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Rules On State Standard Of Basic Education, Primary School Subjects Of Basic Education Program Standards And Samples

Original Language Title: Noteikumi par valsts pamatizglītības standartu, pamatizglītības mācību priekšmetu standartiem un pamatizglītības programmu paraugiem

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Cabinet of Ministers Regulations No. 468 in Riga 2014 (august 12. No 43 30. §) rules on State standard of basic education, primary school subjects of basic education program standards and samples are Issued in accordance with article 14 of the Education Act, paragraph 19, and the General Education Act, article 4, paragraph 11 i. General provisions 1 the questions determines: 1.1. primary education in the national standard that sets basic education programme main objectives and tasks, the minimum content of basic education, student evaluation of basic education obtained fundamental principles and procedures; 1.2. basic education teaching standards that define the subject of the main objectives and tasks, the subject of compulsory content, essential for learning school subjects, learning achievement assessment form and guidance techniques; 1.3. elementary education program according to the sample educational forms and special education programmes.
II. Basic education programme main objectives and tasks of the basic education programme of the 2 main goals 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 learning in learners; 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 has the following main objectives: 3.1 create insight and understanding about the main natural, social and sustainable development processes, moral and ethical values; 3.2. provide language and basic knowledge and basic skills of mathematics learning; 3.3. to provide learning opportunities to learn basic skills and basic skills in the use of information technologies; 3.4. provide the opportunity to acquire the necessary knowledge and democratic values; 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 cooperation capabilities; 3.8. to teach and be aware of their responsibility for the health of others.
III. minimum content of basic education primary education compulsory 4 contains the following education areas: 4.1; 4.2. technology and basic sciences; 4.3. the man and the company; 4.4. art. 5. Education in specific subjects, main tasks, training and general content set in annex 1 of these rules. 6. the primary education programme implemented the contents of the following subjects: Latvian language Latvian 6.1 mācībvalod education institutions; 6.2. the Latvian language and literature the minority elementary education program;
6.3. minority language minority education programme; 6.4. foreign language; 6.5. mathematics; 6.6. data processing; 6.7. the science; 6.8. Biology; 6.9. physics; 6.10. chemistry; 6.11. geography; 6.12. the literature; 6.13. music; 6.14. Visual Arts; 6.15. the history of the world; 6.16. the history of Latvia; 6.17. Social Sciences; 6.18. housekeeping and technology; 6.19. sport; 6.20. ethics; 6.21. the Christian doctrine. 7. Basic education programme content is determined such a subject standards: 7.1 the Latvian language. Subject standard class 1-9 (annex 2); 7.2. the Latvian language and literature the minority education programmes. Subject standard class 1-9 (annex 3); 7.3. the minority language. Subject standard class 1-9 (annex 4); 7.4. Foreign language. Subject standard class 1-9 (annex 5); 7.5. the mathematics. Subject standard class 1-9 (annex 6); 7.6. Informatics. Subject standard 5-7 class (annex 7); 7.7. Science. Subject reference 1.-6 class (annex 8);
7.8. Biology. Subject of the standard 7.-9. class (annex 9); 7.9. Physics. Subject to standard 8.-9. class (annex 10); 7.10. Chemistry. Subject to standard 8.-9. class (annex 11); 7.11. Geography. Subject of the standard 7.-9. classes (12.);
7.12. the literature. Subject standard class 4-9 (annex 13);
7.13. The music. Subject standard class 1-9 (annex 14); 7.14. Visual Arts. Subject standard class 1-9 (annex 15); 7.15. the history of the world. Subject to standard 6.-9. classes (16); 7.16. the history of Latvia. Subject to standard 6.-9. classes (17); 7.17. social science. Subject standard class 1-9 (annex 18); 7.18. Housekeeping and technologies. Subject standard class 1-9 (19); 7.19. Sports. Subject reference 1.-9. class (20.); 7.20. Ethics. Subject standard class 1-3, (21.); 7.21. The Christian doctrine. Standard for subjects 1-3 class (annex 22). 8. Latvian language and minority language usage of the minority education programmes is determined by these rules the minority elementary education program. 9. Basic education programmes 1-3 class by parents (persons who exercise custody) (hereinafter referred to as the parents) check trainees learn the ethics or the Christian teachings. 10. within the General Education Act primary education programs specific academic hours per day and a load of elementary education, educational institution programme may be implemented subject, other than those referred to in point 6 of these rules. Such a subject standards education authority shall develop independently and aligns them with the national educational content. 11. the educational programmes implemented by the evening (shift) or remote (including distance education) form, as well as educational programmes implemented in prisons may not include this rule 6.18 and 6.19.. referred to subjects. 12. A special programme in primary education institution in these regulations implement these requirements according to learner development type of interference in his ability and health: special education in 12.1. programs for learners with mental development disorders may not include this rule 6.8, 6.9 and 6.10 referred to subjects, some of these subject themes integrated including this provision, 6.17 and 6.18.6.7. subjects referred to in the content; 12.2. Special learners in primary education programmes with severe mental disabilities or more severe disabilities may not include this provision and 6.21 6.20. referred to subjects, some of these subject themes integrated including this provision 6.17. referred to the content of the subjects, as well as this rule 6.4., 6.8, 6.9, 6.10., 6.11., 6.12., 6.15 and 6.16. the training referred to in articles. 13. All programmes of basic education include the following topics: the environment, health and safety.
IV. Student evaluation of basic education obtained fundamental principles and procedures set out in the standard 14 essential requirements for the acquisition of certain subjects according to optimum student knowledge and skill level. 15. the evaluation of basic education for learners of basic principles are the following: 15.1 the requirement of transparency and clarity. Subject to certain mandatory standards subject content and basic requirements of learners progress; 15.2. the positive achievements of the aggregation principle. Get the basic education is valued as the sum of positive achievements and understanding, memorizing knowledge use and creativity; 15.3. evaluation compliance. Closing the checks work offers 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; 15.4. evaluation test used to determine the diversity principle. In the evaluation of the learning outcomes used in written, oral and combined tests, individual and team achievement assessment and various tests; 15.5. evaluation principle of regularity. Learning achievements evaluated regularly to ensure that the learner acquired knowledge, skills, skills and learning outcomes development dynamics; 15.6. the indispensability of the rating. The learner needs to get the ratings for all programs of basic education subjects and public trials, except those subjects and national tests, of which the learner is released. 16. Student learning achievements 1. valued describing the class. This is a short oral and written assessment of student academic performance, learning styles, communication and cooperation skills, attitudes towards teaching and learning achievements of development dynamics. 17. The learner's academic achievements in class 2 and 3 this rule 6.1, 6.2, 6.3 and 6.5 in those subjects and class 3 6.4. these provisions referred to in subparagraph subjects scored 10 in ball scale (Annex 23), other subjects in the learner's learning achievements evaluate descriptive. 18. Student Learning outcomes 4-9 grade scored 10 balls scale. 19. The centralised examination in teaching learners achievements expressed in percentage. The resulting assessment record certificate of basic education, the aggregate percentage of assessment and the percentage of assessment for each part of the exam. 20. for the learner in the Latvian language exam in the centralised minority education programmes, in addition to the certificate of primary education specifies the State language skill level and grade according to the regulations of the Act on the State language knowledge of the amount of professional obligations, permanent residence authorisation and the acquisition of long-term resident status. 21. the national tests, finally 3. class, are the following: 21.1. diagnostic work with the combined training content; 21.2. the Latvian diagnostic language minority education programmes. 22. the national tests, finally 6. class, is as follows: 22.1. diagnostic work in Latvian language Latvian mācībvalod education programs; 22.2. the Latvian diagnostic language minority education programmes; 22.3. diagnostic work in mathematics; 22.4. diagnostic work in science; 22.5. diagnostic work in minority language minority education programmes. 23. the national tests, finally 9. class, are the following: 23.1. Latvian language examination in Latvian mācībvalod education programs; 23.2. the centralized Latvian language examination in minority education programmes; 23.3. exam in mathematics; 23.4. exam in the history of Latvia; 14.6. exam language of minorities in minority education programmes;
14.7. exam in a foreign language.
V. evaluation of the learning outcomes and methodological techniques of the form 24. Student learning achievements evaluated according to the evaluation of basic education obtained fundamental principles and procedures. 25. the following learning outcomes assessment form: 25.1. interpretation; 25.2. in writing; 25.3. the practical; 25.4. the combined. 26. the evaluation of learning outcomes is an integrated part of the training process in the learner's knowledge, skills, attitudes, as well as the dynamics of the development of the learning outcomes. 27. Training achievements scored: 27.1. educator; 27.2. learner, independent evaluation of their achievements; 27.3. trainees, evaluating each other's accomplishments; 27.4. educational administration; 17.1. the education authority or education specialist; 17.1. the National Centre for education content.
28. the evaluation of learning outcomes teaching techniques are the following: 28.1. ievadvērtēšan training process before the start of the subject or subjects of learning by establishing in the learner's knowledge and skills, to make a decision on the future of the learning process; 28.2. the current evaluation of the learning process in determining student learning achievements, to improve and coordinate teaching progress, learning objectives and teaching methods used cross-compliance, as well as promoting learner self-assessment skills and responsibility; 28.3. final evaluation, determining learner knowledge and skills, as well as the level of productive activity in the learner's skills in the subject or topic of the parts of the logical semester, school year, courses or degrees in the final. 29. the evaluation of the learning outcomes in the form of methodological techniques, culminating in amount, number, period of performance, and evaluation criteria determine the learning achievements of the evaluator, subject to the relevant subjects and the contents of education primary education programme implemented. 30. the assessment of subjects in the year, having regard to the first and second semester rating, post all classes, except that rule 6.7, 6.14 6.17 6.13.,.,.,., 6.19 6.18 6.20 and 6.21..., the referred subjects 1-3 class and the rules referred to in point 6.4. subject 1.-2. class. 31. the training achievements of educational assessors required documentation uses the term "nv" (not rated) if in accordance with the provisions of paragraph 29, it is not possible to evaluate student academic achievement. The education authority in domestic law determines the cases in which the learning outcomes of the assessor is entitled to use the designation "FV".
Vi. the elementary education program models that rule 32.24. in the annex, according to the classification of education of Latvia is set for a sample of primary program (educational program code 2101 11 11) which includes: 32.1. first stage of basic education (class 1-6) program (educational program code 11011111); 32. the first stage of basic education (1-6) in the evening (shift) program (education code 11011112); 32.3. elementary education evening (shift) program (education code 21011112); 32.4. the distance education program (education code 21011113); 32.5. the basic humanitarian and social direction in the program (education code 21012111); 32.6. elementary math, science, and technical direction to program (education code 21013111); 32.7. primary education in the direction of professionally oriented program (education code 21014111); 20.4. the second stage of basic education (7-9) in the program (educational program code 23011111); 32.9. second stage of basic education (7-9) in the evening (shift) program (education code 23011112); 32.10. second stage of basic education (7-9) in the distance program (education code 23011113). 33. the annex to This rule 25. According to the classification of the Latvian education is defined in the model minority elementary education program (education code 21011121), which includes: 33.1. first stage of basic education (1-6) in the minority program (education code 11011121); 33.2. the first stage of basic education (1-6) in the evening (shift) minority program (education code 11011122); 33.3. the minority elementary education evening (shift) program (education code 21011122); 20.8. elementary education program in a remote ethnic minority (educational program code 21011123); 33.5. elementary humanitarian and social direction of minority programmes (education code 21012121); 20.9. elementary math, science, and technical direction of a minority program (education code 21013121); 20.9. primary education in the direction of professionally oriented minority program (education code 21014121); 33.8. second stage of basic education (7-9) in the minority program (education code 23011121); 21.1. the second stage of basic education (7-9) in the evening (shift) minority program (education code 23011122); 33.10. second stage of basic education (7-9) minority distance program (education code 23011123). 34. This provision in annex 26. According to the classification of education of Latvia is a certain model of pedagogical correction programmes of basic education (education code 21011811), which includes: 34.1. the first stage of basic education (1-6) in the pedagogical correction programmes (education code 11011811); 21.3. the first stage of basic education (1-6) in the pedagogical correction minority program (education code 11011821); 21.3. the first stage of basic education (1-6) in the pedagogical adjustments yesterday (Exchange) program (education code 11011812); 21.4. the first stage of basic education (1-6) in the pedagogical adjustments yesterday (change) the minority program (education code 11011822); 34.5. primary pedagogical correction minority program (education code 21011821); 21.5. primary pedagogical adjustments yesterday (Exchange) program (education code 21011812); 21.6. primary pedagogical adjustments yesterday (change) the minority program (education code 21011822); 21.6. primary education in the direction of professionally-oriented pedagogical correction programmes (education code 21014811); 21.7. primary education in the direction of professionally-oriented pedagogical correction minority program (education code 21014821); 34.10. elementary education teaching professionally oriented directional adjustments yesterday (Exchange) program (education code 21014812); 34.11. elementary education teaching professionally oriented in the direction of the adjustment of the evening (shift) minority program (education code 21014822); 34.12. second stage of basic education (7-9) in the pedagogical correction programmes (education code 23011811); 34.13. second stage of basic education (7-9) in the pedagogical correction minority program (education code 23011821); 34.14. second stage of basic education (7-9) in the pedagogical adjustments yesterday (Exchange) program (education code 23011812); 34.15. second stage of basic education (7-9) in the pedagogical adjustments yesterday (change) the minority program (education code 23011822); 34.16. second stage of basic education (7-9) in the pedagogical correction distance program (education code 23011813); 34.17. primary education the second stage (6-9 class) pedagogical correction of remote minority program (education code 23011823). 35. This provision in the annex corresponding to 27. Latvian education classification is a certain model of primary education in the social adjustment program (education code 21011911), which includes: 21.8. first stage of basic education (1-6) in the social adjustment program of education (education code 11011911); 35.2. the first stage of basic education (1-6) in the social adjustment of minority education programmes (education code 11011921); 35.3. the first stage of basic education (1-6) in social adjustment in the evening (shift) education (education code 11011912); 35.4. the first stage of basic education (1-6) in social adjustment in the evening (shift) minority education programmes (education code 11011922); 22.1. the social adjustment of basic education for minority education programmes (education code 21011921); 35.6. the social adjustment of primary education evening (shift) program (education code 21011912); 22.2. the social adjustment of primary education evening (shift) minority program (education code 21011922); 22.2. the level of professional-oriented direction of social adjustment training program (educational program code 21014911); 22.3. elementary education professional-oriented social adjustment in the direction of minority education programmes (education code 21014921); 35.10. elementary education professional oriented social adjustment in the direction of the evening (shift) education (education code 21014912); 35.11. elementary education professional oriented social adjustment in the direction of the evening (shift) minority education programmes (education code 21014922); 35.12. second stage of basic education (7-9) in the social adjustment program of education (education code 23011911); 35.13. second stage of basic education (7-9) in the social adjustment program of education of minorities (educational program code 23011921); 69.35. second stage of basic education (7-9) in the social adjustment of the evening (shift) education (education code 23011912); 35.15. second stage of basic education (7-9) in the social adjustment of the evening (shift) minority education programmes (education code 23011922); 35.16. second stage of basic education (7-9) in the direction of professionally oriented social adjustment program (education code 23014911); 35.17. second stage of basic education (7-9) in the direction of professionally oriented social adjustment of minority education programmes (education code 23014921). 36. This provision in annex 28. According to the classification of the Latvian education is defined in the special education program model the following educational programs: 36.1. special education program for learners with visual impairments (education code 2015111); 36.2. the special education program for learners of minority with vision disabilities (education code 2015121); 22.6. special education program for learners with hearing impairments (educational program code 21015211); 22.6. special education for learners of minority program with hearing impairments (educational program code 21015221); 22.7. special education program for learners with physical disabilities (education code 21015311); 22.7. the special education program for learners of minority with physical disabilities (education code 21015321); 22.8. special education program for learners with somatic diseases (education code 21015411); 22.9. special education program for learners with minorities somatic diseases (education code 21015421); 22.9. special education program for learners with language disabilities (21015511); 36.10. special education program for learners with minority language disabilities (21015521); 36.11. special education program for learners with learning disabilities (education code 21015611); 36.12. special education for learners of minority program with learning disabilities (education code 21015621); 36.13. special education program for learners with mental health problems (educational program code 21015711); 36.14. special education program for learners of minorities with mental health problems (educational program code 21015721). 37. This provision in annex 29. According to the classification of the Latvian education is defined in the special education program model the following educational programs: 37.1. special education program for learners with mental development disorders (education code 21015811); 37.2. special education for learners of minority program with mental disabilities (education code 21015821). 38. This provision in annex 30. According to the classification of the Latvian education is defined in the special education program model the following educational programs: 38.1. special education program for learners with severe mental disabilities or more severe disabilities (education code 21015911); 38.2. special education minority program student with severe mental disabilities or more severe disabilities (education code 21015921).
VII. Closing questions 39.6.4. This provision subjects referred to the implementation of the provisions under this annex provides 31 2014 and 2015 2015...//2016. school year 3-9 class, 2016/2017. school year 4-class 9, 2017-2018. school year 5-9 class, 2018-2019. school year 6-9 class, 2019-2020 school year 7-9 class, 2020-2021 school year 8-9. class , 2021-2020 school year 9 class. 40. With the 2014/2015 academic year class and 1.2015/2016. school year classroom 1 and 2 program that basic education 6.4. the subjects referred to in these provisions implemented in accordance with annex 5.
41. By 2014/2015. the school year program that basic education and 6.15 6.16. the subjects referred to implement appropriate rules 16 and 17 of this annex. 42. The educational authorities implement basic education program based on the license issued to this provision to the date of entry into force of these regulations and meet the requirements are eligible to implement it until the license expires. 43. The educational authorities implement basic education program based on the license issued to the date of entry into force of the provisions, but does not meet the requirements of these regulations until 2015 September 1 receives a new license for the implementation of the programme of basic education. The Prime Minister is the Rapidity of the Newsletters the Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 1 of the Cabinet of Ministers of 12 august 2014 regulations no 468-specific education subjects, main tasks, training and general content areas awareness 1 specific subjects and main tasks 1 2 3 4 no PO box Education in the subjects main objectives 1 2 3 4 1.1. Technology and science fundamentals of chemistry MatemātikaDabaszinīb physics biology geography Informatics to provide opportunities to acquire basic knowledge of math and science interrelations, the use of information technology, promoting awareness of the unity of nature. To promote research work based learning, observing phenomena and processes in nature, using mathematical models and information technology. Develop an understanding of the relationship between mathematics and science achievement, technology, people's daily life, economic activities and the environment, creating the need to care for the preservation of the environment and health. Developing diverse learning experience. 1.2. the Latvian Language valodaLatvieš language and literature (the minority education programmes) Minority language (minority education programmes) to create the language competence of foreign languages, that is, to understand spoken and written text the thought; creatively express their thoughts in Scripture and talking. Improve knowledge of the language system, its patterns and characteristics. Develop language and communication culture. Teach the language as perceived human and national cultural components and build a personal responsibility for their own culture. To develop independent learning skills. 1.3. The art of LiteratūraMūzik the Visual Arts to present the various artistic forms of expression. Encourage to express themselves in creative work, to participate in artistic activities (for example, sing, play, draw, create, write), to develop the art of perception. To present the diversity of the art world. To develop learning skills. 1.4. the man and the society for the history of the Latvian social vēsturePasaul knowledge and technology Sport White ethics Christian education to raise awareness of the human mental and physical development and citizenship in general conditions. Raise awareness about health and life values, responsibility for health and healthy environment as well as on the importance of healthy habits health maintenance. Improve the understanding of the structure and development of society. Improve the understanding of sustainable development. To develop experience independently, creatively and forcefully to interpret the past and the modern events. Create contact and cooperation skills. To promote a positive and active attitude to life in society and to develop democratic civil participation skills. To develop independent learning skills.
2. in the field of education the education aspect, and it contains no general BC Aspects of general education content 1 2 3 2.1. Self-expression and creative aspect of creative experience. An independent ability to search and find solutions to practical problems, discover correlations. The ingenuity, imagination. The opportunity to engage in artistic creativity, sports. 2.2. Analytical critical aspect of intellectual activity experience-an independent, logical, without controversy, motivated, critical and productive thinking. Ability to articulate and justify their opinions. Past, present and future. 2.3. Moral and aesthetic aspect of understanding concepts related to communication between people-justice, dignity, 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 own and other people's safety, if necessary, 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. The learning and practical aspects of performance skill independently to learn, plan and organise the learning process. Different knowledge and skills and practical use in action. Skill learning 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).
