS4BPVNw]] .

2172

2173

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.

2174

2175

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:

2176

2177

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;

2178

2179

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;

2180

2181

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.

2182

2183

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.

2184

2185

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.

2186

2187

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.

2188

2189

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.

2190

2191

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

2192

2193

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;

2194

2195

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);

2196

2197

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

2198

2199

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.

2200

2201

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

2202

2203

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.

2204

2205

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.

2206

2207

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:

2208

2209

Number of lessons for students with visual impairments

Table 3

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2214

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2215

|Individual or group support classes|6|5|5|5|6|6|5|4|4

2216

|Individual or group lessons in orientation, mobility and vision development|6|5|5|5|4|4|4|3|3

2217

|Together|12|10|10|10|10|10|9|7|7

2218

2219

Number of lessons for students with hearing impairments

Table 4

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2224

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2225

|Individual or group support classes for hearing development and pronunciation|18|18|18|18|8|6|6|6|6

2226

|Individual or group support classes|4|5|5|3|3|3|3|3|3

2227

|Together|22|23|23|21|11|9|9|9|9

2228

2229

Number of lessons for students with physical disabilities

Table 5

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2234

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2235

|Individual or group support classes|12|12|14|14|15|15|15|14|14

2236

2237

Number of lessons for students with somatic diseases

Table 6

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2242

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2243

|Individual or group support classes|5|5|5|5|4|4|3|3|4

2244

2245

Number of lessons for students with language disorders

Table 7

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2250

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2251

|Individual or group support classes|12|12|12|12|10|8|8|8|8

2252

2253

Number of lessons for students with learning disabilities

Table 8

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2258

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2259

|Individual or group support classes|8|8|8|8|5|5|3|3|2

2260

2261

Number of lessons for students with mental health disorders

Table 9

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2266

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2267

|Individual or group support classes|5|6|6|6|6|6|2|2|2

2268

2269

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.

2270

2271

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

2272

2273

V. Characteristics of the learning environment

2274

2275

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.

2276

2277

VI. Procedure for assessment of students' learning achievements

2278

2279

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.

2280

2281

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).

2282

2283

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.

2284

2285

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.

2286

2287

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

2288

2289

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.

2290

2291

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

2292

2293

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

2294

2295

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

2296

2297

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

2298

2299

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.

2300

2301

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

2302

2303

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.

2304

2305

Acting Minister of Education and Science,

2306

Minister of Welfare //Jānis Reirs//

Annex 15

Cabinet

November 27, 2018

to Regulation No. 747

2312

2313

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

2314

2315

(educational program codes 21015811, 21015821)

2316

2317

I. Aims and tasks of the educational program implementation

2318

2319

~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.

2320

2321

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.

2322

2323

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

2324

2325

3.1. acquisition of ethnic culture is ensured;

2326

2327

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

2328

2329

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

2330

2331

II. Content of education

2332

2333

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.

2334

2335

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

2336

2337

III. Requirements for prior education

2338

2339

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.

2340

2341

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

2342

2343

IV. Principles of pedagogical process organization and implementation plan

2344

(including according to subjects)

2345

2346

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.

2347

2348

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

2349

2350

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.

2351

2352

~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.

2353

2354

Number of teaching hours in a three - year subject ^^1^^

Table 1

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9 in class

2360

|1.|(% colspan="4" %)Language learning area

2361

|1.1.|Latvian Language|624 (18)|490 (14)|315 (9)

2362

|1.2.|foreign language|174 (5)|210 (6)|210 (6)

2363

|2.|(% colspan="4" %)Social and civic learning

2364

|2.1.|social Sciences|104 (3)|105 (3)|105 (3)

2365

|2.2.|History of Latvia and the world| | |210 (6)

2366

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

2367

|3.1.|visual arts|208 (6)|210 (6)|210 (6)

2368

|3.2.|music|138 (4)|105 (3)|105 (3)

2369

|3.3.|literature| |175 (5)|210 (6)

2370

|4.|(% colspan="4" %)Field of science

2371

|4.1.|Natural sciences|208 (6)|210 (6)|210 (6)

2372

|4.2.|geography| | |210 (6)

2373

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

2374

|math|451 (13)|455 (13)|490 (14)

2375

|6.|(% colspan="4" %)Field of technology training

2376

|6.1.|design and technology|208 (6)|560 (16)|805 (23)

2377

|6.2.|computers| |105 (3)|105 (3)

2378

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

2379

|Sport and health ^^2^^|278 (8)|315 (9)|315 (9)

2380

2381

Notes.

2382

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

2383

^^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.

