The Republic of Latvia Cabinet of Ministers Regulations No. 462 in 2000 (on December 5. No 57, § 5.) the provisions on the national primary standards Issued under the Education Act, article 14 paragraph 19 i. General question 1. these provisions are established by the national primary standard.
II. Basic education programme main objectives and tasks of the basic education programme of the 2 main objectives are: to provide learners with the 2.1 public and personal life for the required basic knowledge and basic skills;
2.2. create a basis for further education teachers;
2.3. to promote harmonious development and learner development;
2.4. promoting a responsible attitude to the learner himself, family, society, the environment and the State.
3. Basic education programme main objectives are: to provide 3.1 language and basic knowledge and basic skills of mathematics learning;
3.2. creating picture and understanding of the natural and social processes, moral and aesthetic values;
3.3. to provide opportunities to learn Latvian citizen required knowledge and democratic values;
3.4. provide learning opportunities to learn the basic skills and basic skills in the use of information technologies;
3.5. to provide the opportunity to gain experience in creative activity;
3.6. build pamatpriekšstat on the Latvian, European and world cultural heritage;
3.7. develop communication and collaboration capabilities.
III. Basic education programme minimum content of elementary education program compulsory 4 content types the following education areas: 4.1;
4.2. technology and basic sciences;
4.3. art;
4.4. the man and the company.
5. Education in specific subjects, main tasks, educational aspects and the General content of the provisions of this annex.
6. Basic education programme is implemented in the following content areas: Latvian language 6.1;
6.2. minority language (if you implement minority education programs);
6.3. foreign language (foreign language);
6.4. literature;
6.5. mathematics (algebra and geometry);
6.6. natural sciences (physics, chemistry, zoology and botany; human anatomy);
6.7. geography;
6. computer science;
6.9. the music;
6.10. Visual Arts (handicrafts);
6.11. history;
6.12. the social studies: civics, introduction to economics, health education, or ethics and Christian ethics training;
6.13. housekeeping;
6.14. sports.
IV. Student evaluation of basic education obtained fundamental principles and procedures for learners in primary 7 assessment principles are the following: 7.1 requirement of transparency and the principle of clarity-the subject is defined in the standards compulsory subjects, including essential learner achievements;
7.2. the positive developments, the principle of aggregation of-education is obtained by summing the positive achievements and understanding, memorizing knowledge use and creativity;
7.3. evaluation compliance test-final is given the opportunity to demonstrate their knowledge, skills, and skill all academic achievement levels appropriate for the evaluation of tasks, questions, examples and situations. The inspection organisation shall ensure adequate and objective assessment;
7.4. determination of assessment used the principle of diversity-training evaluation of achievement used in written, oral and combined tests, individual and team achievement assessment and various tests (e.g., diagnostic test, project work, foresight, including and exam);
7.5. the principle of regularity-learning achievements are evaluated regularly to inform the learner of acquired knowledge, skills, skills and learning outcomes development dynamics;
7.6. the indispensability principles – the assessment need to get a positive assessment in all educational programs, subjects and the State inspection, except teaching and state tests, from which the learner is released, Ministry of education and science.
8. Student Learning progress from class 1 to 3 scored bezatzīmj system-a brief oral and written assessment of learner training activities, work, communication and cooperation skills, attitudes towards teaching and learning achievements of development dynamics.
9. Student Learning outcomes 4. class in mathematics, mother tongue and Latvian language (minority education) scored 10 balls scale (annex 2), the other subjects-bezatzīmj system.
10. Student Learning progress from class 5 to 9 in ethics, health education and civics with the valued "credited" or "not counted", other subjects-10 balls scale.
11. the national tests at the end is a class 3:11.1. offset by the combined training content;
11.2. test for Latvian language (sort by trainees learning a minority education programs).
12. the national tests at the end of class 6 is: 12.1. test mācībvalod;
12.2. test in mathematics;
12.3. Latvian language (sort by trainees learning a minority education programs).
13. the national tests at the end of class 9 are: 13.1. exam in mathematics;
13.2. the exam in mācībvalod and literature;
13.3. the Latvian language examination (sort by trainees learning a minority education programs);
13.4. including: 13.4.1. foreign language;
13.4.2. the history and social studies;
13.4.3. in science;
13.4.4. sport.
14. the State inspection of work in progress is determined before the start of the school year the Ministry of education and science.
Prime Minister a. SMITH, Minister of education and science Greiškaln of K. Regulations shall enter into force by the year 2000 December 30, annex 1 of the Cabinet of Ministers of 5 December 2000, the provisions of no. 462 of education-specific subjects, main tasks, educational aspects and the General content of education 1-specific subjects and main tasks no educational subjects main tasks in the area of the PO box 1.1. Language Latvian language to build competence-to understand the language spoken and written text the idea of Minority , creatively express their thoughts in writing and orally.


(if implemented to provide a basic knowledge of the language system, its patterns and characteristics of minorities.


Set the language of education and culture.


programs emphasize language as) human culture ingredients and create a positive attitude towards Foreign language.


(foreign language)
Provide at least one foreign language, conversational Literary level.
1.2. Technology and mathematics (algebra, to provide a basic understanding of math patterns.

Science basics geometry) to build mathematical thinking (for example, thinking of Science (physics, numbers, symbols).


Chemistry, biology) to teach to observe phenomena and processes in nature, to study the causes and consequences of Domestic developments.


Geography to provide math skills use knowledge of other computer science learning and practical life.



Build awareness of the unity of nature and pose the need to care for the preservation of the environment and health.



Encourage use of technology appropriate to the era of information search, collection, analyzing, reporting on URu.tml.
1.3. The art of music to introduce the various artistic forms of expression.