Minister of education and Science In the Druviet of the Ministry of education and science presented in the annex 2 Cabinet 2014 12. Regulation No 468 august Latvian language. Subject reference 1.-9. class i. aim of the subjects and tasks 1. Subject "Latvian language" designed to develop student competence in Latvian language proficiency to communicate in Latvian language, the importance of conscious language personality, national identity and intercultural dialogue. 2. the subject of "Latvian language" job is to create opportunities for learners to develop linguistic 2.1 in: communication skills; 2.2. language learning functional irregularities and peculiarities; 2.3. understand language-popular culture and national identity; 2.4. use language skills learning and self-expression, as well as to develop the skills to develop their speech culture. II. Subject to the minimum content of communicative competency 3:3.1 communication. The situation of communication, ways and means of communication, communication culture; 3.2. valoddarbīb. Listening, speaking, reading and writing. Listener, speaker, reader and burner culture. 4. Language competence: 4.1 General Linguistics question. Language as a system of signs, language functions; language development stages; alphabet; the role of human language and society; 4.2. the text. Text features (targeted, whole, connectedness, completeness); the text of the topic, main idea, title; paragraph; parts of the text; text types, language styles; text editing; 4.3. the sentence. Signs of a sentence; syntactic connections, members of a sentence in a sentence; the sentence by a statement of purpose, emotional shades and grammatical construction; punctuation; punctuation rules; 4.4. the word. Name the Sonic name in written form; name component, Alcamo's fundamentals of Microbiology; lexical meaning of the word, the word double meanings vocabulary homonyms, synonyms, opposite, lexical layer; frazeoloģism; the literal meaning of the word, the word form of the building; speech; pareizrun and spelling rules. 5. the sociocultural competence: 5.1 language-part of the popular culture and cognition; 5.2. the language situation in Latvia; 5.3. the mother tongue, the official language and minority language; 5.4.-personality and the preservation of national identity and development tool; 5.5. speech labels at national and cultural specificity; 5.6. the respectful treatment of native language and other ethnic group languages. III. Essential subject learning, finally 3. class 6. Communicative competence. Learner: 6.1. determine the subject of the communication, and distribution; 6.2. types of recipient and subject to appropriate communication and express their views; 6.3. follow experience speech labels; 6.4. perception statement and/or text contains specific information; 6.5. this text topic; 6.6. to answer questions about the training content and topics of interest, as well as ask questions; 6.7 repeat read and hear the text; 6.8. the story of myself, the experience and through, seen, heard about and read; 6.9. correct and consciously read the teachings and/or your interests according to the text; 6.10. read the text in the perceived idea and determine the text subject, title and subject; 6.11. see the read-only text lines and paragraphs; 6.12. is specific information in the text and used it in its activities; 6.13. the text of the article itself, as seen, heard, read, or through the Manager; 6.14. the written report (close text) read/hear the teachings and/or your interests according to the text; 6.15. Note the everyday training or the necessary information; 6.16. neatly and correctly written words (letters, letter form connections) and sentences. 7. Language competence. Learner: 7.1 the importance of understanding the language of human life; 7.2. know and use the alphabet; 7.3. create targeted and complete text; 7.4. determining the subject of the text and title text subject of conformity; 7.5. create text with a description or narrative elements; 7.6. see the word choice and sentence types, as well as end-of-sentence punctuation text perception and meaning; 7.7. know and forming sentences according to the characteristics of the sentence; 7.8. see virslocekļ for a simple sentence; 7.9. the making, correctly pronounced intonatīv and writes the narrative, question and exclamation sentences; 7.10. create simple extended sentences; 7.11. determines the name Sonic composition (sound, syllable) and grafēmisk correctly write the word; 7.12. see the word root and apex; 7.13. know that there are clear and meaningful words; 7.14. use their speech enrichment for synonyms and antonyms; 7.15. know of speech (noun, adjective, verb). 8. the sociocultural competence. Learner: 8.1 knows that each man is a native language; 8.2. know the State language in Latvia; 8.3. text for "sees the popular history and culture. 9. Learner attitudes characterized this annex 6.2, 6.3, 6.8, 6.16. the requirements referred to in point. IV. Requirements subject learning, finally 6. class 10. Communicative competence. Learner: 10.1 knows that is verbal and non-verbal communication means (mimic, gestures), and understands their importance in communication; 10.2. determine the distribution and adresant of communication, topic, purpose, place and time; 10.3. the plan and form the recipient, the subject of communication, purpose, place and time, according to the statements, expressed their opinions and justify it; 10.4. understands the importance of speech culture communication and respect the experience speech labels; 10.5. valued its claim compliance with the recipient, the subject of communication, purpose, place and time; 10.6. this text is perceived as a whole and in detail; 10.7. determine what text the topic and main idea, as well as know how to explain it; 10.8. aware of the importance of listening; 10.9. represents and the text appropriate to the subject, the purpose of communication and the recipient; 10.10. the story and/or repeat text short or detailed; 10.11. insists on the same class with prepared text; 10.12. the development of speaking skills targeted; 10.13. right, knowingly, deftly and delightfully read; 10.14. determine the read text topic and main idea; 10.15. understands the read text and paragraph plānveidīb makes no sense in the text; (de) agea. valued the information contained in the text (new/unknown, important/not important) and use it in your operation; 10.17. purposeful develops reading skill; 10.18. the text of the article according to the recipient, the subject of communication, purpose, place and time; favoured areas. written retelling (short form) read/hear text; 10.20. recorded and codified information, using various techniques; 10.21. the targeted development of their writing. 11. Language competence. Learner: 11.1. know the basic functions of language; 11.2. know that language is a system of signs, and different language characters from other sign systems; 11.3. create targeted, coherent and complete text; 11.4. determine the main idea of text and text (introduction, discussion, conclusion) and understand their role in the text; 11.5. type text description and narrative; 11.6. know the functional style of the language; 7.3. see names, syntactic structure and syntax, the meaning of a text and; 11.8. using sketch and/or draft text; 7.4. different sentence from other units, based on its characteristics;
11.10. understands the sentence virslocekļ and meaning of palīglocekļ formation of the sentence; 11.11. by the statement of purpose and emotional shades of various sentences;
11.12. consists of simple, compound and complex arranged alternative sentences, subject to the rules of punctuation (parts of a sentence, the sentence members equally, salutation, interjection, direct speech); 11.13. pronounced and written words to fit pareizrun and spelling rules; 11.14. determines the name components and understand their role in the making of words; 11.15. the distinction between clear and meaningful names, class names, and the meaning of direct appropriations carried over; 11.16. used their speeches to different layers of vocabulary enrichment; 11.17. name affiliation for the speech by their gramatiskaj signs. 12. Sociocultural competence. Learner: 12.1. importance of culture understands the language and the development of their personality; 12.2. understands, which is the mother tongue, the official language and minority language; 12.3. see text kulturoloģisk information; 12.4. the differences between their sees and other ethnic group culture adopted in speech/speech behavior of the label tradition; 12.5. with respect to native language. 13. Learner attitudes typified this 10.3, 10.5, annex, 10.8., 10.10., a 10.21 10.17, and 12.5. the requirements referred to in point. V. essential subject learning, finally 9. class 14. Communicative competence. Learner: 14.1. targeted communication uses the verbālo and verbālo means; 14.2. the focus in different communication situations; 14.3. the plan, create and adjust their speech and behavior according to the situation of communication, express its views and the arguments; 14.4. the interaction of speech respected label rules and behavioural norms; 14.5. evaluate your compliance statements and other communications to the situation; 14.6. the critical perception of this text; 14.7. understands the text's author heard communicative purpose and perceive mood of the text; 14.8. respect the listener's culture and valued your listening quality; 9.3. form and text according to the situation of communication; 14.10. the story of creative or synoptic; 14.11. targeted using language features, prepare the text and insisted with it; 14.12. observe the speaker's culture and valued his speech quality; 14.13. choose and use the reading reading strategies appropriate to the objective; 14.14. perceive the text the author's communicative intention; 14.15. receives and understands the key text building means and methods; 14.16. critical information contained in the text and used it in its activities;
14.17. respect the reader's culture and valued his reading; 14.18. writes text appropriate to the situation of communication; 14.19. written retelling (with elements of discourse) read/hear text; 14.20. targeted using different techniques of arranging and sharing of information; 14.21. observe the burner culture and valued his writing quality. 15. Language competence. Learner: 15.1 understands the language function in the importance of human life; 15.2. you know the language and understand the development of the pamatposm language causes of change;
15.3. understands the language as a system of signs; 15.4. the text under the form text features; 15.5. determine the nature and type of text; 15.6. create composition and mixed-type text; 15.7. knows and uses the language of functional communication and the emotional ekspresīvo styles; 15.8. see language stylistic and imaginative expression of the meaning of a text means; 15.9. Edit and improve the text; 15.10. describe and follow the signs of the sentence; 15.11. see the name sintaktisko communications, savrupinājum, and words that are not members of a sentence; 15.12. knowingly and purposely used by statement of purpose and emotional shades of various sentences; 15.13. form and describes the different types of sentences by design, observing punctuation rules; 15.14. understands the different types of sentence meaning text style; 15.15. follow ortoēpij and orthography; No 15.16. understands the word and vārdform in the morfēmisk composition and see their building techniques; 15.17. understands the meaning of the name carried the possibility of the creation of the imagery of the language;
15.18. focused their talks on the different layers of vocabulary frazeoloģism, proverbs and sayings; 15.19. understands the speech system. 16. Sociocultural competence. Learner: 16.1. is aware that language is part of culture, and understand its importance in preserving national identity and intercultural dialogue; 16.2. understands the language situation in Latvia; 16.3. see text in different people's perceptions of values; 16.4. compare multiethnic speech label/speech behaviour and finds the common and distinct; 16.5. conscious of the responsibility for the quality of its speech and language; 16.6. with respect to other people's language. 17. Learner attitudes characterized by this attachment, 14.8 14.5., 14.10.,.,., 14.21 14.17 16.5 and 16.6.. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science presented in the annex 3 Cabinet 2014 12. Regulation No 468 august Latvian language and literature the minority education programmes. Subject reference 1.-9. class i. General question 1. This standard is an integrated requirements for Latvian language and literature course. Training content is consistent and associate with subjects standard "Literary" objective, tasks and basic requirements of minimum content subject learning. II. purpose of the subjects and tasks 2. Subject "Latvian language and literature" aims to develop competence in Latvian language learners to further their integration into Latvian society and build a foundation for education. 3. the subject of the "Latvian language and literature" exercise is to create the opportunity for learners: 3.1. learn skills to use the Latvian language for different communicative purposes; 3.2. create awareness of Latvian language system to provide meaningful, accurate and correct utterances in speech and writing; 3.3. to learn, build awareness and develop interest in Latvian literature and culture in the context of other cultures, to promote communication and cooperation in the cultural context of Latvia; 3.4. to develop understanding of the diverse language learning opportunities to be able to independently develop their language skills and use the language learning of other subjects. III. Subjects of the minimum content of communicative competence: 4 4.1. listening and reading: 4.1.1 reading; 4.1.2. the perception and interpretation of the text; 4.1.3. the objective of communication appropriate listening and reading strategies for learning and choice; 4.2. speaking and communication: language functions 4.2.1 connecting-naming, networking, exchange of information, instruction, attitudes and expression of emotions, the imagination; 4.2.2. the vocabulary and learning daily situations; the general concept and expression; planning and structuring of the text; communication strategy; 4.3. writing: 4.3.1. writing; 4.3.2. the planning and logical structuring according to the traditions and the language requirements. 5. Language competence: 5.1 5.1.1. Latvian language Phonology: sound and sound connection clear and natural English; 5.1.2. the accent and intonation, logical pauses on the respect of talking; 5.2. the vocabulary and semantics: 5.2.1 vocabulary communication; 5.2.2. the writing style appropriate to the situation and language expression products; 5.2.3. the most important terms and concepts of linguistic understanding; 5.3. grammar: 5.3.1. knowledge of language structure, structure and functional characteristics of the practical use of language use; 5.3.2. lawfulness of understanding grammar, in order to ensure the accuracy of the language. 6. Sociocultural competence: understanding cultural 6.1 phenomena in Latvia and intercultural dialogue: 6.1.1. daily life, living conditions, interpersonal relationships, values, beliefs and attitudes, social customs, rites, public holidays, culture, traditions and social change; 6.1.2. the culture and society of the rules adopted in the communication; 6.1.3. intercultural dialogue understanding and skills; 6.2. the acquisition of literature: literature-cultural 6.2.1; 6.2.2. the literary work and creative activity of perception; 6.2.3. literature-the word art. Literary genre (folk genre, the literary fairy tale, fairy tale, story, novel, drama, poetry); 6.3. cooperation skills. 7. According to the interests and needs of the same communicative, linguistic and sociocultural competence integrated gradually and sequentially is created in the following thematic circles: 7.1 I, others, everyday, and the relationships between them; 7.2. I, the other, free time, a healthy lifestyle; 7.3. I, others, the world and interact; 7.4. I, other, science, technology and information sources; 7.5. I, others, school and education; 7.6. I, the other and cultural life. IV. Requirements subject learning, finally 3. class 8. Communicative competence. Learner: 8.1. municipal and school situations and understand your needs and interests, according to natural rate spoken text; 8.2. the natural pace of the text to hear myself speak the necessary information; 8.3. determine the speaker's attitudes (questions, requests, order); 8.4. read to your needs and interests relevant information and literary texts; 8.5. According to training exercise in the text is the required information; 8.6. in the text of the main heroes, the site and conditions; 8.7. repeat a simple story; 8.8. the story of what was seen, heard and read, the pictures and illustrations; 8.9. expressed their needs in everyday situations; 8.10. expressed their thoughts about the fictional image, subject, location, and time; 8.11. engage and participate in conversations in simple communication situations; 8.12. know how to create questions and answers information exchange; 8.13. Article words, phrases and simple sentences about myself close and some topics; 8.14. the Scriptures gives everyday information about yourself; 8.15. record yourself the necessary information; 8.16. the article simple fundamental articles; 8.17. the article short text on topics learnt, situation and read the titles. 9. Language competence. Learner: 9.1. know and use in all Latvian language writing letters; 9.2. understands the matches between sounds and letters; 9.3. have the necessary vocabulary, to use the language of everyday communication situations and teach the subject; 9.4. at the end of a sentence use the content appropriate punctuation. 10. Sociocultural competence. Learner: see your 10.1 around existing in society and the cultural and linguistic diversity; 10.2. knowing common Latvian folk holidays and traditions; 10.3. use common courtesy phrases; 10.4. listen and read vēstītājfolklor (tales, legends, anecdotes); 10.5. read contemporary Latvian authors of small jobs or their fragments. His creative work linked to read; 10.6. listen to others and trying to understand the words; 10.7. involved in language learning task group. 11. Learner attitudes characterized this annex 8.9., 8.10., 8.17., 10.6 and 10.7.. the requirements referred to in point. V. essential subject learning, finally 6. class 12. Communicative competence. Learner: perceived and understood 12.1. their knowledge, skills and experience relevant to the natural pace of a monologue and dialogue spoken; 12.2. understands the information concerning the nearest surroundings, social environment and culture; 12.3. listening to the text, obtain and codified the required information; 12.4. read and understand your needs and interests, the relevant thematic variety of fiction, publishing, popular science texts, rules and instructions; 12.5. finds herself significant and specific information, publishing fiction and reference literature; 12.6. set text topics and the main idea, describes the development of the story and characters; 12.7. recitation of the plot, extends and transforms the text; 12.8. the logical and sequential story about yourself known topics; 12.9. to express needs, feelings, thoughts, opinions, conclusions and ratings; 12.10. Express and justify their thinking about the title, the title, subject, image, action, time and place; 12.11. engage, launching, maintaining and logically complete conversation; 12.12. abstracted and provides information on important subjects myself; 12.13. engage in discussions about another subject topics; 12.14. writes text to a related and a known close topic; 12.15. article about seen, read and heard, expressing their thoughts and feelings; 12.16. information according to training exercise; 12.17. applied articles written for personal purposes; 12.18. linking phrases and sentences, subject to the principles of the text; 12.19. write creative works on topics learnt and read the titles. 13. Language competence. Learner: 13.1 clearly pronounced all Latvian language sounds and sound connections; 13.2. speech followed the correct accent, and intonation of the logical pause; 13.3. observe and use the most basic and necessary pareizrun provisions; 13.4. understands and respects the name pronunciation and spelling differences; 13.5. have enough vocabulary to use language in meaningful learning and communication itself; 13.6. know and use the main techniques of another random heart; 8.5. use learn grammar models understandable hyperbole; 13.8. the words in a sentence and understand the principles of sentence formation; 13.9. easy sentence used punctuation according to the statement. 14. Sociocultural competence. Learner: 14.1 knows the major Latvian people's cultural values and traditions; 14.2. see Latvian cultural features of daily life and in their mutual relations; 14.3. in the communication learning to follow the speech and the article cultural requirements; 14.4. understands the importance of Latvian language Latvian culture; 14. read and analyze fairy tales, legends and anecdotes, compare the different common and varied folklore; 14.6. read contemporary Latvian authors or their fragments, express their thoughts, emotions and attitudes, associates with your read life through; 14.7. to attract the interest of the subject and partners; 9.2. cooperation develops the ability to use language in communication and cognition. 15. Learner attitudes characterized this annex 7.8.,., 12.10., 14.7 12.9. and 14.8. the requirements referred to in point. Vi. Requirements subject learning, finally 9. class 16. Communicative competence. Learner: 16.1. receives and understands their knowledge and experience appropriate to the different text in various situations; 16.2. understand and use this information for a variety of purposes; 16.3. According to objective perception and understand the text as a whole, detailed or critical; 16.4. read and understand the different scale, themes and genre fiction, publishing, popular science, business and conversational texts, instructions, conditions and warnings; 16.5. the revised texts, find the necessary information in the text and the important parts; read the text in detail; analyzes, concludes; evaluate and use read the information for a variety of purposes; 16.6. describes the different genres of text composition (story, image system); 16.7. form a narration of what was seen, heard and read in a logical sequence of the story; 16.8. expressed emotion, views, rating, and conclusions on the read, see and hear; 16.9. using language features corresponding to the speech situation and purpose; 16.10. Expresses its views on literary works based on native languages acquired knowledge of the terms analysis; 16.11 the negotiations and discussions, forcefully expressed their views, engage in problem solving; 16.12. dialog follow a logical structure according to the communication objective; 16.13. discuss read the titles, contents, images, and; 16.14 article systematic text on a variety of topics; 16.15. the use of various writing communication objectives; 16.16. codified and written record of the information obtained; 16.17. providing substantive information to suit the purpose and style of communication; 16.18. observe in their work the writing process; 16.19. writes about the creative work read the titles. 17. Language competence. Learner: 17.1. codified vocabulary to express their thoughts and to implement the important communication tasks itself; 17.2. determine the name of the affiliation, know the name of speech grammatical forms and use them properly; 17.3. Notes and understand the common word abbreviations; 17.4. the language used in different grammatical structures according to the communicative purpose and situation; 17.5. understands and respects the legitimacy of grammar according to communication needs, preventing systematic errors; 10.9. use knowledge of linguistic text understanding and communication; 17.7. standartkonstrukcij use of punctuation according to the Latvian language grammar rules; 11.1. the rules of the language followed talks and articles. 18. Sociocultural competence. Learner: 18.1. see common and distinct culture of the Latvian and foreign; 18.2. see Latvian cultural values, beliefs and attitudes of multicultural dialogue; 18.3. using a language according to the accepted norms of society; 18.4. understands the importance of language Latvian contemporary multicultural society; 18.5. see folk themes and characters in literary use; 18.6. read and analysed the modern Latvian and foreign authors in the Latvian language; know how to discern the literal text in the displayed time values, problems and treatment; 11.6. learn to communicate multicultural society; 12.8. collaboration of the Latvian language, develop their knowledge and skills. 19. Learner attitudes characterized by this attachment., 16.10., 16.8 18.7 and 12.8. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version 4. Annex Cabinet 2014 12. Regulation No 468 august minority language. Training item standard class 1-9. I. aim of the subjects and tasks 1. Subjects ' minority language ' aims to develop competence in the learners ' native language, to be able to fully communicate in their native language, conscious of its role in personal development, preservation of the national identity, popular culture in cross-cultural and intercultural dialogue. 2. the subjects ' minority language ' task is to create an opportunity: to develop the 2.1 communicative skills; 2.2. language learning functional irregularities and peculiarities; 2.3. create awareness of language as part of the popular culture, the language, the importance of ethnic identity and intercultural dialogue; 2.4. to learn to consciously use language skills learning and self-expression, as well as to develop the skills to assess and improve their speech culture. II. Subject to the minimum content of communicative competency 3:3.1 communication. The communication situation, its components. Communications and techniques. The culture of communication. Sources of information and the acquisition, storage, categorization, evaluation, and presentation; 3.2. valoddarbīb. Listening, speaking, reading and writing. Listener, speaker, reader and burner culture. 4. Language competence: 4.1. Language-related functions; language as a system of signs; language development stages; language norms (orthography, ortoēpij, grammar, punctuation, stylistic rules); the role of language in the human, social and public life; speech styles and genres; 4.2. the text. Text signs; text the topic and main idea; title; paragraph; parts of the text (introduction, discussion, conclusions); the text of the plan; text types; sentence and paragraph binding text; retelling, domrakst; text editing; 4.3. the sentence. Signs of a sentence; the sentence by a statement of purpose and emotional shades; the name of the syntactic connections sentence; key members of the sentence and palīglocekļ; sentence types by design; punctuation rules; 4.4. the word. The name Sonic cases; the word in written form; alphabet; the word morfēmisk structure and key techniques of another random heart; lexical meaning of the word; clear and meaningful words; homonyms, synonyms, opposite; legacy and borrowed words; historism, arhaism, aranas; terms and professionalism; frazeoloģism; the literal meaning of the name and the shape of the building; speech. 