2384

2385

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

Table 2

|No.

pk|Field of study and subject|1-3 in class|4-6 in class|7-9. in class

2391

|1.|(% colspan="4" %)Language learning area

2392

|1.1.|Latvian language and literature|350 (10)|420 (12)|420 (12)

2393

|1.2.|foreign language|174 (5)|210 (6)|210 (6)

2394

|1.3.|minority language and literature|312 (9)|315 (9)|315 (9)

2395

|2.|(% colspan="4" %)Social and civic learning

2396

|2.1.|social Sciences|104 (3)|105 (3)|105 (3)

2397

|2.2.|History of Latvia and the world| | |210 (6)

2398

|3.|(% colspan="4" %)Field of study of cultural understanding and self-expression in art

2399

|3.1.|visual arts|208 (6)|210 (6)|105 (3)

2400

|3.2.|music|104 (3)|105 (3)|105 (3)

2401

|4.|(% colspan="4" %)Field of science

2402

|4.1.|Natural sciences|208 (6)|210 (6)|210 (6)

2403

|4.2.|geography| | |210 (6)

2404

|(% rowspan="2" %)5.|(% colspan="4" %)Mathematics field of study

2405

|math|451 (13)|455 (13)|490 (14)

2406

|6.|(% colspan="4" %)Field of technology training

2407

|6.1.|design and technology|208 (6)|490 (14)|770 (20)

2408

|6.2.|computers| |105 (3)|105 (3)

2409

|(% rowspan="2" %)7.|(% colspan="4" %)Field of study of health and physical activity

2410

|sport and health ^^2^^|278 (8)|315 (9)|315 (9)

2411

2412

Notes.

2413

^^1^^ The recommended number of teaching hours per week for three years is given in brackets.

2414

^^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.

2415

2416

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.

2417

2418

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.

2419

2420

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.

2421

2422

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:

2423

2424

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;

2425

2426

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;

2427

2428

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.

2429

2430

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.

2431

2432

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.

2433

2434

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.

2435

2436

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

2437

2438

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

2439

2440

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);

2441

2442

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

2443

2444

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.

2445

2446

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

2447

2448

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.

2449

2450

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.

2451

2452

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

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2457

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2458

|Individual or group support classes|6|6|6|6|5|5|2|2|2

2459

2460

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.

2461

2462

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

2463

2464

V. Characteristics of the learning environment

2465

2466

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.

2467

2468

VI. Procedure for assessment of students' learning achievements

2469

2470

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.

2471

2472

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.

2473

2474

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.

2475

2476

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.

2477

2478

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

2479

2480

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.

2481

2482

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

2483

2484

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

2485

2486

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

2487

2488

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

2489

2490

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.

2491

2492

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

2493

2494

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.

2495

2496

Acting Minister of Education and Science,

2497

Minister of Welfare //Jānis Reirs//

Annex 16

Cabinet

November 27, 2018

to Regulation No. 747

2503

2504

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

2505

2506

(educational program codes 21015911, 21015921)

2507

2508

I. Aims and tasks of the educational program implementation

2509

2510

~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.

2511

2512

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.

2513

2514

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

2515

2516

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

2517

2518

4.1. acquisition of ethnic culture is ensured;

2519

2520

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

2521

2522

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

2523

2524

II. Content of education

2525

2526

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

2527

2528

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

2529

2530

III. Requirements for prior education

2531

2532

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.

2533

2534

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

2535

2536

IV. Principles of pedagogical process organization and implementation plan

2537

(including according to subjects)

2538

2539

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.

2540

2541

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.

2542

2543

~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

|(% rowspan="2" %)No.

2548

pk|(% rowspan="2" %)Field of study and subject|(% colspan="9" %)In class

2549

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2550

|(% rowspan="2" %)1.|(% colspan="10" %)Language learning area

2551

|Latvian Language|X|X|X|X|X|X|X|X|X

2552

|(% rowspan="2" %)2.|(% colspan="10" %)Social and civic learning

2553

|social Sciences|X|X|X|X|X|X|X|X|X

2554

|3.|(% colspan="10" %)Field of study of cultural understanding and self-expression in art

2555

|3.1.|visual arts|X|X|X|X|X|X|X|X|X

2556

|3.2.|music|X|X|X|X|X|X|X|X|X

2557

|3.3.|literature| | | |X|X|X|X|X|X

2558

|(% rowspan="2" %)4.|(% colspan="10" %)Field of science

2559

|Natural sciences|X|X|X|X|X|X| | |

2560

|(% rowspan="2" %)5.|(% colspan="10" %)Mathematics field of study

2561

|math|X|X|X|X|X|X|X|X|X

2562

|6.|(% colspan="10" %)Field of technology training

2563

|6.1.|design and technology|X|X|X|X|X|X|X|X|X

2564

|6.2.|computers| | | | |X|X|X| |

2565

|(% rowspan="2" %)7.|(% colspan="10" %)Field of study of health and physical activity

2566

|sports and health|X|X|X|X|X|X|X|X|X

2567

|(% colspan="2" %)Maximum lesson load per week|22|23|24|26|28|30|32|34|34

Option 2

|(% rowspan="2" %)No.