Visual arts encourage to express their thoughts and feelings in creative literature works, and take part in artistic activities (such as handicrafts to sing, play, draw, create, write).



Build a picture of the diversity of the world of art and to develop the art of perception.
1.4. the man and the history (to provide a basic understanding of the political life of society company history) the main patterns and major social democracy studies (ethics, values, to create legal awareness and understanding of the duties of the citizens.


Ethics and Christian discover the past impacts the Latvian, European and world education, civics, community development.


Introduction to economy, create awareness of ethical values.


health education) to create awareness about healthy lifestyles (proper eating habits, geography, physical activity, balance the importance of daily Housekeeping, the care of the body).



Handicrafts in physical activities involved.



Sports build awareness about the major economic interrelations of living, encourage motivated to choose this profession and its time to prepare.



Raise awareness on cultural and family traditions impacts on people, to encourage them to realize the value.
2. Education and training aspects included the generic content no PO box aspects of General Education content 2.1 the self-expression and creativity.

the creative aspect of the independent ability to search and find solutions to practical problems, discover correlations.


The ingenuity, imagination.


The opportunity to engage in artistic amateur, sport.
2.2. Analytical critical-intellectual experience-an independent, logical, without controversy, aspect of motivated, critical and productive thinking.


Ability to articulate and justify their opinions.


Past, present and future.
2.3. Moral and understanding of the concepts of human contact as the aesthetic aspect

fairness, respect, equality, honesty, reliability, responsibility, self-control, helpfulness, kindness, empathy.


Understanding of the human right to equality.


Positive attitude towards cultural heritage.
2.4. cooperation in the aspects of skill to cooperate, to work in a team.


The skill to listen and to respect different opinions.


Ability to make decisions and take responsibility for its implementation.


Skill in handling conflicts in a responsible, extreme situations and take care of their fellow human beings and to safety, if necessary, be required to seek help.
2.5. the communication aspect of Latvian language skills.


Practical experience in the use of language.


Ability to communicate (to talk, write, read) in multiple languages.


Ability to speak in public, to express and justify their opinions.
2.6. learning and skills independently to plan, organize and implement learning.

practice a variety of knowledge and skills and practical use in action.

aspect of the skill training process to use various types of information, to consult, to find help.


Ability to use modern technology.
2.7. the Mathematical aspect of the use of mathematics in practical life (for example, measuring, calculation, comparison, chart, graphs illustrating).
Education and Science Minister k. Greiškaln in annex 2 of the Cabinet of Ministers of 5 December 2000, regulations no 462 learner evaluation of learning outcomes 10 ball scale 1. Learning outcomes assessment 10 balls scale consists of the following criteria: 1. the resulting knowledge volume and quality;
1.2. the skills and skills;
1.3. attitude to education;
1.4. the dynamics of the development of the learning outcomes.
2. Student Learning outcomes subject expressed in 10 balls scale (10-"excellent", "good", 9-8-"very good", 7 – "good", "good" 6-almost, "mediocre", 5-4-"almost mediocre", 3-"weak", 2 — "very weak" 1-"very, very weak"). The current test, which is not possible in the assessment of learning outcomes corresponding to 10 ball Guide, educator training achievements can be judged with "count" or "not counted".
3. in determining the rating criteria of the scale, 10 ball are evaluated as a whole: 3.1 9 and 10 Ballroom learner obtained if: 3.1.1 have mastered knowledge and skills at a level that is able to perceive the teaching content, memorize, reproduce, use the form in a similar situation, as well as the ability to independently use learning new knowledge and creative challenges;
3.1.2. to address relevant issues in pr, justify and logically argue the idea, to see and explain the patterns;
3.1.3. the ability of individual knowledge and skills to synthesize a single scene, properly balanced with reality;
3.1.4. able to independently express their views, to define assessment criteria that predict effects;
3.1.5. know how to respect and appreciate the different views, promote cooperation in teaching problem solving;
3.2.6, 7 and 8 Ballroom where the learner acquires: 3.2.1. with respect to the ability to reproduce the training content (in full or close to it), to see patterns and problems, different relevant from a minor;
3.2.2. know how to use knowledge and skills by example, analogy or familiar situation, make a model and combined training tasks;
3.2.3. the target take conscientious, demonstrate ability, as well as developed the will;
3.2.4. the content of the basic training is a personal attitude more than an analysis of the findings;
3.2.5. has mastered the collaboration and communication skills;
3.2.6. the training achievements evolve successfully;
3.3.4 and 5 of the Ballroom where the learner acquires: 3.3.1 is experienced the specified training content, able to distinguish the important from the unimportant, knows and can define concepts, key rules and patterns, recognition can be formulated rules, almost no errors addressed typical tasks;
3.3.2. training content outline in a sufficiently clear and understandable;
3.3.3. exercises use traditional cognitive methods, follow the instructions of the teacher;
3.3.4. can express personal attitudes, using memorized learning content;
3.3.5. has mastered the basic skills of cooperation and communication;
3.3.6. the training achievements evolve;
3.4. Ballroom 1, 2 and 3, if the learner acquires: 3.4.1. ability to perceive only the contents of the training and to recognize, but remembers and reproduces an insufficient volume of exploitable content (less than 50%), perform primitive tasks only after a well-known situation, no errors performs only part of the task;
3.4.2. training content outline, but others do not understand, the essential difference from rare minor;
3.4.3. ability to express personal attitudes or not their episodic;
3.4.4. least developed cooperation skills;
3.4.5. training in the development of achievement is inadequate.
4. Student Learning outcomes assessment in subjects in 10 balls scale according to these rules, subject to a standard, as well as subjects for a particular class in more detail down the subject teacher.
5. National inspection work assessment criteria is the learner the scope and quality of knowledge, skills and competencies.
 
Minister of education and science Greiškaln of K.