5. the sociocultural competence: 5.1 language-part of the popular culture and cognition. The language situation in Latvia; 5.2. the mother tongue, the official language, minority language. The role of language and ethnic identity and development; 5.3. the information contained in the language of the nation's culture and history; 5.4. speech labels on national and cultural specificity. Respectful treatment of native language and other ethnic group. III. Essential subject learning, finally 3. class 6. Communicative competence. Learner: 6.1. determine the communication participants (adresant and recipients) and topic; 6.2. types of recipient and subject to consistent statements; 6.3. express its views; 6.4. obtain information from children's books, newspapers and magazines, and use their dialogue with teachers, classmates and parents; 6.5. Communications respects the experience of speech labels; 6.6. the text contained in the statement and the perception of certain information; 6.7. this text topic; 6.8. the story of myself, seen, heard, read and experience; 6.9. detailed account of what he heard or read text; 6.10. explain new or read the contents of the training tasks; 6.11. read text with understanding, express their attitude to read; 6.12. determine the read text topic and title a link to the topic; 6.13. find specific information in the text and used it in its activities; 6.14. use a dictionary and an encyclopedia of children required information production; 6.15. the text of the article, heard, or read through the event; 6.16. the written report (close text) read or hear the text; 6.17. write everyday or training in the required information. 7. Language competence. Learner: 7.1 know that languages have rules and laws; 7.2. knows the alphabet and used their training; 7.3. the regulatory norms of the language learned; 7.4. create text, respecting the signs (title, subject, percentage); 7.5. text topic; 7.6. provide text heading that matches the subject of the text; 7.7. asking questions about the text, create a simple plan; 4.8. create text with a description or narrative elements; 7.9. know and follow the signs of the sentence; 7.10. determine the simple sentence consists of a virslocekļ and simple extended sentences; 7.11. determines the name Sonic composition (sound, syllable), grafēmisk correctly write down name, uses the spelling dictionary; 7.12. explains unfamiliar names, using the glossary; 7.13. his speech enrichment using synonyms and antonyms; 7.14. determine the name of the root and the apex is one root words; 7.15. know of speech (noun, adjective, verb, preposition). 8. the sociocultural competence. Learner: 8.1 knows that each man is a native language; 8.2. information about the text sees the nation's culture and history. 9. Learner attitudes characterized this annex 6.4, 6.5, 6.11., 8.2., the requirements referred to in point. IV. Requirements subject learning, finally 6. class 10. Communicative competence. Learner: 10.1 knows that is verbal and non-verbal means of communication (gestures, mimic), understands the importance of communication; 10.2. determine the communication participants, subject, purpose, place and time; 10.3. the plan and form the recipient, the subject of communication, purpose, place and time, according to the statements; 10.4. expressed their opinions and justify it; 10.5. evaluate your and other statements of compliance with the recipient, the subject of communication, purpose, place and time; 10.6. obtain information in books, newspapers, magazines, television, radio and the internet, provide it to others; 10.7. understands the importance of speech culture in the process of communication and respect experience speech labels; 10.8. the perception this text as a whole and in detail; 10.9. establishes the statement, heard the main idea of the text; 10.10. use listening techniques to play; 10.11. the oral form the texts according to the recipient, the subject of communication, purpose, place and time; 10.12. the short and detailed recitation of the text; 10.13. plan your activity using hear or read information (wording of the task of teaching the text); 10.14. insists on the same class with prepared text; 10.15. expressive reading text; (de) agea. read text to determine the main idea; 10.17. evaluated the information contained in the text (new/unknown, important/not important) and used it in its activities; 10.18. using reference literature, linguistic and kulturoloģisk information; favoured areas. article text according to the recipient, the subject of communication, purpose, place and time; 10.20. the written report (short form) read or hear the text; 10.21. recorded and codified information, using various techniques. 11. Language competence. Learner: 11.1. know the basic functions of language; 11.2. know how evolved writing system; 11.3. know that language is a system of signs, and different language characters from other sign systems; 11.4. the regulatory norms of the language learned; 11.5. know the functional style of the language; 11.6. the text under the form it (headline, topic, main idea, connectedness, completeness); 7.3. the main idea of the text; 11.8. provide text heading that matches the topic of the text and the main idea; 7.4. in the text of the paragraph, and the text (introduction, discussion, conclusion) and understand their role in the text; 11.10. the plan text, using the plan to play; type the appropriate text in the plan; 11.11. the description of the type and the message type text; 11.12. edit text using the play method; 11.13. vary sentence from other units, based on its characteristics; 11.14. the making, correctly pronounced intonatīv, written by a statement of purpose and emotional shades of various sentences; 11.15. find a simple sentence of virslocekļ and palīglocekļ; 11.16. create and write simple and complex sentences, subject to experience the punctuation rules; 11.17. pronounced and written words to fit the pareizrun and learnt the spelling rules; check uses dictionaries; 11.18. explains the word frazeoloģism and the lexical meaning of the proverb; Use synonyms, opposite, frazeoloģisk and glossary; 11.19. determine the homonyms, synonyms, opposite, fossil Word, borrowed and term meaning to the text. Use synonyms, their speech development; 11.20. determine the name of the morpheme, morpheme of the acquired nature; Darin's names using a play another random heart techniques; 11.21. lay down the name affiliation for speech based on its gramatiskaj characteristics (acquired in the speech); 11.22. explains the word, morpheme, sounds as imaginative expressions of the meaning of a text means. 12. Sociocultural competence. Learner: 12.1. the importance of language to understand his own people and other peoples cultures, as well as their personalities develop; 12.2. in the text kulturoloģisk information, assess it and use their own experiences; 12.3. vary your popular culture adopted the speech and cultural traditions of the different ethnic group cultural traditions; 12.4. with respect to their native language; 5. know what language the nature of the situation in Latvia; 12.6. it is lenient with people speaking with a foreign language accent. 13. Learner attitudes characterized this annex 10.7., 12.1, 12.4, and 12.6. the requirements referred to in point. V. essential subject learning, finally 9. class 14. Communicative competence. Learner: 14.1. targeted verbālo and verbālo not use the means of communication; 14.2. focus and participating in various communication situations; 14.3. the plan, create and adjust your behaviour according to speech communication situation; 14.4. expressed their views, their arguments, using various techniques, perceived and valued the communication partner (s); 14.5. evaluate your compliance statements and other communications to the situation; 14.6. information obtained from various sources, analyze, and evaluate it, using their experience and inform the other; 14.7. communication followed the speech and behavior of the label's culture; 14.8. the critical perception of this text; 9.3. the perceived expression or hear the text the author's communicative intention; 14.10. use different listening techniques appropriate to the aim pursued; 14.11. respect the culture and worth listening to your listening quality; 14.12. the text of the oral forms of communication appropriate to the situation; 14.13. creative or synoptic; 14.14. plans to work with the group to hear or read information; 14.15. speakers with the prepared text and valued his remarks; 14.16. followed the speech culture and valued his speech quality; 14.17. Select and use appropriate objective reading strategy; 14.18. perceive the text the author's communicative intention; 14.19. critical information contained in the text and used it in its activities; 14.20. use various sources of information kulturoloģisk information of linguistic and abstraction; 14.21. followed the reading culture and valued his reading; 14.22. article text according to the situation of communication; 14.23. report in writing (with the composition, interpretation elements) read or hear the text; 14.24. use different notation technique information categorization and sharing; 14.25. follow the writing culture and evaluate your writing quality. 15. Language competence. Learner: 15.1. know what is the meaning of the language, society and public life; 15.2. you know the language development pamatposm; 15.3. knows the language signs and levels; 15.4. the regulatory language norms; 15.5. knows and uses the language of the text of the communication and functional styles and speech genres; 15.6. with respect to the language, feel the responsibility for the quality of his speech; 15.7. the text of the form, respecting the signs (compliance with the recipient, subject, modality, informatīvum, connectedness, wholeness, completeness); 15.8. form a dialogue with the text, to reveal the author's communicative intention; 15.9. offers a variety of text titles; 15.10. in the text apakštemat; 15.11. the plan text, using different types of plan; creates text under the plan; 15.12. form a composition and mixed-type text; 15.13. edits and enhances the text using a variety of techniques; 15.14. describe and follow the signs of the sentence; 15.15. in his speech, consciously and purposely used by statement of purpose and emotional shades of various sentences; No 15.16. determine the name of the sintaktisko communications simple and compound sentence, the sentence of savrupināto members, as well as words and words that are not members of a sentence; 15.17. creating and writing for different types of sentences, subject to the rules of syntax and punctuation; 15.18. characterized by sentences by design; 15.19. explains the different types of sentence meaning text style; purposefully uses different types of sentences orally and in writing; 15.20. ortoēpij and orthography respected rules, notices and correcting errors; 15.21. explains the word, frazeoloģism, adage and talk of lexical meaning, using different techniques and different sources; 15.22. focused their talks on the different layers of the vocabulary, given its iederīgum and artistic interest; 15.23. determine the name of the vārdform morfēmisk and building techniques; 15.24. know the speech system, characterized by the affiliation of speech of the word, given its grammatical features; 15.25. targeted uses language in his speech, signs as imaginative expressions. 16. Sociocultural competence. Learner: 16.1. aware as the nation's cultural and ethnic components of human identity, as their own and the world's cultural cognition; 16.2. analyzes and codified language materials for the reconstruction of the various peoples perceptions of values; 16.3. compare different peoples speaking cultural traditions, is in common and distinctive, as well as engage in intercultural dialogue; 16.4. aware of its responsibility for the preservation of the mother tongue and their own speech quality; 16.5. know what is the situation of the language in the world; 16.6. with respect to other people's language, it being understood that such an attitude is a cultural people. 17. Learner attitudes characterized this annex 14.6.,.,., 14.11 14.21, 14.16.6″, 14.25.16.1., 16.4 and 16.6. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science presented in the annex 5 cabinet 2014 12. Regulation No 468 august foreign language. Subject reference 1.-9. class i. General question 1. Tuition standard "foreign language" is created for any language, and defines the subject, tasks, requirements of minimum content and subject learning, finally, 3, 6 and 9 class. II. purpose of the subjects and tasks 2. Subject "foreign language" is to create a language learner, communicative and sociocultural competence, using foreign language training, communication and cooperation in a changing multicultural world. 3. the subject of "foreign language" job is to create the opportunity for learners to communicate in a foreign language: 3.1. orally and in writing; 3.2. to learn a foreign language patterns and functions the basics; 3.3. promoting openness against the routine and create feedback attitude towards themselves, others, the world, unlocking and comparing the mother tongue and a foreign language, as well as learning about cultural diversity; 3.4. the role of the communication language aware; 3.5. to understand the language meaning of the other subject learning. III. Subjects of the minimum content of language competence 4:4.1 sound; 4.2. name; 4.3. the sentence; 4.4. text. 5. Communicative competence: 5.1 communication situations; 5.2. the objectives of the communication; 5.3. communication strategies. 6. Sociocultural competence: 6.1. communication culture; 6.2. the common and different, communicating in their native language and a foreign language; 6.3. the language contained in the context of different cultures; 6.4. cultural phenomenon: living conditions, holidays, customs, respect for other peoples languages and cultural diversity. IV. Requirements subject learning, finally 3. class 7. Learners reach language, encourage communicative and sociocultural competence in language skills according to the A1 level. Separate language, communicative and sociocultural competence elements can have different levels. Language skills level and the criteria set out in paragraph 19 of this annex. 8. the language and communicative competence: 8.1 to hear and understand familiar words and simple sentences, pamatfrāz; 8.2. read and understand familiar words and simple sentences, pamatfrāz; 8.3. a simple way contact for himself well known topics; 8.4. using single words, pamatfrāz and simple sentences to answer and ask questions about the closer surroundings and people; 8.5. simple sentences telling about your residence and people who knew them; 8.6. Article pamatfrāz of the individual words, and simple sentences about themselves and their immediate surroundings. 9. Sociocultural competence: 9.1. consult with countries whose language learning; 9.2 showing a positive attitude and interest in languages. 10. the learner's attitude typified this annex 8.5., 8.6, 9.2. the requirements referred to in point. V. essential subject learning, finally 6. class 11 student encourages reach language, communicative and sociocultural competence in language skills according to A2 level. Separate language, communicative and sociocultural competence elements can have different levels. Learning the second foreign language from grade 6, 6. the end of class student encourages language skills reach the A1 level. Language skills level and the criteria set out in paragraph 19 of this annex. 12. the language and communicative competence. Learner: 12.1. listen and understand the most commonly used words and phrases for yourself and your immediate area; 12.2. perception focused on simple and clear spoken statement; 12.3. read and understand short, simple texts about certain topics; 12.4. find concrete information simple, everyday life of related texts; 12.5. contact the mundane situations where just the exchange of information on certain topics; 12.6. engage in conversation, but the stay may require other assistance; 12.7. simple sentences telling about yourself, your nearest neighborhood and other known topics; 12.8. the article short, simple text about certain topics: notes, announcements, postcards and letters; 12.9. fill in the simple form, type the information for themselves. 13. the sociocultural competence. Learner: 13.1. know their national habits and traditions of the population whose language learning; 13.2. sees the common and distinct national and foreign language-speaking population and cultural traditions; 13.3. it is indulgent toward the strange and unfamiliar. 14. the learner's attitude typified the 12.5., 12.6., 12.7, 12.8, 12.9.., 8.3. referred to. Vi. Requirements subject learning, finally 9. class 15. Encourages learners to achieve language, communicative and sociocultural competence in language skills according to the B1 level. Separate language, communicative and sociocultural competence elements can have different levels. Learning the second foreign language from grade 6, 9. the end of class student encourages language skills reach the A2-B1 level. Language skills level and the criteria set out in paragraph 19 of this annex. 16. the language and communicative competence. Learner: 16.1 listens and understands the clear and correct literary speech on familiar topics; 16.2. understand radio and television content if for certain events or subjects speak relatively slowly and clearly; 16.3. read and understand texts that use everyday common language, as well as simple literary texts; 16.4. the search for specific information in different styles and genres of texts; 16.5. participates in conversation on known or interest, as well as with everyday life related topics; 16.6. involve discussion on the well known and associated with the daily life problems; 10.4. reasons and explain their views and intentions; 16.8. tells about this, see, or read the terms, expressing their attitude; 16.9. writes text to a related or known area of interest; 16.10. writes about his experiences and impressions. 17. Sociocultural competence. Learner: 17.1. countries have studied the culture, common habits and traditions of the population whose language learn and compare them with the situation in Latvia; 17.2. the understanding of the cultural diversity and uses the resulting information to enrich himself; 17.3. to build and maintain contact with peers and adults, accept diversity of opinion; 17.4. with respect to other Nations and languages. 18. Learner attitudes characterized this annex 10.4., 16.8., 17.3 and 17.4.. the requirements referred to in point. 19. the language proficiency level determined by the following criteria. Learner: 19.1. C2-ability to easily understand almost everything heard or read. Memory in arguments and opinions, the ability to collect information from different spoken and written sources, and to present them in sequence. Able to speak spontaneously, smoothly and accurately, given the nuances of meanings even in complex situations; 19.2. C1-ability to understand different thematic complex, long texts and comprehend subtext. The ability to express themselves creatively and spontaneously, without searching for words. The ability and skill to use the language in social, academic and professional field. The ability to create a clear, well-structured, detailed text on complex subjects, are familiar with the text of the principles and using the appropriate binding and reconciliation; 19.3. – B2 can understand the main idea of complex texts on both concrete and abstract of topics, including discussion on professional issues in its specialty. Ability to converse fairly freely and spontaneously, communication with the native language users progressing without a hitch. The ability to speak clearly and in detail on a variety of topics, to justify their views, setting out various options for advantages and disadvantages; 19.4. B1-ability to understand the most important statement in clear language about certain literary subjects in texts related to work, school, leisure time. Almost always able to handle situations that may arise while traveling through the places that speak in the language they teach. Ability to create simple, associated text too close or personal interest topics. The ability to describe the experience, events, dreams, hopes and aspirations, briefly justify and explain their views, plans; 19.5. A2-ability to understand individual sentences and frequently used expressions on topical municipal matters (for example, information about myself and family, shopping, the immediate area, employment). Able to communicate in situations that involve a simple exchange of information on known issues. The ability to simplify the words tell about themselves, the block, expressing their own needs; 12.2. A1-ability to understand and use simple and basic phrases in order to ensure specific needs. Know how to present themselves and others to ask personal questions and answer them, such as their place of residence, famous people, about the things that belong to. The ability to communicate in the elemental level, if the other is speaking slowly, clearly, and is ready to help. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 6 Cabinet 2014 12. Regulation No 468 august mathematics. Subject reference 1.-9. class i. aim of the subjects and tasks 1. Subject "Mathematics" is to build students ' understanding of mathematical methods and develop skills they use to explore the world, other subjects and varied activities. 2. the subject ' mathematics ' job is to create opportunities for students: 2.1. learn skills to execute transactions with real numbers, use patterns and analytical techniques to study the plane geometric figures and their characteristics, developing spatial perception. 2.2. learn skills to explore and solve practical tasks, using mathematical models, acquiring, organizing, analyzing data and predicting the result. 2.3. to promote the development of building a thinking skill to make reasoned judgments and math learning troubleshooting experience. II. minimum content of subjects 3. Mathematical Tools creation: 3.1. numbers and operations with them: 3.1.1. natural numbers; 3.1.2. ordinary shares; 3.1.3. decimal places; 3.1.4. rational numbers; 3.1.5. the real numbers; 3.2. algebraic expressions and actions with them: algebraic expressions 3.2.1; 3.2.2. equations with one variable and the system; 3.2.3. inequalities with one variable and the system; 3.2.4. one argument; 3.2.5. the string of numbers; 3.3. geometric figures and their study: 3.3.1. basic elements of geometry; 3.3.2. the triangle; 3.3.3. the rectangle; 3.3.4. circle and circle; 3.3.5. polygon with arbitrary number of sides of regular polygon; 3.3.6. the plane of symmetry of the figure; 3.3.7. geometric body. 4. the use of Mathematics in natural and public process analysis: 4.1 size and measuring it, the relationship between them; 4.2. information processing, statistical and probability theory elements: 4.2.1. information acquisition, processing and analysis; 4.2.2. the grouping of elements and the concept of probability. 5. Mathematical modelling and study with mathematics-specific methods: 5.1 mathematical language; 5.2. the mathematical model and analysis: 5.2.1. clarification of the problem, its formulation using the mathematical model; 5.2.2. the mathematical model resolution and interpretation of the resolution. III. Essential subject learning, finally 3. class 6. Mathematical tools to create the learner knows: 6.1 with the natural numbers within the first hundred to make four arithmetic functions and articles, as well as to identify actions and their members; 6.2. with natural numbers the first thousand ranging to: 6.2.1. read and record the natural numbers in decimal notation; 6.2.2. to postpone the natural numbers to the numbers and read from it; show that the natural numbers is infinite; 6.2.3. Add and subtract articles, and with a calculator; 6.2.4. the head around to evaluate the expected results of numerical calculations; 6.2.5. addressing practical tasks that are related to household, science, environment and health issues; 6.3. using conventional parts, do the following: 6.3.1 use the relationship that the size of the positive real part is less than the whole; 6.3.2. using the concept of practical part task; 6.4. using decimal, read a price that put the decimal form; 6.5. to compare and sort by size, natural numbers, write down the results of the comparison; 6.6. to name a real-life situation, which is important for the arrangement of the numbers in the string; 6.7. to fix the drawing and draw a straight line segment; 6.8. to measure the length of the line segments to draw a fixed-length segment; 6.9. to fix the drawing and the model triangles and draw it; 6.10. to fix the drawing and model and draw the rectangle (a rectangle, a square well); 6.11. to fix the picture and draw a circle; 6.12. to fix the drawing and the model cube, cylinder, sphere. 7. the use of mathematics in natural and public process analysis: learner able 7.1. distinguish comparable and incomparable values; 7.2. values described by numbers; proper use of time, mass, temperature, length, unit of measurement of money; 7.3. to measure time, length, and accurately make measurements; 7.4. moving from a larger to a smaller unit of measure, addressing practical tasks; 7.5. the sort in ascending or descending order size, expressed by the natural numbers, write down the results of the comparison; 7.6. the outdoor class to enumerate the various objects in the environment and to recognize it in form; 7.7. to get information from the tables, charts, text stabiņveid; 4.8. compare, sort, arrange the objects in the specified or selected features. 8. Mathematical modelling and study of the mathematics specific methods: the learner can use mathematical terms 8.1; 8.2. with examples to explain mathematics course occurring concepts and assertions and to recognize their correct usage; 8.3. the proper use of the words "so many times", "so", "clockwise" direction, "anticlockwise direction", "right", "left"; 8.4. to listen to the views of others; 8.5. to express their views; 8.6. make hypotheses for solving real problems; 8.7. collect mathematical information; 5.5. use of appropriate techniques for resolving the problem; 8.9. mathematically solve the problem; 8.10. engage actively in the work of the group, create a group presentation; 8.11. neatly and correctly write digits and mathematical expressions. 9. Learner attitudes characterized this annex 8.4, 8.5, and 8.10.8.11. the requirements referred to in point. IV. Requirements subject learning, finally 6. class 10. Mathematical Tools creation: 10.1 using the natural numbers, the learner can perform the following actions: 10.1.1. read and record the system decimal numbers up to a trillion (one billion) including; 10.1.2. make four arithmetic functions, exponentiation and squares of the cube, to calculate the value of the expression; 10.1.3. use the properties for ease of calculation; 10.1.4. split number essential; 10.1.5. use signs with Division 2; 3; 5; 9; 10; n (n-natural number); 10.1.6. whether one number is divisible by another dealer, find the/a number of the greatest common divisor and least common multiple of integers; 10.1.7. read and write down the year, using Roman numerals; 10.2. using conventional parts, know how to perform the following actions: 10.2.1. calculate the real and not really part of the value of the given numbers; 10.2.2. to express one number as the second part of the number; 10.2.3. calculate the entire number, knowing the value of its parts; 10.2.4. use part of its transformation in nature; 10.2.5. make four arithmetic functions, shortening, exponentiation and the square of the cube articles, and with a calculator; 10.2.6. calculate the inverse of a given integer number; 10.2.7. calculate the ratio of two numbers; 10.2.8. calculate the distance on the map after the given scale; 10.3. using the final decimal places, know how to perform the following actions: 10.3.1. write and read the final decimal places, the value of the class specify the decimal notation; 10.3.2. make four arithmetic functions, exponentiation and the squares of the cube articles, and with a calculator; 10.3.3. transform a normal part of a finite decimals and vice versa; 10.3.4. to express interest in the form of the final decimal and vice versa; 10.3.5. calculate the percent of a number and the number, if known, of the interest value of two numbers be expressed as a percentage; 10.4. using rational numbers, can perform the following actions: 10.4.1 find dot number opposite number; 10.4.2. make four arithmetic operations with common parts or final products in the form of decimal fractions rational numbers together, speeding up the square or cube articles, and with a calculator in his head about to evaluate the expected results of the expression; 10.4.3. open parentheses and brackets, if turn on before them is the minus (plus) sign; 10.4.4. find the numbers module (algebraic and geometric terms); 10.4.5. addressing practical tasks that are related to household, science, environment and health issues, aware of their importance in everyday life; 10.5. know how to calculate the unknown member of the action; 10.6. can compare in size to the given form in arbitrary rational numbers; 10.7. using context, can perform the following actions: 10.7.1. see the relationships between variables in nature, society, technology; 10.7.2. defer the point with rational coordinates on the axis of coordinates (coordinate plane), read the point coordinates (coordinates); 10.7.3. portray relationships of tables; 10.8. can name the first sequences of primes areessential members; 10.9. know that primes areessential is infinite; 10.10. able to introduce drawing and draw a star; 10.11. know how to draw a perpendicular and parallel straight lines, to recognize its box on the page; 10.12. can you describe the geometric shape size with length, area, volume, angle, size; 10.13. know how to draw a certain angle, measured with angle conveyor, appreciate it by sight; 10.14. able to take the necessary measurements and calculate the perimeter of a triangle;