2572

pk|(% rowspan="2" %)Field of study and subject|(% colspan="9" %)In class

2573

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2574

|1.|Communication (communication, language perception, comprehension, use)|X|X|X|X|X|X|X|X|X

2575

|2.|Social sciences (social skills)|X|X|X|X|X|X|X|X|X

2576

|3.|Visual arts (exploring the world)|X|X|X|X|X|X|X|X|X

2577

|4.|Sport and health (development of movements)|X|X|X|X|X|X|X|X|X

2578

|(% colspan="2" %)Maximum lesson load per week|22|23|24|26|28|30|32|34|34

2579

2580

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

|(% rowspan="2" %)No.

2585

pk|(% rowspan="2" %)Field of study and subject|(% colspan="9" %)In class

2586

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2587

|1.|(% colspan="10" %)Language learning area

2588

|1.1.|Latvian language and literature|X|X|X|X|X|X|X|X|X

2589

|1.2.|minority language and literature|X|X|X|X|X|X|X|X|X

2590

|(% rowspan="2" %)2.|(% colspan="10" %)Social and civic learning

2591

|social Sciences|X|X|X|X|X|X|X|X|X

2592

|3.|(% colspan="10" %)Field of study of cultural understanding and self-expression in art

2593

|3.1.|visual arts|X|X|X|X|X|X|X|X|X

2594

|3.2.|music|X|X|X|X|X|X|X|X|X

2595

|4.|(% colspan="10" %)Field of science

2596

|4.1.|Natural sciences|X|X|X|X|X| | | |

2597

|(% rowspan="2" %)5.|(% colspan="10" %)Mathematics field of study

2598

|math|X|X|X|X|X|X|X|X|X

2599

|6.|(% colspan="10" %)Field of technology training

2600

|6.1.|design and technology|X|X|X|X|X|X|X|X|X

2601

|6.2.|computers| | | | |X|X|X| |

2602

|(% rowspan="2" %)7.|(% colspan="10" %)Field of study of health and physical activity

2603

|sports and health|X|X|X|X|X|X|X|X|X

2604

|(% colspan="2" %)Maximum lesson load per week|22|23|24|26|28|30|32|34|34

Option 2

|(% rowspan="2" %)No.

2609

pk|(% rowspan="2" %)Field of study and subject|(% colspan="9" %)In class

2610

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2611

|1.|Communication (communication, language perception, comprehension, use)|X|X|X|X|X|X|X|X|X

2612

|2.|Social sciences (social skills)|X|X|X|X|X|X|X|X|X

2613

|3.|Visual arts (exploring the world)|X|X|X|X|X|X|X|X|X

2614

|4.|Sport and health (development of movements)|X|X|X|X|X|X|X|X|X

2615

|(% colspan="2" %)Maximum lesson load per week|22|23|24|26|28|30|32|34|34

2616

2617

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.

2618

2619

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.

2620

2621

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

2622

2623

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;

2624

2625

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);

2626

2627

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

2628

2629

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.

2630

2631

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.

2632

2633

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.

2634

2635

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

2636

2637

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

|(% rowspan="2" %)Lesson|(% colspan="9" %)In class

2642

|1.|2.|3.|4.|5.|6.|7.|8.|9.

2643

|Individual or group support classes|8|8|8|8|8|8|7|7|7

2644

2645

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.

2646

2647

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

2648

2649

V. Characteristics of the learning environment

2650

2651

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.

2652

2653

VI. Procedure for assessment of students' learning achievements

2654

2655

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.

2656

2657

24. Pupils are exempt from state examinations.

2658

2659

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).

2660

2661

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.

2662

2663

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.

2664

2665

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

2666

2667

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.

2668

2669

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

2670

2671

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

2672

2673

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

2674

2675

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

2676

2677

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.

2678

2679

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

2680

2681

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.

2682

2683

Acting Minister of Education and Science,

2684

Minister of Welfare //Jānis Reirs//

Исходный код вики Regulations on National Primary Education Standards and Samples of Basic Education Programs

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Исходный код вики Regulations on National Primary Education Standards and Samples of Basic Education Programs

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