10.15. able to take the measurements and calculate the rectangle (including square, rectangle) in circumference; (de) agea. able to take the measurements and calculate the rectangle and square area; 10.17. able to lay down in drawing a circle Center and RADIUS; 10.18. able to take the necessary measurements and calculate the length of the circumference;
favoured areas. able to lay down and draw a rectangular cuboid (also a cube); 10.20. able to take the necessary measurements and calculate the rectangular parallelepiped (Cuba) surface area and volume. 11. the use of Mathematics in natural and public process analysis. The students know how to do the following: 11.1. use area, volume, velocity measurement; 11.2. use direct measurement results of different size; 11.3. appreciate learning the size of the geometric figures by sight; 11.4. in some cases, moving from a smaller unit of measure on the larger, addressing practical tasks; 11.5. the sort in ascending or descending order size, expressed by the rational numbers; 11.6. to collect and write down the different experiments, studies and surveys the findings, it will organize, systematize, depict visually; 7.3. displaying information in tables, charts and stabiņveid to get information from them, to obtain information from the pie charts; 11.8. to calculate the average of numbers; 7.4. use a computer to get information; 11.10. arrange objects by size or alphabetical order. 12. The mathematical model and study with mathematics-specific methods. Learner can perform the following actions: 12.1 General descriptive way to explain a math course occurring concepts and assertions and use them properly; 12.2. to write a numeric expression by its verbal description; 12.3. to understand the need for justification; 12.4. to hear and understand different points of view; 12.5. to put forward hypotheses real problem formulation in mathematical language; 12.6. to collect information and to see the mathematical patterns in it; 12.7. using suitable techniques to solve problems using numerical models; 12.8. the exact use symbols and signs; 12.9. to use diagrams, bar charts and tables, presenting a solution to the problem; 12.10. to carefully create a group presentation and tell about it; 12.11. develop their mathematical understanding. 13. Learner attitudes characterized this appendix 10.4.5., 12.10 and 12.11.. the requirements referred to in point. V. essential subject learning, finally 9. class 14. Mathematical Tools. Learner can perform the following actions: 14.1. calculate the square root, if it is a natural number; 14.2. using conventional parts: 14.2.1. calculate the square root, if it is a rational number in the form m/n (m and n-natural numbers); 14.2.2. compile and calculate the aspect ratio aspect ratio the unknown member; 14.3. using decimals: 14.3.1. transform a normal part of a permanent or infinite decimal; 14.3.2. round the infinite decimal; 14.3.3. speeding up the final grade with the natural of the decimal exponent; 14.3.4. calculate square root value if it is a finite decimal; 14.4. using rational numbers: 14.4.1. transform a normal part of an infinite periodic decimal and vice versa; 14.4.2. speeding up the number to a power with an exponent (regardless of the form of order numbers); 14.4.3. drag the square root of the number, if it is a rational number; 14.5. using real numbers: 14.5.1. determine their affiliation sets N (all natural set of numbers), Z (the set of all integer), Q (the whole rational set of numbers), R (the set of all real numbers); 14.5.2. recognize the Basic numeric expressions to rationality/iracionalitāt and determine the appropriate decimal recurrence; 14.5.3. perform arithmetic operations on numeric expressions containing rational numbers and the irrational numbers kvadrātsakņ and symbolic form; 14.5.4. using step properties of numerical expression products; 14.5.5. write down the number in the normālform and read the following notes; 14.5.6. perform operations on numbers normālform; 14.5.7. using the square root of a numeric expression characteristics of products; 14.5.8. evaluate the results of approximate calculations; 14.5.9. targeted to improve the content of the practical tasks of numerical solving skills; 14.6. using algebraic expressions: 14.6.1. Add, subtract, divide, multiply, speeding up, tighten monom polynomial similar members, clarify it; 14.6.2. check if the number is one variable polynomial root; 14.6.3. identify root kvadrāttrinom; 14.6.4. Add, subtract, multiply the polynomial; 14.6.5. multiply and divide a polynomial by monom; 14.6.6. divide the polynomial reizinātājo, brought a common factor, the group counted using the short multiplication formulas in a2-b2, (a + b) 2 and (a-b) 2 is a root; 14.6.7. Add, subtract, multiply, divide, speeding up the algebraic parts; 14.6.8. clarifying the definition of algebraic part of the area; 14.6.9. use algebraic part of the characteristics of its products; 14.7. using the equation with one variable: 14.7.1. to distinguish between identity and the equation; 14.7.2. transform the equation or system of equations, gaining them equivalent expressions. 14.7.3. solve linear equations and quadratic equation; 14.7.4. determine the fractional rational equation (the numerator and the denominator may be first or second-degree polynomial) definition area and solved it; 9.2. using the equation systems with two variables: 14.8.1. explain what is the solution to an equation with two variables; 14.8.2. explain what is the solution to the equation; 14.8.3. solve the equation systems with two variables with the insertion, addition or graphical techniques (two first degree equations or one first and one second grade equation); 14.8.4. addressing practical tasks that are related to household, science, environment and health issues when writing equations, it systems, determine the difference between the text and the corresponding task solution the equation or system of equations; 14.8.5. targeted to improve the practical task of solving algebraic skills, to evaluate the text content of the tasks; 9.3. using the inequalities with one variable and the system: 14.9.1. determine which modifications provide numerical equivalence of inequalities; 14.9.2. explain that there is an equal probability that means resolving the disparity; 14.9.3. compare real numbers given in decimal notation, in the form of a numeric part forms; 14.9.4. solve linear inequalities; 14.9.5. solve the second equation and not fractional rational inequalities (the numerator and the denominator may be a first degree polynomial), also with interval method; 14.9.6. solve linear inequalities, double; 14.9.7. to solve two linear inequalities; 14.10. using one argument function: 14.10.1. ask tabular, graphical functions, with formulas, verbal, using examples from the natural, social, engineering; 14.10.2. use-value table or schedule, and find out the value of the argument function values (may be) and vice versa; 14.10.3. construct and, possibly a kvadrātfunkcij linear, inverse proportionality of, the square root function schedules, coordinate plane; 14.10.4. in establishing this analytical function and fractional rational function definition areas and intersections of the graph with the coordinate axes, the intervals in which the values are constant; 14.10.5. using this function schedules, determine the definition and value areas, growth and interval functions wane roots, the interval in which the function values are a constant sign, features the highest and the lowest value, the function of coordinates of the intersection of the graph axes; 14.10.6. without constructing linear functions and kvadrātfunkcij schedules, find out their location coordinates in the plane, to calculate the coordinates of the vertex of the parabola; 14.10.7. analyze natural, technical and social processes, drawing up the first mathematical models that function; 14.11. using strings of numbers: name a final, 14.11.1. the infinite, periodic, non-periodic string examples in mathematics, nature, technique, economy (also the zoom sequences); 14.11.2. use first string members and the question of the form of its recurrent units below the numerical value calculation of members; 14.11.3. using arithmetic and geometric progression progression in General and the first n members of the sum formula. 14.11.4. create and analyze mathematical models of processes with arithmetic progression/geometric progression; 14.12. to recognize and draw krustleņķ drawing, blakusleņķ, internal šķērsleņķ, footboard angle, internal vienpusleņķ, broken line (also simple, closed broken line); 14.13. to construct the midpoint of the segment, the angle of bisektris, the vidusperpendikul, the perpendicular distance from point to straight, with the given angle equal to the angle, straight through a given point, parallel to a given straight line; 14.14. identify same, vienliel, similar shapes; 14.15. use distance and broken line length, angle, size, angle, bisektris, intercept point vidusperpendikul point, parallel taišņ (including parallel taišņ which cross the third straight) characteristics/features of the task; 14.16. to study the mutual placement of figures; 14.17. using triangles, to fix the drawing, draw and label them all types of triangles (by edge and angle sizes), median, bisektris, height, centre line; 14.18. construct a triangle (dot: three edges, two sides and the angle between them, and they pieleņķ); 14.19. use challenges: relationship between triangle 14.19.1. edge length, between the edge length and perimeter; 14.19.2. relationship between dažādmal triangle edge length and angle sizes; 14.19.3. isosceles triangle equilateral and characteristics, and features; 14.19.4. the triangle of equals signs; 14.19.5. about the triangle angle theorem; 14.19.6. the triangle centre line characteristics and features, the median; 14.19.7. The Pythagorean theorem and the inverse theorem; 14.19.8. the similarity of the signs and the triangle-like nature of the triangle theorem on linear elements like triangles and area; 14.19.9. the triangle area formula (S = 0, S = 0, 5ah and 5absinC (C < 90 °));
14.20. calculating the right-angled triangle elements using a narrow angle, trigonometric functions (sine, cosine, tangent), the value of 30 °, 45 °, 60 ° angle sizes; 14.21. fix drawing, draw and let curved concave rectangles and parallelograms, rhombuses — also, rectangles, squares, trapezoid (isosceles and right-angled Keystone), the diagonals and Keystone Centre, parallelogram, Rhombus and the keystone heights; 14.22. construct parallelogram (dot: two sides and the angle between them, the two sides and diagonal), Diamond (given: edge and angle, and the angle, diagonal, diagonal); 14.23. use solving: 14.23.1., diamond, rectangle, parallelogram, square, trapezoid (including isosceles trapeziums) properties and characteristics; 14.23.2. parallelogram, Rhombus, rectangle, square, trapezoid (including isosceles trapeziums) perimeter and area calculation formula; 14.23.3. the keystone Centre features and characteristics; 14.24. fix drawing, draw and mark a circle in diameter, tangent, chord, circle, Center, angle, angle, draw a circle sector, segment, circle around the triangle circle and draw a circle; 14.25. construct triangle drawn and then circle circle; 14.26. use solving: 14.26.1. circle and the arc length formula and calculate the area of a circle formula; 14.26.2. the relationship between drag angle, Center of the angle and the size of the circle on which they are based; 14.26.3. in the case of tap, which dragged from one point outside the circle; 14.26.4. for triangle theorems retracted and then outlined circle centre location; 14.27. draw and label the regular triangles, rectangles, hexagons, and their centres, occasional (also concave) polygon; 14.28. challenges: use 14.28.1 theorem for polygon angle. the amount of the regular polygons of the angle; 14.28.2. the relationship between the regular triangle, square, Hexagon side and retracted/outlined circle radius length; 14.28.3. calculate the circumference and the area of the pieces, consisting of planimetrij course using the jointing pieces also figure vienliel properties; 0.00. recognize the drawing, live in natural, technical and Arts Centre/Axially Symmetric shapes; 14.30. construct the given piece symmetrical shape relative to a given point/straight; 14.31. find (draw/construct) geometry course in shape symmetry axis/Centre; use/14.32. central axial symmetric shape properties of the task; to determine the nature and 14.33. technique of the body that are associated with the following concepts: straight, regular Prism Prism, pyramid, pyramid, cylinder, regular, cone, sphere, as well as draw the pictures of those bodies; measure the body 14.34. surface area and volume calculation in sufficient size and calculate the surface area and volume. 15. the use of Mathematics in natural and public process analysis. Learner can perform the following actions: 15.1. make the size specified from the given formula; 15.2. to measure and compare quantities using appropriate units and instruments; 15.3. to move from one unit to another, solving practical tasks; 15.4. sort in ascending or descending order sizes to be with real numbers; 15.5. to formulate questions on the necessary data to be collected and compiled, considering what the conclusions of those will be done and what the statistical analysis required; 15.6. to collect data from various sources, including appropriate experiments, studies and surveys; to process and display the data in the pie charts and graphs; to participate in the exchange of information; 15.7. to accurately and objectively interpret and discuss data-to respond to the issues raised by the findings from data; 15.8. to communicate mathematically, using different types of diagrams and related explanatory text, explaining the mathematical presentation of choice; 15.9. to create and analyze aggregate information with mathematical content and gain new information from them; 15.10. using Calculator/computer information processing; 15.11. to group items by given conditions, determine the required type of the Group; 15.12. explain the concept of probability; 15.13. calculate the probability of the event's final outcome may count equally. 16. The mathematical model and study with mathematics-specific methods. Learner can perform the following actions: 16.1. formulate mathematical course occurring concepts and assertions, to assess their correct use, to recognize the different language construct exact logical meaning, to go from the wording of any fact to the equivalent wording; 16.2. to write a mathematical expression in its verbal description; 16.3. the proper use of the words "if … then", "so", "all", "at least", "one", URu.tml.; 16.4. to determine whether the statement is a definition, axiom, theorem, characteristic, as well as the proper use of these concepts; 16.5. to recognize the difference between the individual cases and the General judgment; 16.6. to formulate and assess the justification for reasons of accuracy; 10.4. the objective to examine the different points of view, justify and defend their views; 16.8. the real problem to formulate mathematical language; 16.9. to create and compile the given or obtained mathematical information, discover patterns, they expand and generalize, to examine and explain the generalization; 16.10. to choose and use appropriate techniques to solve problems using algebraic and geometric patterns; 16.11 accurate and consistent use of symbols and signs; 16.12. to explore mathematical relationships and results interpretation of the real solution to the problem; 16.13. use charts and diagrams, presenting a solution to the problem; 16.14. the individual and the group create the presentation; 16.15. accurately argue their views; 16.16. targeted to improve their mathematical understanding. 17. Learner attitudes characterized this 14.5.9.14.8.5 annex,.,., 10.4., 15.7 16.15. and 16.16. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 7 Cabinet 2014 12. Regulation No 468 august informatics. The standard subjects 5.-7. class i. aim of the subjects and tasks 1. Subject "Informatics" aims to foster the development of learner knowledge and practical skills development of modern information and communication technologies in information retrieval, processing and analysis, which requires a diverse life situations and other subjects of learning. 2. Subject "Informatics" job is to create opportunities for learners to acquire 2.1: information and communication technology concepts; 2.2. develop practical information and communication technology skills to use individually or in cooperation with others to identify problems and solve them; 2.3. to gain intellectual freedom and responsibility of operation experience in democratic societies; 2.4. build habits to work in a safe work environment and learn techniques to avoid health problems from working at a computer, or to reduce them; 2.5. to understand the information and communication technology development companies; 2.6. motivated to develop their abilities to become a full-fledged member of the information society. II. minimum content of subjects 3. knowledge of information and communication technology concepts. 4. Practical and research work: 4.1 use the computer and the handling of files; 4.2. image processing; 4.3. text processing; 4.4. the spreadsheet (rēķintabul) treatment; 4.5 presentation material preparation and playback; 4.6. the acquisition and use of means of communication. 5. Computing the ethical and legal aspects of his and other security. III. Essential subject learning, finally 9. class 6. knowledge of information and communication technology development rates and basic concepts. Learner: 6.1 know concepts: information, information technology, computer, hardware, software, and algorithm; 6.2. knows the amount of information and data rate measurement, can they be illustrated with examples. Picture level know the information coding and why it is done; 6.3. know how to identify the types of computers (mainframes, network computers, PCs and laptops, PDA, PDAs) and know how to use them; 6.4. recognizes the personal computer mainframes and the major components of the peripheral devices, knows their functions: 6.4.1. central processing unit; 6.4.2. memory-RAM and ROM; 6.4.3. storage devices-hard disk, CD, DVD and Flash; 6.4.4. input device-mouse, keyboard, scanner, touch pad, joystick, digital camera (camera and camcorder), microphone; 6.4.5. output devices-monitor, print (printer), speaker; 6.4.6. i/o device-modem, touchscreen, headset with microphone; 6.5. understand the principles of computer programmvadīb; 6.6. can name the most popular operating systems and applications (image processing, text processing, spreadsheets, presentations, and multimedia applications) and their use; 6.7. the descriptive nature of the pr concepts: local and wide area network, klientserver; know about the advantages and disadvantages, provided work for computer networks;
6.8. can name a communication networks (fixed and mobile phone networks, radio and satellite networks) use data transmission; 6.9. can name a household the most used communication equipment: fixed and mobile phones, fax machines, modems; 6.10. can you describe the concept of descriptive "internet" and know about common it services-the World Wide Web, e-mail, instant messaging, file downloads and uploads; 6.11. the descriptive nature of the pr concepts: IP address, Web address, uniform resource locator, and hyperlink; 6.12. can name examples of uses of computers in everyday life (household, education, manufacturing, marketing, medical, managerial); 6.13. able to name some of the tasks that you can perform more effectively the computer and-man. 7. Practical and research work. Learner: 7.1 know how to turn on and off your computer, restart your computer (reboot), how to turn on and turn off peripherals-monitor and printer-and what consequences can lead to failure; 7.2. can use electronic media (USB flash drive, etc.); 7.3. know what is on the desktop, and can use the to-do bar and the icons; 7.4. can name a window types and describe their elements: the title bar, toolbars, Ribbon, menu bar, status bar, scroll bar; 7.5. know how to open, close, minimize, maximize, restore the window, resize and move between open Windows; 7.6. the idea level know about data storage devices: folders, subfolders, files and icons; 7.7. know how to distinguish the most popular applications (word processing, spreadsheets, presentations, image processing) to create the files types and their icons; 4.8. can view the folder and file attributes: name, size, creation/last change date and time of the offence; 7.9. can view and sort memory devices folder and file list by name, size, type, and creation/last change date and time of the offence; 7.10. can perform operations with folders and files: search, delete, duplicate, move, create backup copies on the same and other memory devices, empty the Recycle Bin and restore the data from the Recycle Bin; 7.11. can name a file archive building and need some archiving programs, archive and atarhivē the file; 7.12. know how to open and close applications and organize its work environment, move between open applications; 7.13. know how to create a new document, open, and close one or more existing documents, move among open documents, change the document view mode and scale; 7.14. can save an existing document with the same or a different name in the same folder, another folder, other storage device; 7.15. knows and understands why I need to set up the document page parameters (orientation, scale, and size), and can change it; 7.16. know why before you print your document need to preview, and know how to preview and print the document; 7.17. able to name a few programs use the help system; 7.18. know and understand the computerized image processing fundamentals, advantages and disadvantages; able to name a few graphical image processing applications; 7.19. embraced drawing and paint standartrīk areas; 7.20. can operate with the image and its parts: delete, copy, move, rotate, resize; 7.21. know and understand computerized word processing fundamentals, advantages and disadvantages, able to name some word processing applications; 7.22. can enter text (characters) and perform an edit operation: insert and delete a character, Word, line, sentence, paragraph and passage of text; 7.23. know how to document and between documents to back up the assets and move the parts of the document; 7.24. know how to format characters: change the character font, size and color, use italics, bold, underline, upper and lower indices; 7.25. can format paragraphs: align text on the left and right the edge, both sides, center text, indent, change the distance between lines in a paragraph of text and between paragraphs, create bulleted and numbered lists; 7.26. able to name a few examples of the use of the tab; can back up the main IACS components. the character and paragraph formats; 7.28. able to describe an image document page layout (body, edge, header, footer, footnote); 7.29. can change page layout: page size, orientation, and the width of the edge; 7:30. know how to document to insert and delete special characters (symbols), a paragraph, a page break, page number, the account; Insert the milling certificate supporting. pr formula and image, change their location and size; 7.32. know how to create a table in your document and modify it: insert and delete rows and columns, change column widths and the design of a table; 7.33. know how to use spell check; 7.34. know the use of spreadsheets and basic concepts-workbook worksheet (spreadsheet), row, column, cell, cells, address, area, chart, formula-and able to name some spreadsheet applications; 7.35. know how to enter and edit cell text, numbers and formulas, use the AutoFill features; 7.36. know how to create formulas using addition, subtraction, multiplication and Division, and group arithmetic functions using parentheses; 7.37. able to name some of the absolute and relative cell addressing usage examples; 7.38. know and know how to use a pre-set amount, average, highest and lowest values you want to find; able to arrange 7.39 table data in ascending or descending order; 7.40. able to take the easy data selection; 7.41. able to perform operations with cells: delete, back up and move their content; 7.42. able to perform operations with rows and columns: remove and insert, change the column width and row height; 7.43. know how to format the text: change the character font, size and color, use of italics, bold, underline, upper and lower index, change the orientation of the cell contents and equalization; 7.44. know how to format numbers, specifying the number of decimal places, display numbers as percentages, use currency symbols; 7.45. able to take the cell graphic design; 7.46. know how to create a new page or chart, select the appropriate chart type (bar, line, bar and sektordiagramm); 7.47. know how to change the chart type and design, add captions, move and resize the chart; 7.48. know how to identify the use of the presentation options, know that the presentation of information is the logical conclusion of each project, and to name the most popular presentation applications; 7.49. know how to use templates and wizards; 7.50. know how to create and populate a new slide using the slide template (with text and images), delete, and duplicate slides, change their order; 7.51. know how to slide to enter, edit and format text: change the character font, size and color, use italics, bold, underline, ieēnošan, upper and lower indices; 7.52. able to slide the Insert out of the artistic images and inscriptions (WordArt); 7.53. pr to create a drawing using the graphics objects: lines, arrows, rectangles, circles, text frames, elementārattēl (AutoShap); 7.54. the change in pr graphic design: line thickness, color, and style, fill; 7.55. able to take the action with objects: delete, duplicate, move, rotate, resize, group, ungroup, regroup and change the display order of objects; 7.56. can set and change the slide and animation effects to objects; knows how to play up 7.57. presentation, taking into consideration its objectives, theme and content, audience, and available technologies; able to name 7.58. necessary equipment for internet service; able to access specific 7.59. Web sites: open Web address to open the hyperlink and return to the previous page and the home page; 0.09. able to take the file download; can back up 7.61., save or print the information found; 7. know what is a search engine, and to name the most popular search engines; 7.63. able to take the required information search by keyword and hierarchical catalogs; 7.64. appreciate the internet found the length of storage of information and its reliability (accuracy); 7.65. can name them using e-mail options, as well as its advantages and disadvantages in comparison with other mail delivery systems, know use e-mail label; 7.66. know how to create and send a new e-mail message: specify the recipient (s) e-mail address (s) and topic, enter and edit the text in the message, the message to one or more attached files; 7.67. able to receive e-mail messages and arrange them by sender and date; 7.68. know how to open an email message, open, and save files associated with it, reply to the sender of an e-mail message and forward it to another recipient; 0.00. know how to erase and print the received and sent e-mail messages. 8. Computing the ethical and legal aspects of his and other security. Learner: 8.1. aware of its involvement in the ownership of the Latvian and global information space; 8.2. understands that internet services not only gives you the opportunity to obtain the necessary information and to communicate with the outside world, but may endanger the users of this service, and know how can I do to help protect yourself from threats; 8.3. comply with the safety rules at work with your computer and its peripheral devices; 8.4. know the factors that can compromise the computer and data (power failure, mechanical failure, environmental effects and unauthorized access); 8.5. know the healthy work environment conditions and measures taken to avoid disorder or reduce them; 8.6. conscious of the effects can cause intellectual property and personal data protection rules; 8.7. understand software (shareware, komercprogrammatūr, brīvprogrammatūr, open source software) and end user license terms of use, copyright, and legal aspects of security related to the program copying, sharing, and lending. Conscious of the effects may cause this failure; 8.8. able to name a few of the effects of a computer virus and measures to prevent computer viruses; 5.5. can name a few antivirus programs and know what to do if you find a computer virus; 8.10. understands that the excessive use of computer games can lead to addiction. 9. Learner attitudes characterized this annex 8.1, 8.2, 8.6, 8.7 and 8.10.. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of Annex 8 Cabinet 2014 12. Regulation No 468 august science. Subject reference 1.-6. class i. aim of the subjects and tasks 1. Subjects "Science" the goal is to create and develop the student's interest in the natural system and process research, creating awareness of the unity of natural diversity and to promote positive attitudes towards health and environmental conservation and improvement. 2. the subjects "Science" job is to create opportunities for learners to learn research 2.1: basics in science; 2.2. exploring the natural systems and processes in learning to understand the natural diversity and unity; 2.3. to understand the importance of achievement of science of everyday life and people aware of the health and environmental conservation need, gaining practical experience in the conservation and environmental quality improvement. II. minimum content of subjects 3. Research basics: 3.1 information; 3.2. planning of the study; 3.3. pilot action data abstraction; 3.4. information sources and the experimental data processing and analysis;
3.5. the presentation of the results and their discussion. 4. the natural systems and processes: 4.1 organisms and life processes: 4.1.1. signs of life; 4.1.2. the plants. Mushrooms; 4.1.3. the man; 4.1.4. mikropasaul; 4.1.5. ecosystems; 4.2. Earth and its place in the universe: 4.2.1. planet Earth in the solar system; 4.2.2. The Earth's lithosphere; 4.2.3. The Earth's hydrosphere; 4.2.4. the Earth's atmosphere; 4.2.5. The land of natural landscapes; 4.3. substances and materials: 4.3.1. substances and materials in nature; 4.3.2. the substance and material characteristics; 4.3.3. the transformations of substances and materials; 4.3.4. the use of substances and materials; 4.3.5. the substance of the mixture; 4.3.6. solutions; 4.4. basic physical processes: 4.4.1. light; 4.4.2. the sound; 4.4.3. the heat; 4.4.4. body movement; 4.4.5. electricity and magnetism. 5. Human and environmental interaction: 5.1 safety; 5.2. environment; 5.3 health; 5.4. the role of science and technology. III. Essential subject learning, finally 3. class 6. Research work. Learner: 6.1 obtains information about the science of reading, asking questions, listening, watching; 6.2. use simple reference literature sources (books, children's encyclopedias, the Red Book, calendar) and specific sources of information (models, Latvia map, Globe); 6.3. find key information and hear the corresponding reading purpose; 6.4. the teacher or independently see simple problems; 6.5. the simple formula to study related issues (why? What if. ..?) and consider how you can get the answers; 6.6. the teacher help plan the progress of the experiment of simple data abstraction; 6.7. the observed objects and phenomena, describes the observed (for example, properties of substances and materials, the natural landscape, plants in different seasons, the spreading and reflected sound); 6.8. simple measurements (temperature, volume, length and time measurements) and note the measurement results using the appropriate unit of measure (° C, ml, l, cm, m, min, h); 6.9. can run with simple devices (such as a magnifying glass, thermometer, measuring containers, watches, compass); 6.10. experiments with substances (substances which occur in nature, nutritional substances), materials (clay, sand, wood, plastic, fiber, glass, metals or alloys), working individually or in a group; 6.11. observe safety rules according to the teacher's instructions; 6.12. measurements and experiments carefully, according to the job description or plan of the experiment; 6.13. the nature and process of cross-cultural uses simple models; 6.14. collects, organizes and translates the findings to pictures, tables, and charts; 6.15. the description of the results obtained by using the science term; 6.16. compare the resulting data in the result and another estimated students ' findings; 6.17. do simple conclusions; 6.18. presenting others with results obtained using the simple science of terms; 6.19. the answer to the teacher or other students questions, using simple terms of science; 6.20. assess their own and other students ' investment in answering the research question. 7. the natural systems and processes. Learner: 7.1 know the concept of "living creatures"; 7.2. know the main signs of life (breathing, feeding, growth, sensitivity, motion, reproduction, excretion); 7.3. comparison of plants and animals by their signs of life; 7.4. the images and objects of research shows the parts of the plant (root, stem, leaf, flower and fruit); 7.5. recognize and name common in Latvia, plants and mushrooms; 7.6. In Latvia, the different common edible mushrooms and poisonous mushrooms. Different Latvia common wild plants and crops; 7.7. understands the importance of air and water plant development; 7.8. experiments on respiration, plant growth from seed and parts of plants; 7.9. recognize common in Latvia; 7.10. know the animal body parts; 7.11. shows pictures of animal body parts and research facilities; 7.12. the different wild animals from pets; 7.13. understands the importance of air and aquatic animal life; 7.14. know and recognize the parts of the human body; 7.15. understands the importance sense organ surrounding the world's reception; 7.16. measure the temperature of the human body and the appropriate unit of measure (° C); 7.17. recognize that simple ecosystem; 7.18. see seasonal changes within ecosystems; 7.19. know concepts: Earth, Sun, moon, stars; 7.20. use concepts: weather, rainfall, wind, land, Ocean, sea, River, Lake, Bay, dunes, Plains, hills, the horizon, sides, day, night, day, month, year; 7.21. tell about Earth's location in the solar system, using the models; 7.22. tell about the Earth's movement around the Sun and 24-hour turn; 7.23. understands the importance of the Sun, based on his observations of natural phenomena; 7.24. understands the changing seasons in Latvia; 7.25. down the sides after the surrounding objects and using a compass; 7.26. determine correct time using different clocks (also solar clock), and use the measurement units (s, min, h); principle established. understands the separation of the Earth-land and water (continents, oceans); 7.28. describes the location of Latvia, using the card; 7.29. recognize around existing rocks (sand, clay, dolomite); 7:30. describe the shape of the Earth nearest surroundings (Plains, hills, River Valley, the dunes); the nearest milling certificate supporting. tell about the River, Lake, stream, using their observations; 7.32. know the climate on Earth; 7.33. know the types of precipitation-snow, rain, hail-and compare them; 7.34. evaluate air temperature change of different seasons and a day; 7.35. measure the air temperature and the appropriate unit of measure (° C); 7.36. determine the direction of the wind; 7.37. explains the nature of change in different seasons, based on my own observations; 7.38. tell about nearby natural landscapes and named in existing natural objects using their observations; 7.39 know concepts: substance, the body, the material properties of the substance, the mixture, the transformation of the substance; 7.40. know where naturally occurring water; 7.41. know basic valid minerals (sand, gravel, clay, dolomite); 7.42. compares the body or objects according to their shape and size; 7.43. the length of the object is measured and recorded it using the appropriate units (cm, m); 7.44. know that substance has mass and volume; measure and 7.45. the volume of the body, using a measuring cup, and use the volume unit (l, ml); 7.46. compares the substances and bodies by weight (lighter, heavier) if their mass (g, kg) are known; 7.47. know the main characteristics of the substance-physical state, colour, smell and taste-and describes the characteristics of the substance after it, on the basis of its own observations; 7.48. group by their mineral substance (solid, liquid, gaseous); 7.49. compares the daily common materials (glass, paper, plastic, metal alloys, clay) after their characteristics (strength, hardness, flexibility, plasticity, brittleness, heat conduction), on the basis of its own observations; 7.50. different physical transformations of substances (melting, boiling, condensation, evaporation, freezing); 7.51. see nature and everyday life, mineral water and doing experiments on the water exchange of the mineral; 7.52. compare different substances used in everyday physical transformation; 7.53. knows the combustion characteristics and ways to cause combustion; 7.54. know how to act to stop the burning when burning different materials; 7.55. the nature and natural resources, as well as the role of water and air in people's everyday life; 7.56. understands the use of combustion process and the need to realize the dangers of improper use; 7.57. information on the given substance by and typical characteristics of materials measured for their use; 7.58. know that air is a mixture, and named the main components of air (oxygen, nitrogen, carbon dioxide); 7.59. characteristics of air nature, using their observations; 0.09. know daily service solutions; 7.61. understand the purity of drinking water need; 7. know the concepts: light, heat, motion, electricity, magnetism, sound; 7.63. know about lights, as well as recognize the different light sources and the ability to explain that darkness is the absence of light; 7.64. know about the sound, as well as the sound and the sound source diversity; 7.65. observe the sounds and reflections. Know about the spread of sound in the air, for reflections (ECHO) and sound reception with the ear; 7.66. know Latvia commonly used fuels (firewood, peat, oil, gas); 7.67. know energy sources (diet, fuel, batteries). Have a frugal attitude towards energy consumption; 7.68. know about the high temperature liquid (such as water, boiling oil) and body (such as iron) dangers; 0.00. observing the movement of the body, could explain the movement speed and change of direction; 7.70. understands that the only force body movement will speed up, slow down or change direction; 7.71. know about everyday devices that work with electricity; 7.72. engage the simple electric circuit (batteries, light bulbs, wires);
7.73. know how to turn off the device and turn on; know how to use the chain switch; 7.74. using different batteries and filament lamp, electrical conductors and insulators; 7.75. know about electrical hazards; 7.76. aware of the permanent magnet attraction and atgrūšano and perform simple experiments with magnets. 8. Human and environmental interaction. Learner: 8.1. familiar with heating systems, electrical appliances, hot objects and liquids, substances and materials, subject to the security rules; 8.2. know and follow safety regulations while staying in nature (for example, on water, on ice, forest, swamp, Sun); 8.3. know how to call the first aid in the event of an accident; 8.4. you know the main types of municipal waste and participates in municipal waste collection and sorting; 8.5. know the main air and water pollution sources; 8.6. try sparingly use water and other natural resources; 8.7. beginning to recognize people's economic changes caused by nature; 8.8. know how to rejoice in nature's beauty; 8.9. knows how to take care of living things; 8.10. the observed behavioral (e.g., forest, park, meadow); 8.11. have a desire to work; participating in cleaning up the nearby; 8.12. observe personal hygiene; 8.13. the basis of your experience is aware of the need for the conservation of health and healthy lifestyle role of respect; 8.14. know about the most notable science discoveries and inventions in the field of environmental protection; 8.15. aware of the achievements of science to human life; 8.16. aware that in science knowledge and skills are used in everyday life. 9. Learner attitudes characterized this annex 6.12.,.,., 7.68 6.20 8.8., 8.10 8.11, 8.13..., and 8.16. the requirements referred to in point. IV. Basic training subjects, finally 6. class 10. Research work. Learner: 10.1 obtains information science According to the situation in the area, using various techniques. According to the task you want to choose and find the sources of information; 10.2. use different information sources (such as books, magazines, Red Book), specific sources of information (models, maps, a globe), media and information technology; 10.3. evaluate the validity and reliability of the information; 10.4. with the teacher's help or see problems independently; 10.5. the formula with the research issues for specific problem, put a simple assumptions and decide how you can get the answers; 10.6. the simple plan, the progress of the experiment required data abstraction; 10.7. systematic observations and describe the observed, correctly using the proper terms of science; 10.8. in physical size (e.g., mass, speed, strength) measurement determines the distances on the map or plan, using the scale. Record the results of the measurements, using appropriate physical size labels and units of measure; 10.9. can operate with devices (e.g., scales, barometer, filtration equipment), substances, materials, working individually or in a group; 10.10. experiments with substances and materials, to study their properties or transformations (for example, prove the exhaled carbon dioxide, the oxygen in air); 10.11. observe safety rules according to the instructions; 10.12. measurements and experiments performed precisely and accurately, according to the job description or plan of the experiment; 10.13. the natural systems and processes used in cross-cultural or manufactures simple models; 10.14. collects, organizes and translates the findings to pictures, tables, graphs, charts and maps; 10.15. the description of the results obtained using the terms science and legend; the obtained data are compared (de) agea. compliance with the aims of other assumptions, findings of the pupils; 10.17. explain the findings; 10.18. the basic aims of the discrepancies with the assumptions and could, if necessary, return to any of the previous research phases and make it again; favoured areas. draw conclusions; 10.20. presents other results, explaining and giving them using science terminology; 10.21. the reply to the questions, reasons and defends his views, using the terms of science; 10.22. evaluate the importance of the work done to answer the research question, understanding the role of the experiment's criteria for approval or non-compliance. 11. the natural systems and processes. Learner: 11.1 know concepts: the cell, tissue, organ, organ of the plant system, breeding, hygiene, ecosystems, organisms; 11.2. know life conditions; 11.3. understand the main characteristics of life and experimental basis of plant respiration and regulation of water in plants; 11.4. the experimental plant roots; 11.5. knows the structure of plant and mushroom, reproduction and growth; 11.6. the images and shows a natural plant organs, on an experimental basis of their meaning; 7.3. recognize around common protect plants or natural images; 11.8. plants using plant defects; 7.4. after the plant life forms; 11.10. understands the plant compliance for different growing conditions, pilot plant organs based activity; 11.11. compare the different plant organs and life forms, based on observations; 11.12. experimentally determine organic matter plant parts; 11.13. experimentally evaluate water and air quality, using bioindikator; 11.14. evaluate the importance of plants in nature and in human life; 11.15. know the animal organ systems and stages of development; 11.16. shows pictures of animal organ systems; 11.17. recognize his surroundings common animals in pictures or in nature;
11.18. group the animals according to their living environment; 11.19. sees a similar and different animal behaviour (in nature, home, Zoo); 8.19. the compliance of certain animals understand the living environment, various groups of animals; 11.21. knows the human organ systems and the stages of human development. Shows images of human organ systems; 11.22. understands the air, water and nutritional importance to human development; 11.23. evaluate sensory role to explore the world, based on pilot experience; 11.24. exploring the micro-organism; 11.25. understands the importance of micro-organisms and the impact on other living beings; 11.26. explain basic ecosystem diagram indicating plant, animal and micro-organism at the site; 11.27. evaluate changes in ecosystems, based on my own observations;
11.28. know the concepts: the solar system, the milky way; 11.29. use concepts: horizon, Solstice, year (long, short), time zone, time, land-air shell (atmosphere), clouds, climate, atmospheric pressure, continent, world, Islands, peninsulas, mountains, rocks, soil; 11.30. compares Earth's place in the solar system with the rest of the planet location; 11.31. know certain constellations and see the starry sky or models; 11.32. tell about day and night, and turn to longitude and observe the Sun height above horizon at various 24-hour and annual times; 11.33. understands the changing of the seasons in the northern and southern hemispheres; 11.34. understands the Earth representation to globe and map; 11.35. tell about the formation of moon phases; 11.36. know the construction part of the globe; 11.37. the nature of the terrain, using the card; 11.38. different and compares various rocks (gypsum, limestone, dolomite, sandstone, chalk) on individual characteristics (colour, hardness, plasticity); 11.39. understands the nature of the soil formation; 11.40. displays a map of the Earth's highest mountain arrays; 11.41. tell about the volcano and the distribution of earthquakes in the world; 11.42. understands the importance of natural water circuit; 11.43. compares and analyzes the world's oceans and its parts; 11.44. tell how you create source and river valleys; 11.45 a.m.. compare mountain rivers and Plains rivers; 11.46. explain the formation of the waterfall and the krāč rivers; 11.47. know what is the atmosphere; 11.48. understands the individual types of rainfall patterns. Recognize the Cumulus, Cumulus, Cirrus clouds and layers; 11.49. sees the relationship between atmospheric pressure and weather changes; 11.50. know how to measure wind strength; 11.51. predicts weather using the barometric readings and observations in nature; 11.52. analyzes the components selected weather period (day, month); 11.53. climatic factors in the formation of Latvia; 11.54. assess the land housing the air (atmosphere); 11.55. know Earth's natural landscape of geographical location; 11.56. describe the natural landscape of the territory of Latvia and their common natural objects using their observations; 11.57. know concepts: solution, volume, mass, density, physical transformation, chemical transformation; 11.58. know that water naturally occurring freshwater and saltwater; 11.59. can name the key valid worldwide fossil (oil, natural gas, coal, iron ore); 11.60. can be naturally occurring organic matter (FAT, starch, glucose, cellulose); 11.61. determine the body mass and substance, using simple instruments, and record it using the mass unit (kg, g); 11.62. compare the density of the substance after, melting and boiling temperatures, using the literature data and the results of the experiment; 0.00. next warning signs group toxic substances, corrosive substances, substances, choking combustible substances; 11.64. compares different materials (e.g. rubber, rubber, polyethylene, aluminum, steel, copper) by their characteristics, based on my own observations and information source data; 11.65. Group material (natural and manufactured materials); 11.66. nature and material properties change of temperature influence using their observations; 11.67. describe what happens to the transformation of organic substances (sugar, starch, cellulose), by heating them, based on their observations; 11.68. Miscellaneous substances compared and material transformations affect water and air (decay, decay, fermentation, rusting), using observations in the environment and research results; 11.69. know how to act to stop the burning when water must not be used; 11.70. understands the difference between a physical and chemical substance transformation; 11.71. the various natural resources (such as timber, oil) is the main processing products (for example, paper, petrol) and it use; 11.72. evaluate the material (such as glass, wood, steel, aluminium, paper, polyethylene, rubber, wool); 11.73. the composition of the air, the nature through the Earth's atmosphere the air composition chart; 11.74. know the mixture of types and methods of separation of mixtures; 11.75. compare pure substances and mixtures; 11.76. Group (pure substances and mixtures, homogeneous and heterogeneous mixtures); 11.77. releases pure substances from mixtures stand, filtering and sifting; 11.78. knows the solution components; 11.79. pilot and after comparing the solubility curves of the substance water solubility; 11.80. prepare solutions of a certain percentage by weight of the substance dissolved; 11.81. calculate the mass of a substance dissolved in the solution; 11.82. know concepts: strength, speed, route, time, gravitation, friction, energy; 11.83. know about the spread of light from different sources. Observe the light distribution and shadow. Understand the image formation of the mirrors. Know about the reception of light with the eyes; 11.84. know that sound is caused by fluctuations in (for example, musical instrument strings); 11.85. experiments with sound, changing its height and strength; 11.86. know that the sound spread, is required for the environment; 11.87. compares the fuel after combustion of mineral and their environmental impact; different renewable and 11.88. renewable sources of energy; 11.89. know about the high temperature liquid and the hazards of the body; 11.90. know about the types of force-magnetic, gravity, the force of friction. Aware of the gravity of the action. Know about friction and air resistance. Know about actions and reactions; 11.91. measurement of the effort and determine the direction of its activities; 11.92. calculation and experimentally determine the speed, if you know the path and time; 11.93. know that by changing the electrical circuit combination devices (lamps, batteries, switches), string arrangement changing lamps incandescence; 11.94. using symbols depict the electric circuit and vice versa-locked electric circuit by schema; 11.95. know how to act, if, for example, broke down, damaged electrical appliance cord insulation, broken wires; 11.96. know about radiation (ultraviolet and x-radiation, radioactive radiation) effects on people. 12. The human and environmental interaction. Learner: 12.1. familiar with heating systems, electrical appliances, hot objects and liquids, substances and materials, subject to the security rules; 12.2. know and follow safety regulations while staying in nature (on water, on ice, forest, swamp, Sun). Understand the security regulations and is aware of their consequences; 12.3. can summon first aid accident and, if necessary, give first aid (for example, in the event of fire, corrosive substance into the skin); 12.4. understanding of the waste collection and recycling, as well as the importance of taking part in the collection and sorting of waste; 12.5. understands the clean air and clean water; 12.6. understands the natural resources and energy saving in your need and in practice it is used sparingly; 12.7. know the ambient contamination and pollution of pathogenic agents;
12.8. know nearby protect natural objects; 12.9. a favourable attitude to the environment and natural beauty; 12.10. the obtained experience to take care of living things; Conscious living creatures need conservation; 12.11. observed behavioral (e.g., protected areas); 12.12. know how to properly collect mushrooms and herbs; 12.13. participate in activities related to the improvement of the quality of the environment, as well as local environmental problems; 12.14. understands the personal hygiene of the need to respect and follow it; 12.15. know the possible injury or poisoning agents (toxic substances, corrosive substances, substances, choking poisonous plants, poisonous mushrooms, animals, electrical, noise, radiation) and know how to avoid risk situations; 12.16. understands the importance of healthy lifestyles and striving to follow; 12.17. is considerate attitude towards their own and others health; 12.18. knows the major science discoveries and inventions and evaluate their importance nowadays; 12.19. aware of science and technology achievements in improving the living conditions of people and their abuse's impact on human health and the environment, is the motivation of 12.20. for further science teaching subjects, knowing the occupations that require knowledge in science. 12.21. using scientific evidence, in terms of the assumptions, reasoning and conclusions. 13. Learner attitudes characterized by this attachment., 10.12, 12.2 10.22.11.54.,.,.,., 12.10 12.11 12.9.,.,., 12.19 12.17 12.16. and 12.20. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 9. attachment Cabinet 2014 12. Regulation No 468 august biology. Subject of the standard 7.-9. class i. General question 1. tuition standard "Biology", followed in succession and training work organized in such a way as to prevent duplication of content with the compulsory subject "science class 1-6" and subject to the standards "geography", "chemistry" and "Physics". II. purpose of the subjects and tasks, 2. Subjects ' biology ' aim is to develop students ' understanding of the unity of nature, contribute to the formation of the consortium consisting of environmental and health maintenance and improvement, to explore biological systems and patterns in nature. 3. the subject of the task is to create an opportunity: 3.1. exploring biological system design principles of life processes and patterns in nature, and to explain them using biology terminology; 3.2. to learn research basics in biology; 3.3. conscious of the importance of achievement of biology, impacts on the environment and living things, gain experience in environmental conservation and improvement of the quality and health promotion. III. minimum content of the subjects 4. Knowledge and understanding of biological systems and processes: 4.1 construction and alignment of organisms living environment; 4.2. life the processes and patterns in nature; 4.3. the diversity and classification of organisms; 4.4. ecosystems, their biodiversity and importance; 4.5. Biology concepts and terms. 5. basic research in biology: 5.1 work with information sources; 5.2. study planning; 5.3. pilot action data abstraction; 5.4. the cognitive sources, observations and experimental data processing and analysis; 5.5. the presentation of the results and their discussion. 6. Biology and sustainable development: 6.1 Biology Science and its most significant discoveries; 6.2. Biology, medicine, household in agriculture; 6.3. the biodiversity and its conservation policy; 6.4. the role of knowledge of biology careers. IV. Basic training subjects, ending 9. class 7. Knowledge and understanding of biological systems and processes. Learner: 7.1 know the basic principles of construction of organisms (cells, tissues, organs, organ systems, body); 7.2. understands the importance of the compliance of organisms living environment; 7.3. can explain the organ system (respiratory, cardiovascular, digestive, musculoskeletal, neurological, sensory, urīnizvadsistēm, kidney and endocrine, reproductive, blemishes) structure and functions; 7.4. know how to identify the human lung volume of life pulse and arterial pressure; 7.5. the schemes recognize animal and human organ systems, understands their importance; 7.6. recognize the surrounding common fungi, animals and plants; 7.7. know and follow the rules of the collection of medicinal plants; 7.8. why should be aware and recognize the need to protect the rare plants, animals and mushrooms; 7.9. understands the balanced diet and a healthy lifestyle, the importance of human life; 7.10. know the positive and negative factors that affect the human body and health; 7.11. know life signs-excitability, metabolism, growth and development, reproduction; 7.12. using diagrams, can be based on substance and energy flow patterns; 7.13. understand the organism in neural and humoral regulation; 7.14. schemes recognize and compare the plant, animal and human life cycles; 7.15. understands that the organism is biodiversity and why it needs to be saved; 7.16. understands the basics of taxonomy and to group and classify organisms by specific characteristics; 7.17. know and understand the living beings of the countries and the breakdown of characteristics; 7.18. know how to compare plants and animals after the characteristics; 7.19. understands the diversity of micro-organisms and fungi and meaning; 7.20. knows and their characteristics in common plant Latvia recognizes the family-rose, Brassica, legumes, Solanaceae, Asteraceae, čemurziež, Lilly, Poaceae; 7.21. know the importance of crops and domestic animals in human life; 7.22. aware of the protected areas and nature protection importance of documents governing the conservation of biological diversity; 7.23. know how to characterize and compare the different organisms in nature and the meaning of human life; 7.24. knows the structure of the ecosystem diversity and importance; 7.25. can the organisms, possibly interaction and energy flow in ecosystems; 7.26. know how to compare and characterize the Latvian ecosystems; explain the principle established. ecosystems of the natural and human-caused changes in the region, Latvia, Europe based on knowledge and observations; 7.28. understands the importance of ecosystems conservation of biological diversity; 7.29. of human importance assessed habitat diversity; 7:30. know and apply the basic concepts and terms of biology-cell, cell components (membranes, cell wall, cytoplasm, nucleus, chromosomes, genes, chloroplast, hromoplast, adhesive plasters), animal and human tissues (epithelium, muscle, not rvaud, connective tissue), plant tissues (meristem, vascular, pamataud, balstaud, blemishes), hormones, enzymes, hemoglobin, arteries, veins, capillaries, red cells, white cells, platelets, immunity, photosynthesis, chlorophyll, biology, Botany, zoology, Physiology, hygiene; explain the milling certificate supporting. photosynthesis and meaning through the scheme. 8. basic research in biology. Learner: 8.1 obtained the reference information sources (books, manuals, encyclopedias, magazines, newspapers, newsletters, brochures, internet), specific information sources (the Red Book, plant and animal control, advertising, models, videos, museums, botanical and zoos, pet shop, animal shelter); 8.2. Select appropriate information sources and information gathering techniques according to the task you want; 8.3. know how to compare different sources of information and express their views on it; 5.2. collect information; 8.5. stores information by using a variety of methods, including modern information technology; 8.6. independently performs experiments and observations after the given job description; 8.7. formulate hypotheses that test by doing simple experiments; 8.8. independently or in collaboration with other students plan the progress of the experiment; 8.9. recognizes the device and accessories, laboratory glassware and indicators; 8.10. choose task appropriate accessories (such as the preparation of the human mikropreparāt lung volume determination of life); 8.11. properly deal with optical devices (magnifying glass, microscope, binoculars) and lab equipment, making the observations; 8.12. with demonstrations and experiments prove the body breathing, growth, reflector, driving the substance in plants; 8.13. the individual or group making the scheduled job (for example, determine the acidity of the soil, water level, size of the pulse, determines the volume of the life of the lungs at body temperature, the size of the circumference, the tree proved inorganic and organic substances in the presence of plant parts, seeds germination, invertebrates and vertebrate excitability, unconditional and conditional reflexes); 8.14. observing living things and life processes, seasonal variations in the natural ecosystems, plant and animal movements; 8.15. respect life as a value; 8.16. understands the importance of compliance with safety rules and act according to them; 8.17. record and store data of observations; 8.18. describes the observations using the biology terms and concepts; 8.19. collects, sorts, transforms the resulting data (such as drawings, diagrams, tables, charts, graphs, descriptions); 8.20. the processing of data carried out the necessary calculations (such as the total magnification microscope, seed germination, unit time absorbed oxygen); 8.21. assess the adequacy of the data obtained for the hypothesis raised by the data, literature, other findings; 8.22. Commenting on the results, and formulate conclusions; 8.23. presents other results (articles, orally or through diverse media technologies), participate in discussions, defends and argues their views, using appropriate terms and concepts of biology; 8.24. aware of the observation and the experiment research of importance to biology learning; 8.25. follow good speaking/presentation and discussion of culture. 9. Biology and sustainable development. Learner: 9.1. knows the major biologists and scientific research institutions in Latvia with respect to biology; 9.2. understand biology research and discovery of the impact on the economic development, people's daily life, health and the environment; 9.3. hard on the natural and human-related material values. According to opportunities, sorted waste for recycling; 5.8. understand the radiation effects on human health and the environment, protect yourself and others from harmful radiation (ultraviolet, radioactive, electromagnetic radiation, radiolucent); 9.5. to recognize poisonous plants and mushrooms; know how to act in cases where intoxication to seek help; 9.6. aware of the consumer's right to choose high quality products; 9.7. know the signs observed, with saindējot food (for example, in the case of botulism); 9.8. understands that the animals carry human life dangerous parasites and disease agents; know how to protect themselves from infection, and invadēšan, where to seek help; 9.9. understands the necessity of vaccination (also in connection with travel to other countries), the disease prevention principles; 9.10. has an opinion about the use of genetically modified organisms for the production of food and medicine; 9.11. the views on cloning and biological ethics; 9.12. aware of the importance of healthy lifestyles, risk factors and consequences, action to reduce the risk of dependency; 9.13. understands the high-quality, healthy and balanced diet meaning health maintenance; 9.14. understands the diversity of natural resources, their practical use and frailty; 9. recognises the need for environmental protection and concerns in Latvia and in the world; 9.16. know what organizations in Latvia and the world deal with the protection of the environment and the conservation of biological diversity; 9.17. aware of the natural value of the Latvian nature and cultural beauty and importance, is motivated to protect and take care of it; 9.18. involved in biodiversity conservation and environmental quality projects; 9.19. assess risk situations and take appropriate action in the event of an emergency; 9.20. valued domestic risk situations; comply with the safety rules and calls for it to do well in the other; 9.21. evaluate air or water pollution, using bioindikator; 9.22. understands the substance in nature and human circuit history and the resulting integration of the hazardous substances; 9.23. understands the biological effects of pollution and hazards; 9.24. understand the impact of pollution on plants, animals and human health; 9.25. has acquired understanding of the professions that require biology knowledge, participating in field trips (for example, to the breeding station, botanical gardens, Institute of Microbiology, hospital, farm or farm) or meeting with representatives of various professions; 9.26. aware of the biology of knowledge and skills needed in everyday life, health and the continuation of education. 10. Learner attitudes characterized this annex 7.7, 7.8, 7.9, 7.29 7.22.,., 8.3.,.,., 8.23 8.15 8.16.,.,., 8.25 8.24 9.6., 9.10, 9.11, 9.12., 9.17.,.,., 9.20 9.21 9.18. and 9.26. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 10. attachment Cabinet 2014 12. Regulation No 468 august physics. Subject to standard 8.-9. class i. General question 1. Tuition standard "Physics" is consistent with the standards of the subjects "science class 1-6" and a subject standards "chemistry", "Biology" and "geography". II. purpose of the subjects and tasks 2. Subject "Physics" is to develop learner awareness of the unity of nature and to promote the formation of a consortium consisting of the improvement of the quality of the environment, exploring the physical phenomena and processes, their causes and consequences. 3. the subject of the "Physics" the challenge is to create an opportunity: 3.1. understanding and explain the physical phenomena and processes, as well as apply the knowledge of physical phenomena concepts, relationships and units; 3.2. to learn research basics in physics; 3.3. aware of the discoveries of physics and technology, the impact on the environment and their safe use. III. minimum content of the subjects 4. Understanding of physical phenomena and processes (motor, light, sound, heat, electrical and magnetic processes): 4.1 physics concepts, relationships, and using the unit designation; 4.2. physical phenomena and process understanding; 4.3. the understanding and applications of models of physics learning; 4.4. the functional relationship between awareness and use in solving problems (challenges). 5. Research work in Physics: 5.1 work with information sources; 5.2. the planning of the experiment; 5.3. pilot action data abstraction; 5.4. information sources and the experimental data processing and analysis; 5.5. the presentation of the results and their discussion. 6. Physics and sustainable development: 6.1. physics and its development in history; 6.2. physics and technology; 6.3. the municipal and medical physics; 6.4. physics and environment; 6.5. the role of the knowledge of physics profession. IV. Requirements subject learning, finally 9. class 7. Understanding of physical phenomena and processes (motor, light, sound, heat, electrical and magnetic processes). Learner: 7.1 know the basic physical size-speed, frequency, mass, density, force, pressure, work, power, energy, temperature, heat, specific heat, power, voltage, electrical resistance, optical strength-signs (symbols) and the unit; 7.2. understand and apply correctly the sound, light, heat, and electricity raksturojošo of movement concepts-fluctuations, reflection, refraction, heat conduction, convection, radiation, trajectory, smooth and uneven movement, inertia, gravity, deformation, pressure, weight, power; 7.3. can explain the basic physical size (nature); 7.4. is physical size of the SI base units, you can use a multiple-mil, kilo, mega; 7.5. know the simplest elements-electrical batteries, light bulbs, switches, resistors, ampērmetr and voltmetr-labels scheme; 7.6 explain the light reflection and refraction phenomenon, lighting changes and colour formation; 4.8. compare gas, liquid and solid substances according to their physical characteristics; 7.8. the different types of sound explains the generation, dissemination and use; 7.9. explain the energy shift motor, heat and electrical processes; 7.10 explain electromagnetic waves and spread; know the use of electromagnetic waves; 7.11. understands the body of elektrizācij friction and induction; 7.12. the different variety of simpler electrical devices circuits; 7.13. the nature of stars, the solar system's planets, their moons movement and physical properties; 7.14. General knowledge of construction and development of the universe; 7.15. is familiar with the concept of the model and its use in physics phenomena research opportunities; 7.16. using classical electron theory, heat conduction and electrical models simplified interpretation of the phenomenon (theoretical models); 7.17. use Brown's movements, the atom, the solar system and simple mechanism, dish, electrical fuse models of physical phenomena and process explanation; 7.18. constructed image lens and the flat mirror; 7.19. know and use speed, density, power strength (Ohm's law), the calculation of electricity and power relationships; 7.20. can explain the physical size, if given the appropriate functional relationship; 7.21. know how to explain the physical size, if given the functional relationships of the graphic; 7.22. choose the appropriate functional relationship and use the physical size-frequency, pressure, work, power, energy, heat, specific heat, voltage, electrical resistance and strength calculation of the optical-. 8. Research work based learning. Learner: 8.1 obtained the reference information in the literature sources (books, encyclopedias, newspapers, magazines), specific information sources (physical size of tables, electromagnetic waves, the scale of the periodic table of the chemical elements, models); 8.2. use of modern information technology acquisition; 8.3. choice of necessary information sources and information gathering techniques according to the task you want; 5.2. collect information; 8.5. evaluate the reliability of the information obtained; 8.6. formulate a hypothesis, which during the experiment; 8.7. the physical plan of the progress of the experiment (select a description of the course of the experiment, form their own or in collaboration with other students); 8.8. using ready electric diagrams or sketches in the planning and conduct of the experiment; 8.9. recognize devices that are required for the observation or experiment; 8.10. choosing the device and use it according to usage (instructions); 8.11. determines the interval of measuring devices and mērapjom, reads the meter reading; 8.12. determining the main physical size-average speed, mass, power, density, pressure, temperature, quantity of heat, and specific calorific value, power, voltage, electrical resistance, electric power capacity and power, the lens optical strength; 8.13. the individual and the group performs experiments and studies to explain the mechanical, light, sound, heat, electrical and magnetic phenomena and processes; 8.14. understand safety rules and act according to them; 8.15. the description of observations, using the terminology of physics; 8.16. collects, sorts and transforms the data using drawings, tables, graphs, charts, and functional relationships (Physics formulas); 8.17. the physical size of the labels and units; 8.18. compare the results obtained for the hypothesis raised by compliance and information source data; 8.19. evaluate the reliability of the data obtained and the accuracy and the ability to make decisions, if necessary, make repeated measurements or experiments; 8.20. explain the findings, draw conclusions and make predictions for further use of the results obtained; 8.21. presents other results (articles, orally or through diverse media technologies), participate in discussions, defends and argues their views, using the terms and concepts of physics; 8.22. aware of the importance of research and experimental knowledge and awareness. 9. Physics and sustainable development. Learner: 9.1. understanding of the ways in which the discovery takes place in physics; 9.2. describes the historical development of physics; 9.3. knows the physics of Latvia and spectacular physics associated with scientific research institutions of research directions; 9.4. able to explain the principles of energy power plant; 9.5. see the simple mechanism models and techniques used in day-to-day devices; 9.6. can explain the principles of heat engine and its efficiency; 9.7. sees the use of electricity to household and transport devices; 9.8. Prot to name and to distinguish between different types of electromagnetic waves (the schema). Know about electromagnetic waves used in the exchange of information (internet, stationary and mobile, radio, GPS); 9.9. name and describe the common vision defects (myopia and hyperopia), as well as know the adjustment methods of using glasses and contact lenses; 9.10. naming and to distinguish different types of radiation, as well as know about radiation effects on living beings; 9.11. understand physical phenomena of health effects (light, sound, heat and ionising radiation effects on the human body); 9.12. know, understand and follow safety precautions, using electricity and heating systems, mechanical devices and lasers; 9.13. know, understand and follow safety precautions for working with medical devices to be used; can handle injury cases; 9.14. evaluate the different power-HES (large and small), TEC, AES, WES-environmental impact; 9. sees the human economic activities on issues related to the environment (natural resources-coal, gas and oil-depletion of stocks, reducing the thickness of the ozone layer, the effect of electricity production); 9.16. aware of the physical process (pollution from thermal insulation materials, thermal engines, fuel combustion products, noise) the impact on the environment and participating in the conservation of the environment and improvement; 9.17. different information sources obtains information about occupations that are related to Physics (also visited various factories, research laboratories and medical offices); 9.18. knows the profession related to physics; 9.19. acquire a learning experience (research, functional relationship usage skills the natural process of interpretation, a skill to see energy transformation processes of nature), the required secondary education; 9.20. understand physics knowledge and skills need for the continuation of education. 9.21. using scientific evidence, in terms of the assumptions, reasoning and conclusions. 10. Learner attitudes characterized by this attachment., 8.22 8.14., 9.16. and 9.20. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 11. Annex Cabinet 2014 12. Regulation No 468 august chemistry. Subject to standard 8.-9. class i. General question 1. Tuition standard "chemistry" is consistent with the standards of the subjects "science class 1-6" and a subject standards "Physics", "Biology" and "geography". II. purpose of the subjects and tasks 2. Subject "chemistry" is to enhance student understanding of the unity of nature, revealing the diversity of substances and their transformation and reasonable use, in order to promote student owned treatment sustainable development of society. 3. the subject of the task is to create an opportunity: to learn chemistry 3.1 terms, concepts and patterns, explore the nature of the substance, transformation and use; 3.2. to learn research basics in chemistry; 3.3. conscious of the importance of chemistry, environmental impacts, the use of reasonable opportunity and to experience the quality of the environment. III. minimum content of the subjects 4. Knowledge and understanding of the substances and their transformation: 4.1 substances or mixtures, the composition; 4.2. atomic structure and substance; 4.3. the substance properties and transformations; 4.4. chemical terminology; 4.5. calculations in chemistry. 5. basic research in Chemistry: 5.1 work with information sources; 5.2. study planning; 5.3. pilot action data abstraction; 5.4. information sources and the experimental data processing and analysis; 5.5. the presentation of the results and their discussion. 6. Chemistry and sustainable development: 6.1. chemical development history; 6.2. the chemical industry and technology; 6.3. chemistry in agriculture and household; 6.4. chemistry and environment; 6.5. the role of knowledge in the chemical profession. IV. Requirements subject learning, finally 9. class 7. Knowledge and understanding of the substances and their transformation. Learner: 7.1 understands the permanence of substance composition and the mass conservation of due diligence; 7.2. understands the structure of the particulate substance; 7.3. explain the difference between crystalline and amorphous substances, substances alotropisk simple ways; 7.4. after the elements determine the elements periodic table symbol, relative atomic mass, Atomic nuclear charge, the total number of electrons, the number of electrons in the outer energy level (A group of elements), VLF sensors and not VLF sensors elements; 7.5. understands the difference between simple substances and chemical composition of compounds; explain the formation of binary chemical compounds of atomic structure point of view; 7.6. know what is oxide, acid, base, salt; 7.7. know what are homogeneous and heterogeneous mixture, alloy, saturated and unsaturated solution; 7.8. knowing the composition of the mixture, can choose the appropriate type of Division of the mixture (distillation); 7.9. in the base, oxygen-containing acids and salts, the chemical formula of ingredients by following values; 7.10. the chemical formulas describe substances qualitative and quantitative composition; 7.11. classified substances, knowing the composition: the simple substance, chemical compound; inorganic materials, organic materials; metals, non-metals; oxides, acids, bases, salts; 7.12. compares the substances and materials according to their physical characteristics (physical state, density, melting point, boiling point, hardness, elasticity, plasticity, fragility, conductivity, electrical conductivity), using their observations and guide data; 7.13. know what is solubility; explain the various factors on the solubility of the substance; 7.14. the solubility of a substance after it compared the water determines whether the solution is saturated or unsaturated, with the solubility curves; 7.15. the nature of the physical transformation of the substance (melting, crystallization, freezing, hardening, evaporation, boiling), using examples; 7.16. understand the relationship between the structure of the substance and physical transformation; 7.17. know what is raw and reaction products; 7.18. understands the difference between a physical and chemical substance transformation; 7.19. understands, which is oxidation and combustion, understands how can cause and stop the burning, as combustion products affect health and the environment; 7.20. with chemical reaction equations, represents the simple substance oxidation (combustion) reactions and organic matter (hydrocarbon) reactions of combustion; 7.21. understands, which is connecting the reaction, degradation reaction, substitution reaction, Exchange reaction (neutralization reaction); 7.22. draw up a chemical reaction equations that represent the most typical metal (such as sodium, calcium, magnesium, aluminum, zinc, iron and copper), not of metal (such as oxygen, hydrogen, chlorine, and sulfur), oxides (e.g. calcium oxide, copper (II) oxide and carbon (IV) oxide), database (for example, sodium hydroxide, copper (II) hydroxide and calcium hydroxide), acid (such as dilute sulphuric acid and hydrochloric acid) and salts (such as sodium chloride, sodium carbonate, sodium sulfate , barium chloride, calcium carbonate, calcium chloride, copper (II) sulphate, copper (II) chloride and silver nitrate) chemical transformations using metal activity line, the solubility table, periodic table of the chemical elements; 7.23. using information about the mutual effects of substances, assess their use in the taking of other substances; 7.24. using information about the properties of substances, assess the use of the substance; 7.25. know about the distribution of chemical elements and compounds, which form a natural common chemical elements (such as oxygen, Silicon, aluminum, iron, calcium, sodium, potassium, magnesium, hydrogen and carbon); 7.26. groups of substances by their effects on living organisms (for example, corrosive, toxic, asphyxiant) and fire, with warning signs; correctly apply the principle established. terms: substance, chemical element, atom, molecule, the electrons, the atom's nuclear capacity, chemical; 7.28. know familiar elements (for example, oxygen (O), hydrogen (H), carbon (C), nitrogen (N), sulphur (S), chlorine (Cl), Silicon (Si), phosphorus (P), sodium (Na), potassium (K), calcium (Ca), magnesium (Mg), barium (Ba), aluminum (Al), iron (Fe), copper (Cu), gold (Au), Silver (Ag)) symbols, their names and pronunciation symbols used in drawing up the chemical formula; 7.29. the names compiled binaries connection, acid, base, and salt chemical formula; know how to identify the substances, using the international theoretical and practical chemistry (IUPAC) nomenclature of Association, read formulas with phonetic symbols; 7:30. know in common household substance historical names (such as carbon monoxide, carbon dioxide, acetic acid, ethanol); After the structural formula of different milling certificate supporting. hydrocarbons (methane, butane), alcohols (methanol, ethanol), carboxylic acids (metānskāb, etānskāb) and high connections; 7.32. know and use relative atomic mass, molecular weight, relative molar weight, substance, moltilpum, mass parts, labels and units; 7.33. able to calculate: 7.33.1. relative molecular weight of the substance of the mass ratio of the mass of the connection, the connection of parts; the molar weight of the substance, 7.33.2. substance; 7.33.3. gaseous volume using moltilpum; 7.33.4. diluted substances mass, the mass of the solvent and the mass of the substance dissolved in a solution; 7.33.5. mass fraction of a substance dissolved when the solution is diluted; 7.33.6. the mass or volume of solution, the volume of solvent using density; 7.34. perform calculations by using the substance solubility; 7.35. calculated reaction products and raw materials of mass or volume (gas) after the chemical reaction equation. 8. basic research in chemistry. Learner: 8.1 obtained the reference information in the literature sources (books, encyclopedias, newspapers, magazines), specific information sources (the chemical elements of the periodic table, the table of solubility metal activity line table of physical size, models); 8.2. use of modern information technology acquisition; 8.3. choice of necessary information sources and information gathering techniques according to the task you want; 8.4. evaluate the reliability of the information obtained; 8.5. collect information; 8.6. keep information obtained through various methods, including modern information technology; 8.7. formulate a hypothesis, which during the experiment; 8.8. the progress of the experiment plan (choose the course of the experiment description, type it in yourself or in collaboration with other students); 8.9. recognize laboratory glassware and accessories. Choose them according to the task you want, and use; 8.10. draw up simple facilities, using laboratory glassware and accessories (such as equipment and accumulation of gases); 8.11. the observations (the transformation of substances in nature, substance, or material properties and transformations); 8.12. the volume of the liquid measured by choosing the appropriate measurement and evaluate the accuracy of measurement; 8.13. releases pure substances from mixtures (crystallization, distillation); 8.14. experiments with metals (such as copper, magnesium, zinc, iron and aluminum), metals (such as sulphur, oxygen and hydrogen), oxides (such as copper (II) oxide, magnesium oxide and carbon (IV) oxide), databases (for example, sodium hydroxide, calcium hydroxide and copper (II) hydroxide), acid solutions (such as hydrochloric acid, sulfuric acid and acetic acid), salt, organic substances (such as ethanol, starch, proteins), fibres, plastics; 8.15. the indicators used acids and bases, water proof and air quality; 8.16. work individually and in groups, taking on various duties; 8.17. understands the importance of compliance with safety rules and working under them; 8.18. describes the observations using the chemical terms; 8.19. collects, sorts and transforms the data using drawings, tables, graphs, and diagrams, chemical formulas and chemical reaction equations; 8.20. the physical size of the labels and units of measure; 8.21. in carrying out the necessary calculations (calculated over the size of the average, converted the units); 8.22. assess the adequacy of the results obtained for the hypothesis put forward; compare your results with other results obtained and information source data; 8.23. evaluate the reliability of the data obtained and the accuracy and the ability to make decisions, if necessary, make repeated measurements or experiments; 8.24. explain the findings, draw conclusions and make predictions for further use of the results obtained; 8.25. presents other results (articles, orally or through diverse media technologies), participate in discussions, defends and argues their views, using the chemical terms; 8.26. aware of the importance of research and experiment of chemistry learning. 9. Chemistry and sustainable development. Learner: 9.1 describes the historical development of chemistry in the period (ancient Greek thinkers, the alchemyst, 18, 19, 20th century, modern); 9.2. know major Latvian chemist and scientific research institutions whose activities are related to chemistry; 9.3. understands the chemistry discoveries, research and innovation impact on economic development, people's daily life and the surrounding environment; 9.4. know in Latvia the most important chemical industries (silicate industry, metallurgy), raw materials and products used in them; 9.5. aware of the main oil products and evaluate their use; 9.6. understand drinking water preparation process; 9.7. know about elements-potassium, nitrogen and phosphorus-the need for plant development, understands the importance of the use of fertilizers and fertilizer use of failures consequences, their impact on human health and the quality of the environment; 9.8. know about pesticide use in agriculture and aware of security compliance needs while working with pesticides and storing them; 9.9. understands the water softeners the need and choice of water softening techniques according to the situation; 9.10. understands that the cosmetics, detergents and cleaning products should be used according to the instructions for use and labelling; 9.11. know the health hazards (flammable, corrosive, suffocating) and household substances to be used in the correct use and storage; 9.12. know about materials (fibres, plastic) possible changes in heat and follow safety regulations when working with them; 9.13. adopt the right decisions to help if someone suffered from health-threatening substances or fire; 9.14. know the composition of the air, understand the composition of causes and consequences of climate change; 9. know the types of fuels (solid, liquid and gaseous), understands the impact of combustion products on air quality; 9.16. understands the "acid rain" and conscious of its environmental impacts; 9.17. understands the oxygen, nitrogen, carbon and water circuits in nature and the conscious human economic activity influence on these processes; 9.18. comparison of various metals or their alloys product transformations environmental effects (corrosion) and know how to protect metal from corrosion of the products; assesses 9.19. air, water and soil pollution at local, regional and global scale, using their observations and information sources data obtained, and recommend solutions to reduce it; 9.20. understands the need for wastewater treatment; 9.21. understands the municipal waste treatment need to know about waste management in Latvia and participates in the collection and sorting of waste; 9.22. aware of the natural resources (such as water, oil, wood) need the use of economical and appropriate action; 9.23. gaining experience on common projects related to environmental conservation and improvement of the quality, as well as organise them; 9.24. knows the profession related to chemistry; 9.25. different information sources obtains information about occupations that are related to the chemical, including visiting the chemical factories, research laboratories; 9.26. has acquired the learning experience in chemistry required for the continuation of education; 9.27. aware of chemistry knowledge and skills need for the continuation of education. 9.28. using scientific evidence, in terms of the assumptions, reasoning and conclusions. 10. Learner attitudes characterized this annex 9.8., 9.10, 9.12, 9.13., 9.17, 9.22, 9.21, 9.27, and 9.26 9.23. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 12. attachment Cabinet 2014 12. Regulation No 468 august geography. Subject of the standard 7.-9. class i. General question 1. tuition standard "geography", followed in succession and training work organized in such a way as to prevent the unjustified duplication of content with optional subjects standard "science class 1-6" and subject to "social studies standards 1 to 9 class". II. purpose of the subjects and tasks 2. Subject "geography" is to enhance student understanding of the natural and social processes in the world, their diversity and geographic patterns of development, to recognize the responsibility for natural resource scarcity and economic consequences. 3. the subject "geography" the challenge is to create an opportunity: 3.1 improve the knowledge and understanding of the diverse Earth-natural processes, phenomena and geographical patterns of their formation; 3.2. to learn and understand the social and economic process of formation patterns in various regions of the world and countries; 3.3. to learn and to develop practical and research skills in geography;
3.4. acknowledge and understand the human history and problems at local, regional and global scale. III. minimum content of the subjects 4. Knowledge and understanding of the Earth's natural systems, processes and phenomena of nature: 4.1 earth-Planet Solar System. The origin and formation of the Earth; 4.2. The Earth's lithosphere and relief; 4.3. The Earth's hydrosphere; 4.4. the Earth's atmosphere, the Earth's climate; 4.5. natural geographical landscape in parts of the world. 5. understanding the social and economic processes in the formation of the world: world population and 5.1 of the territorial population location; 5.2. the population dzīvesvid, ethnographic peculiarities; 5.3. the natural resources and economic activities of the regions of the world. 6. Practical and research skills in geography: 6.1 content of the geographical information; 6.2. practical and research work planning; 6.3. practical and research work; 6.4. information processing and analysis; 6.5. the practical work and evaluation of the results of the study and presenting. 7. Understanding of human history and changes in natural protection: 7.1 the importance of natural geography, social and economic processes; 7.2 human history created by local, regional and global problems; 7.3. the protected natural areas-conservation of natural ecosystems.
IV. Requirements subject learning, finally 9. class 8. Knowledge and understanding of the Earth's natural systems, natural processes and phenomena. Learner: 8.1. know about the Earth's origin and formation of the assumptions (theories) and the ability to be tolerant to different views; 8.2. the representation of the Earth to understand the globe and maps of different scale (both ancient and modern) and compare, citing examples; 8.3. explains the location and movement of the planets in the solar system, using the picture or drawing a diagram; 8.4. understands and appreciates the importance of solar energy in various Earth's natural processes and human life; 8.5. the land clear Moon-Moon-impact on different natural processes (ebb tide), citing specific examples of this phenomenon geographical basis; 8.6. can determine the time bar pursuant to the international date line change; 8.7. the used concepts: lithosphere plates, embossing, till, meteorites, minerals, sedimentary, igneous rocks, the metamorf rocks, mineral resources; 5.5 globe design. know and understand the different elements of continental and oceanic crust on the earth construction; 5.5. use ģeohronoloģisk table, determining the Earth's terrain formation and life stages of the development of the common elements; 8.10. understands the earth plate movements of the lithosphere and its geographical location; 8.11. characterized by natural phenomena (volcanoes, earthquakes) caused the damage and assess their impact on the natural and human life; 8.12. compares the continents and Islands by their origin, size of territory, outline and define the geographical characteristic features; 8.13. the understanding of the Earth's terrain formation and transformation of different factors in determining and describing the maps of the mountain, the mountain system, the geographical distribution of the Plains; 8.14. the low rocks according to their origin; 8.15. the nature of the mineral disposition patterns in relation to the terrain shapes; evaluate the significance of human economic activity; 8.16. describe and compare human life and economic influencing factors work in the mountains and Plains regions of the world and in Latvia; 8.17. the term: hydrosphere, World Ocean, ocean bed, shelf, Western, side sea, inland sea, the mountains, the snow line segledāj; 8.18. know hydrosphere components and understand the importance of water resources of natural processes and human life in different regions of the world; 8.19. describes and compares the world ocean and part of the natural conditions, natural phenomena, natural resource diversity using cartographic materials; 8.20. can you describe the ocean currents by its characteristics and understands the importance of the individual regional climate, with specific examples; 8.21. featuring different continent River basin, the largest lakes by their origin, formation, catchment, various natural phenomena, with specific examples; 8.22. clear snow, ice, glaciers and avalanche formation and activities of determinants in the mountains and compare geographical features; 8.23. know about the continental glacier and mountain world of the importance of freshwater resources in the structure and nature of their geographical determinants;
8.24. use concepts: atmospheric pressure, precipitation, troposphere, cyclone, anticyclone, weather, climate, climate zone; 8.25. understands the nature of atmospheric structure and separate the layers of ongoing natural processes and phenomena; 8.26. know what is air mass air mass, understands the formation patterns and appreciate their impact on the climate regions of the world; 8.27. understands the air temperature and precipitation distribution in the main patterns on the ground and the formation of climatic determinants continents using climate maps; 8.28. determine the main and transitional climate zone characteristic properties and characterize climate types driven elements using klimatogramm; 8.29. understands the cyclones, monsoon, anticiklon, Passat formation patterns, explains the nature of their activities and geographical distribution; 8. compare and evaluate climate effects on human and economic activities of various types of development, citing specific examples of regions of the world; 8.31. understands the reasons for the increase in temperature in the world and analyzes climate change influencing factors in Latvia; 8.32. use concepts: Selva, samum, Sahel zone, OASIS, Safari, augstumjoslojum; 10.53. understand the geographical landscape of the disposition patterns continents and its parts; 8.34. can you describe the plant and animal diversity and adaptation to specific natural handicaps; the ability to appreciate the diversity of possible solutions; 8.35. understands the position of geographical landscape of the mountains, nature and compare their positions in various geographical platumo; 8.36. describe the natural landscape of the geographical location of Latvia, its ability to recognize, appreciate the eco-tourism opportunities. 9. understanding the social and economic processes in the formation of the world regions, countries. Learner: 9.1 understands and applies the concepts: demographics, urbanisation, demographic processes, agglomeration, migration, migration, the demographic load depopulation; 9.2. you know the population of the world, the population of Latvia and understands the uneven placement campaigns (natural and historical) factors in certain parts of the world; 9.3. the migration of the population knows and understands the immigrants (newcomers) causes of movement; 9.4. know the Latvian land and sea frontiers, and know how to characterize and evaluate the Latvian and its district, the geographic position of the parish; 9.5. What is an administrative division of Latvia, and using cartographic material, able to analyze and evaluate the nature of the administrative reform in different periods; 9.6. each of the continent's indigenous peoples understand the lifestyle and know how to describe it, and compare, using various sources of information; 9.7. understands the national composition of the population change in Latvia; aware of their folk traditions and features of Latvian ethnographic regions, could they be described using different information technology; 9.8. understands the different ethnic groups in the development of Latvia's contribution to the various stages of development of the country and know how to describe and compare the social problems the Baltic countries; 9.9. the nature of the population living traditions, employment and working conditions in rich and poor countries; the ability to compare it, analyzing different sources of information; 9.10. using concepts: domestic and national product, intensive and extensive agriculture, specialization, cooperation, exports, imports, foreign trade balance; 9.11. know what is renewable, non-renewable natural resources, and the ability to appreciate the importance of people in economic activity in the region, country; 9.12. can analyze and compare the kinds of natural resources to the geographical distribution of parts of the world, using various sources of information; 9.13. the nature of their locality (city, County, municipality), people in the household and economic activities and compare them to other regions of Latvia; 9.14. analyse and evaluate economic and social processes in Latvia, Europe and the world, using various sources of information. 10. Practical and research skills in geography. Learner: 10.1 understands and reads the content of the various kartogrāfisko designations maps, plans;
10.2. know how to choose sources of information according to the practical or research purpose and planned tasks; 10.3. consider and choose which information sources to use-training literature, kartogrāfisko, tables, charts, mapping, klimatogramm, explanatory dictionaries, encyclopedias, media, internet; 10.4. evaluate the reliability of the information obtained and are valid. See and note the information obtained is relevant, main; 10.5. the formula of working tasks and working methods of the working plan, and the duration of the course; 10.6. the observed natural phenomena, natural objects and create profiles using the geography terminology; 10.7. measured and calculated the distance plan or map bearing scale; 10.8. determine the plan or map of the territory or the absolute height of the point; 10.9. determine the location by the following geographic coordinates and the given geographical coordinates of the point on the map or plan; 10.10. represents a particular area or according to plan kartoshēm kartogrāfiskaj requirements, creating tours route scheme to include the natural and cultural heritage object descriptions; 10.11. presented the other with practical work, the results of the study. Assess their own and other work in progress. 11. Understanding of human history and generating changes in nature. Learner: 11.1. aware of the importance of natural geography and exploration of the phenomenon of the past and valued the modern geographical research and findings in different geography science sectors; 11.2. aware of the economic impact of man-made ecological problems in Latvia and in the Baltic Sea basin countries; 11.3 obtain and use information on the transnational level besides the environmental and social problems; expressed their attitude towards them; 11.4. understands the impact of natural disasters on human living conditions and development of the State holding in certain regions of the world; able to analyze and evaluate it; 11.5. know how to act and the handling of natural disasters; 11.6. explains the causes of the expansion of desert areas in certain regions of the world, using the card; 7.3. aware of the importance of natural forest process progress, human life and analyzes the changes in forest area in the world and in Latvia; 11.8. the nature of the ocean and coastline of the continent in the ongoing interaction between natural processes and the world ocean pollution sources; 7.4. aware of the natural protected areas (national parks, reserves, nature parks) the need and their role in the conservation of the natural environment in different continents. 11.10. using scientific evidence, in terms of the assumptions, reasoning and conclusions. 12. Learner attitudes characterized this Appendix 11.1, 11.2., 11.7. and 7.4. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 13. attachment Cabinet 2014 12. Regulation No 468 august literature. Subject to standard 4.-9. class i. General question 1: when creating a tuition program, it is desirable to follow the following principles: 1.1. education programs with the Latvian mācībvalod: 1.1.1.2/3 of the time provide Latvian folklore, mythology and literature learning; 1.1.2.1/3-other people's folklore, mythology and literature learning; 1.2. minority education programmes: 1.2.1 1/3-Latvian folklore, mythology and literature learning (Latvian folklore, mythology and literature of minority education programmes are acquired the Latvian language, and the requirements contained in the standard subjects "Latvian language and literature the minority education programmes"); 1.2.2.2/3-their people and other peoples, folklore, mythology and literature course. II. purpose of the subjects and tasks 2. Subject "literature" to promote the emotional and intellectual development, improving the literature as word art perceptual ability, reading interests of students, imaginative thinking and creative self-expression. 3. the subject "literature" exercise is to create the opportunity for learners to learn Word 3.1: the art of patterns and use the knowledge gained in the process of reading and interpretation of the terms; 3.2. to develop imaginative thinking and self-expression skills as literary interpreter and self-created text author; 3.3. develop an understanding of literature as a form of cultural heritage; 3.4. aware of the literal value contained in the deed, complete the reader's interests, needs, and experiences. III. minimum content of the subjects 4. Literature-the word art: 4.1 nature of literature; 4.2. the literary work-artistic treatment of reality; 4.3. literature and genre diversity; 4.4. the literary work of unity of content and form. 5. Literary work and creative activity of perception: 5.1 reading culture; 5.2. the literary perception, interpretation and evaluation; 5.3. the diverse literary work of self-expression learning processes. 6. Literature-cultural component: 6.1.-Special literature of popular culture of learning; 6.2. the reader's interests on the national and foreign folklore and literature; 6.3. the diversity of sources of information for cultural learning. IV. Requirements subject learning, finally 6. class 7. Literature-the word art. Learner: 7.1 different fiction text from other text-types; 7.2. understand literature and other art forms (music, painting, sculpture) common and distinct; 7.3 valued fictional figures, comparing different artists in different fictional events and heroes; 7.4. has studied the literature (epic, lyrics, drama), starpveid-liroepik (story)-and the genre (poem, fairy tale, story, poem); 7.5. has studied oral folklore (sayings, proverbs, riddles, tales, legends, songs, jokes); 7.6. the different titles of oral folklore; 7.7. are studied literary works in the world contained the popular folklore stories; 4.8. has studied the fictional elements of design-themed compositions (plot, characters), and the literary language; 7.9. in the main literary topic and main idea (knowledge); 7.10. featuring fictional heroes and the importance of the storyline in the solution; 7.11. determine the fictional plot elements, characters, acting and the environment nature; 7.12. determines the fictional language imaginative expressions (phrases, comparisons, personification, metaphor) and rhythm elements in poetry; 7.13. the perception of the comic and the tragic literary work; 7.14. are interested in different types and genres of titles. 8. Literary work and creative activity of perception. Learner: 8.1. expressed their views and engage in negotiations of a literary work; 8.2. understand the literary work of emotional moods; 8.3. expressive read literary text, revealing their awareness and treatment; 8.4. evaluate the same or other reading on the specified text or in cooperation with the teacher create criteria; 8.5. the closest literary work, revealing the contents of the information contained on the site, time, people, and events; 8.6. writing for the annotation and review of literary works; 8.7. Description of the type and the message of literary and free subjects; 8.8. writes tales, using folk tales of the scheme and anecdotal composition; 8.9. evaluate the same or other text after, in cooperation with the teachers of criteria developed; 8.10. the dialoģisk inscen the story, poem, fairy tale; 8.11. is interested in creative self-expression, reading a literary text; 8.12. is interested in wander, create associations, create new ideas; 8.13. is interested in creative self-expression in the text. 9. Literature-cultural component. Learner: 9.1 is experienced its own and other peoples of folklore; 9.2. has studied various types of literary works; 9.3. choosing books for your reader's interest; 9.4. the focus in the structure of the book (the cover pages news, books of reference elements); 9.5. has studied the traditional information sources and focus your school, town (village) in the library, able to find the information they need; 9.6. is studied your municipality (city, village) heritage sites; 9.7. is interested in enriching their knowledge of popular culture; 9.8. is interested in engaging in activities that are related to folk traditions (such as traditional festivals, ethnographic measures); 9.9. is interested in deepening the understanding of the author's personality, learning about terms. 10. Learner attitudes characterized this annex 7.3, 8.11, 8.12 7.14.,.,.,., 8.13 9.7 9.8 and 9.9. the requirements referred to in point. V. essential subject learning, finally 9. class 11. Literature-the word art. Learner: 11.1 perceived title as imaginative reality reflected; 11.2. compare literary works with other types of works of art (fine arts, music, theatre, cinema); 11.3. has studied the literature of starpveid-liroepik (poems, ballad) and genres (novels, a Novella, the depiction of the miniature, the essay, drama, comedy); 11.4. the understanding of literature and genre diversity; 11.5. has studied literary works used in folklore, mythology and biblical scenes and characters; 11.6. describes the fictional composition and language; 7.3. understand the literary theme and idea; 11.8. analyzes the literary image of the system work (nature, natural and environmental imagery); 7.4. analyse the fictional storyline of the author's position and structure; 11.10. analyzes the literary work of language imaginative expressions (phrases, comparisons, personification, metaphor, allegory, hyperbole, congruent) and rhythm elements in poetry; 11.11. understands the comic and tragic literary work; 11.12. aware of the need to read the various types and genre titles. 12. The literary work and creative activity of perception. Learner: 12.1. understanding of literary works is in the ethical and aesthetic material values; 12.2. expressive read literary text, subject to the same reader's and author's position title; 12.3. evaluate own and another read text after created criteria; 12.4. a written review of literary works; 12.5. a written reasoned essay on literary and liberal subjects; 12.6. a written composition on the subject of literary and liberal; 12.7. analyse literary works included in the ethical and aesthetic values; 12.8. valued literary works in the art of language in real life events; 12.9. represents the report on literary subject; 12.10. engage in a discussion about literary works; 12.11. the article creations; 12.12. evaluate the same or other related text of criteria developed by the same; 12.13. aware of the need to develop their creativity and reader experience. 13. Literature-cultural component. Learner: 13.1 is experienced the world of myths and popular varoņepos; 13.2. has studied the various types and genre titles; 13.3. the acquisition of targeted select and use a variety of traditional, electronic and audiovisual information sources; 13.4. sees and describes literary kultūrvēsturisko contained in facts; 13.5. compare different people's titles and see in them the common and distinct; 8.5. is interested to explore museums and heritage sites; 8.5. is treatment of the literary work as a reflection on the fact of life; 13.8. is interested in his own and other people's folklore and literature. 14. Learner attitudes characterized this annex 11.2., 12.13., 8.5., 8.5 and 8.6. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 14. Annex Cabinet 2014 12. Regulation No 468 august music. Subject reference 1.-9. class i. General question 1. Subject "music" content learning in school is necessary for high-quality musical instruments, music equipment and records. II. purpose of the subjects and tasks 2. Subject "music" to promote the emotional and intellectual development, unleash creativity, create preconditions so that each could become an active music listener or different set of amateur music players. 3. the subject "music" job is to create opportunities for learners to learn music: 3.1. language elements; 3.2. develop the ability to listen for the sound of the world perceive music emotionally and develop imaginative in an associative thinking, the ability to describe the features of the expression of music, to get practical experience required for singing; 3.3. getting to know the world of music development, develop ability to perceive the music of different cultures. III. minimum content of the subjects 4. Music: music notation 4.1; 4.2. solfedž; 4.3. music genre; 4.4 music means of expression; 4.5. the composition of the artist. 5. Music perception and creative activity: practice playing 5.1; 5.2. music listening. 6. Music-a cultural component: 6.1 music literature; 6.2. the most significant personalities in music. IV. Requirements subject learning, finally 3. class 7. Musical language. Learner: 7.1 know the class play rhythm elements (the duration of the various notes and rests) and used them to practice playing in 2/4, 3/4 and 4/4 meter; 7.2. Do you know the major gamma; 7.3. the collective singing tunes from the page with the scale of tone stems (movement by tetrahord sounds, going through the grades to the typically volatile and apdziedāšan) Do the major scale; 7.4. knows and uses the collective playing sheet music titles in the system determine the syllabic sequence of location līnijkop and keyboard; 7.5. using concepts of melody, dynamics, timbre, tempo, register; 7.6. the term for song, choral song, solo song; 7.7. know how to identify a definition in the picture tools; 4.8. use concepts: Polka, Waltz, March. 8. Music perception and creative activity. Learner: 8.1 recites folk songs; 8.2. sing songs of consensus; 8.3. use a Mac. "tinkling gestures" and skaņurīk; 8.4. participate in the games and musical toy; 8.5. sings of head 16 classroom experience songs with words (at least half of them-the folk songs); 8.6. is interested in playing creative; 8.7. the different sound characteristics (height, strength, duration, timbre, shade) and register a common musical expression; 8.8. different solo chants of the choir chants; 8.9. the different common musical instruments; 8.10. to hear and distinguish the genre: song, dance, March; 8.11. recognize kokles quality; 8.12. the perception of music emotionally and presents it in drawings and movement. 9. Music-a cultural component. Learner: 9.1. recognize class to play tunes (called the author's name, track name, track name); 9.2. knows the most popular rotaļdziesm and bull; 9.3. knows the major seasonal habits; 9.4. the perception of emotional pieces; 9.5. comparison of the same scene in different artistic representation fashions. 10. Learner attitudes characterized this annex 8.6., 8.12., 9.4 and 9.5. the requirements referred to in point. V. essential subject learning, finally 6. class 11. Musical language. Learner: 11.1. works with the rhythm of the acquired Group (including the dotted rhythm) 2/4, 3/4 and 4/4 meter; is ritmizēšan experience 3/8 and 6/8 meter; 11.2. know Do, Fa, Sol, la, re, major and minor mi; 11.3. the collective and ansambļo sing from the pages of the scale of the melody with the stems of intonation (tetrahord movement by the sounds of footsteps, tert, jumps to the typically volatile notches and apdziedāšan) Do, Fa, Sol, la, re in major and minor, mi; 11.4. know and playing music is used in the names of syllables and letter system, determined by their location in the līnijkop and the keyboard; 11.5. know and use to play music in the singing expression features (Dynamics, skaņveid techniques, Tempus); 11.6. knows and can explain concepts: vocal, instrumental, and vocal and instrumental music; 11.7. can the picture set of tools and composition; 8. know the solo pieces, the concepts of music ensembles, orchestral music. 12. Music perception and creative activity. Learner: 12.1 recites folk songs or/and oriģināldzej; 12.2. sing songs and canons unanimously; 12.3. using a Mac. "tinkling gestures" and skaņurīk; 12.4. participate in the seasonal customs games, playground, activities; 12.5. sings of head 20 classroom experience songs with words (at least half of them-the folk songs); 12.6. you experience improvizēšan, is interested in playing creative; 12.7. hear the pace, dynamics, differences in the registry and skaņveid techniques; 12.8. determine the types of different choir that choir group singing voice; 12.9. determines what type of orchestra playing; different musical instruments, Symphony Orchestra of instruments; 12.10. to hear and distinguish common genres: a song (solo song, the choir song), dance (Waltz, Polka, Polonaise, minuet), March; 12.11. determine the compliance of the music heard on the situation and the environment (Concert Hall, Opera, Church, ball); 12.12. is popular and rock music listening experience; 12.13. to hear and distinguish common folk music instruments; 12.14. perceive music emotionally, expressing in words the music/images, colors, and drawings. 13. Music-a cultural component. Learner: 13.1. have experienced the major composers from different countries; recognize the classroom to play tunes (tracks called author name, surname, nationality and name, the player tracks composition); 13.2. know folk music genres (Midsummer, Christmas and spring, also songs); 13.3. aware that popular music is an important factor in preserving national identity; 13.4. can name prominent in Latvia Concert Hall and koncertestrād, has validated their residence nearest can tell about them; 13.5. you can name in Latvia the most important popular and rock music izpildītājmāksliniek; 13.6. discuss about music, the ability to listen to different views of tolerance; 8.5. to understand how different the same treatment of the subject in various art forms. 14. Learner attitudes characterized this annex 12.6., 12.12, 12.14.13.3, 13.6 and 13.7., the requirements referred to in point. Vi. Requirements subject learning, finally 9. class 15 musical language. Learner: 15.1. running with the stems in the rhythm Group (including the sinkop and triol) 2/4, 3/4 and 4/4 meter, and rhythm in groups 3/8 and 6/8 meter, accompanied by the rhythm of the accompaniment of the song; 15.2. know Do, Fa, Sol, la, re, major and minor, Mia understands the basic principles of the use of other tonalitāš; 15.3. the collective singing tunes from the page (also in music literature topics) with the scale of the intonation of the stems Do, Fa, Sol, la, re, major and minor mi (natural and harmonious); 15.4. know and playing music is used in the names of syllables and letter system, determined by their location in the līnijkop and the keyboard; know the letter uses singing; 15.5. know and use to play playing musical instruments and musical expression language elements; 15.6. know the breakdown of songs depending on the playback features and composition (vocal, instrumental, and vocal and instrumental music) and most typical genre of each sector; 15.7. featuring different eras common artist composed and tools; 15.8. familiar genres: Opera, Ballet, Symphony, Concerto, Sonata, Quartet, oratorio, Cantata, Suite; You can name examples of the experience of music literature. 16. Music perception and creative activity. Learner: 16.1. sing a unanimous, divbalsīg songs and canons; 16.2. using musical instruments accompaniment in the making; 16.3. ability for backup in a group according to their abilities; 16.4. sing in groups in the classroom experience, composes songs, singing in tune involving all members of the respective interests; 16.5. using improvizēšan experience singing ensembles; 16.6. hear the pace, dynamics, differences in the registry and skaņveid techniques and associate them with the character of the music; 10.4. determines the choir and ensembles; 16.8. to hear and describe the different eras common artist composition; 16.9. to hear and distinguish the different eras of the common vokālo, instrumental, and vocal and instrumental genres; 16.10. understands the functional diversity of music (municipal, religious, koncertmūzik, stage music) and the meaning of human life; 16.11 has attended concerts, operas or ballet performances; 16.12. recognize major jazz, popular and rock music direction; 16.13. featuring folk music instruments; 16.14. the perception of music emotionally, tells the story of this music, describes the mood of the music, images and expressions features visually. 17. Music-a cultural component. Learner: 17.1. are experienced major composers of different eras; recognize the classroom to play tunes (tracks called author name, surname, nationality and name, player tracks, tracks the emergence of the era); 17.2. the story of popular music; 17.3. understands that music is a major factor for national identity and cultural preservation; have a tolerant attitude towards other peoples music; 17.4. the most important measures described Latvia's musical life; 17.5. know the major contemporary Latvian singers, conductors and musicians ' collective, can tell about them; 10.9. knows the most important jazz, popular and rock music direction; You can name the most important izpildītājmāksliniek in Latvia; 17.7. able to forcefully express their views on the different types of music; 11.1. understands the music and other art forms common and distinctive. 18. Learner attitudes characterized by 16.5. of this annex, 16.11, 16.14, 17.3, 17.7 and 11.1. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 15 Cabinet 2014 12. Regulation No 468 august Visual Arts. Subject reference 1.-9. class i. aim of the subjects and tasks 1. Subjects "Visual art" aims to foster the learner's emotional and intellectual development, to improve and develop their creative abilities, interest in art and to create the preconditions for students of their artistry and creativity could have diverse experience to use. 2. the subjects ' Visual Arts ' mission is to create opportunities for trainees: 2.1. mastering the art of terms, concepts and expression features, discover the art forms, genres, techniques, art related industries; 2.2. develop skills to implement their ideas and intentions with the Visual Arts features, to analyze and interpret their creative and artistic work; 2.3. to get the experience to see the Visual nature and cultural values, to understand their ownership and their conservation. II. minimum content of subjects 3. Artistic language: 3.1 art terms, concepts and means of expression; 3.2. the diversity of the Visual Arts-art forms, genres and sectors; 3.3. knowledge about the art of writing process, different techniques with Visual arts related professions. 4. The art of perception and creative activities: art 4.1 perception-characterization, analysis and interpretation; 4.2. the diverse material and technique of reading; 4.3. the experiment, discovering new technical approaches and combinations of expressions; 4.4. the idea of implementing the plane, space and time. 5. Art-culture: 5.1. Visual values and cultural characteristics; 5.2. the value of arts learning, learning about major Latvian and world art, artists and art storage; 5.3. the value of your art. III. Essential subject learning, finally 3. class 6. Artistic language. Learner: 6.1. knows and works of art to see the Visual features of the expression-lines, colors, shapes, shapes, texture, rhythm; 6.2. know that Visual expressions can be used to represent the State of emotional; 6.3. is studied composition as a means of expression of the various Visual ordering; 6.4. is experienced the common artistic types, genres and techniques; 6.5. has studied the English signs and symbols; 6.6. is significant to the storyline of the studied different eras in art; 6.7. know art-related professions. 7. The art of perception and creative activity. Learner: 7.1 and the environment sees the idea of creative work; 7.2. use of different visual art techniques, diverse materials and their properties; 7.3. Select appropriate material or technique from the teacher offered mix; 7.4. experiment and discover new technical methods; 7.5. using a plane and space capabilities, working individually and in a group; 7.6. can tell us about your creative work plans and processes; 7.7. know how to plan for the implementation of the idea of time teaching hours; 4.8. can tell you about the art content and means of expression; 7.9. can find and understand the information attached to the work of art. 8. Art-cultural component. Learner: see 8.1 beautiful and unusual in nature and culture, is a gentle treatment of it; 8.2. has studied the work of art as the emotional experiences of creators and cultural value; 8.3. the comparison of the same scene in different representations art forms; 8.4. is studied separately in the originals of works of art; 8.5. is studied in different lands and peoples, examples of works of art; 8.6. can evaluate the work emotionally, engaging art work evaluation process; 8.7. has studied the art of museums and exhibitions, as well as the nearby heritage sites; 8.8. can choose himself close to the artwork and comment your choice. 9. Learner attitudes characterized 7.6., 7., 8., 8.1 and 8.6. the requirements referred to in point. IV. Requirements subject learning, finally 6. class 10. Artistic language. Learner: 10.1. knows and works of art compared features of the expression-lines, colors, shapes, shapes, texture, rhythm, contrast, composition; 10.2. know how Visual expressions can use specific targeted removal; 10.3. understands the composition as a means of Visual expression organized arrangement; 10.4. the various art forms, genres and techniques; 10.5 is studied the signs and symbols as the cultural-based values; 10.6. can compare the Visual signs of a certain style; 10.7. know the diverse art-related professions; has studied the art of writing process. 11. The art of perception and creative activity. Learner: natural and comfortable 11.1 the environment see diverse ideas creative works; 11.2. know how to use a variety of Visual art techniques, diverse and growing range of materials; 11.3. know how to choose the necessary materials to express his ideas; can the rational use; 11.4. the observations and experiments reveal the diverse combinations of expressions and using them in creative works; 11.5. using a plane and space capabilities, implemented procedural creative ideas individually and in a group; 11.6. can express and justify their own idea; 11.7. can plan for the implementation of the idea of time long-term jobs, calculate those necessary resources; 11.8. able to analyze works of art, to create a narrative and describe the content of a work of art, expression means; 7.4. can find the information you need about Visual Arts in various information sources. 12. Art as a cultural component. Learner: 12.1. see beautiful and unusual in nature, culture, able to treat it gently; 12.2. has studied the works of art from various perspectives-how emotional experiences of creator, cultural values, the era's testimony; 12.3. to understand how different the same treatment of the subject in various art forms; 12.4. have experienced the art collection; aware of it as a value; 12.5. is studied, and various countries of Latvia and the popular arts; 12.6. able to hear other views on the work of art; 12.7. have experienced the art museums and exhibition halls, heritage sites around the city and country; 12.8. know how to choose a close to a work of art and explain their choices, judging by various criteria. 13. Learner attitudes characterized by this attachment., 11.8, 11.6 12.1, 12.4, and 12.6. the requirements referred to in point. V. essential subject learning, finally 9.14. language arts class. Learner: 14.1. knows and works of art featuring expressions features-lighting reciprocal proportions, 3-d, color and tonal relations; 14.2. to understand how you can portray ideas in different visual art forms; 14.3. know different compositions; 14.4. can you describe the diversity of art-types, genres and techniques; 14.5. the diverse nature and know the cultural context-based Visual signs and symbols; 14.6. understands the concepts of art style and content; 14.7. know art sector, diversified could they characterize. 15. The art of perception and creative activity. Learner: 15.1 can choose ideas your creative works in nature, cultural and societal processes; 15.2. know how to use a variety of Visual art techniques and materials to match your idea with the selected technical and material-specific characteristics; 15.3. can purposely choose to express your ideas; ability to independently decide what action to take and develop your own idea; 15.4. experiments revealed the use of the expression and composition making opportunities; 15.5. can creatively use plane, space and time options for the implementation of the ideas of the creative individual and group; 15.6. can justify their own ideas and creativity in the conception and implementation of the results; 9.8. Prot phased planning tasks and long-term projects, calculate those necessary resources; 9.8. Prot analyze and interpret works of art, to express their views on the content of a work of art, write it at (essays); 15.9. know how to find, choose and use information about Visual Arts in various information sources. 16. Art-cultural component. Learner: 16.1. is taking over for conservation of cultural property; understand the role of the harmonious environment of human life; 16.2. able to interpret works of art, and the process of art; 16.3. the Visual art and know of other art forms common and distinct;
16.4. understands the art storage need and realize national cultural values; 16.5. different countries have experienced and popular art and artists; have studied their popular art as part of world culture; know the major Latvian art values; 10.3. can discuss and tolerant to hear different opinions about art;
16.7. know the major art store nearby, in Latvia and in the world; 16.8. know how to describe a work of valuable artists, justify yourself important values in art. 17. Learner attitudes characterized by this attachment, 15.5, 15.6 15.3.,.,., 16.4 16.1 15.8. and 16.6. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 16. attachment Cabinet 2014 12. Regulation No 468 august world history. Subject to standard 6.-9. class i. General question 1. history course in systematic learning 6. class, learner has the following subject "social knowledge" acquired some prior knowledge, skills and attitudes: 1.1. understands and describes the family, native place, Latvia as important values in their own and other people's lives; 1.2. the story about my village, town, district and capital of Latvia; 1.3. know their village, city, district and, the symbols of Latvia knows it; 1.4. know that Latvia is a Member State of the European Union; 1.5. compare and see different peoples common and distinctive features of their expression in the custom and tradition; 1.6. aware that life has value; 1.7. reading, talking, asking, listening, interviewing other narration, retrieves the required information to various information resources and use their learning tasks; 1.8. the different life situations see cause and effect mijsakarīb; 1.9. expressed their views and assessment; 1.10. the play of other people; 1.11. recognises the other's right to a different opinion; 1.12. understands the time span (past, present, future). II. purpose of the subjects and tasks, 2. Subjects of "world history" aims to build on the learner's understanding of human development, the continued vigorous expansion of promoting European identity and promoting the development of responsible and tolerant democratic societies of the European Union Member's growth. 3. the subject of "world history" task is to create the learner the option: 3.1. to gain knowledge of European and world history and causation from the earliest times to the present day; 3.2. collect and develop skills for working with different types of source history, understanding the nature of the sources of history; 3.3. to get the experience to operate in today's rapidly changing society, on its own, reasoned and creative interpretation of past events in Europe and the world. III. minimum content of the subjects 4. Knowledge and understanding of European and world history: 4.1 European and world history topics: 4.1.1 prehistoric period; 4.1.2. The ancient Eastern civilization and heritage;
4.1.3. antique society and its major achievements; 4.1.4. the development of European land in the middle ages; 4.1.5. the role of Christianity in European civilization; 4.1.6. round of public nature and everyday life of Europeans in the middle ages; 4.1.7. the European culture of the middle ages; 4.1.8. the Arab culture, and Islam, the Arab Caliphate; 4.1.9. the Renaissance, the reformation and the great geographic discoveries; 4.1.10. the new times; 4.1.11. the achievements in education, science and culture in the new times; 4.1.12. the company and the underlying trends of the development of the country's new end time and the start of the latest time; 4.1.13. the first world war; 4.1.14. the interwar period: the underlying trends in politics, culture and the economy; 4.1.15. ideological directions: Nazism and communism; 4.1.16. the second world war, the Holocaust; 4.1.17. society and political system after the second world war; 4.1.18. European integration, the European Union's core values (human rights, democracy, equality, freedom, the rule of law); 4.1.19. cultural development underlying trends nowadays; 4.2. the history, concepts, understanding and usage of it. 5. the study and interpretation of the past features: 5.1 the teaching of literature, history, history of literature sources, maps, encyclopedias, statistical data, electronic information technology (such as internet, CD-ROM); 5.2. the history of the proceedings continuity and changes occurring therein; 5.3. the cause-effect interactions; 5.4. shared and compared the different historical events in time and space;
5.5. diverse community as a result of the process of history; 5.6. the potential diversity of views history explanations. 6. Self as historical actors awareness: 6.1 man in history; 6.2. history-dzīvesprasmj Builder; 6.3. the cultural monuments and their significance. IV. Requirements subject learning, finally 9. class 7. Knowledge and understanding of European and world history. Learner: 7.1. define and identify prehistoric, ancient, medieval, new and newest history period common cultural trail; 7.2. the society of the essential know features; 7.3. knows the most important ancient, medieval, new and recent historical events; 7.4. recognize major ancient times, medieval, new and recent historical person; 7.5. know the spectacular ancient, medieval, new and recent historical performance of individuals; 7.6. understand and apply the concepts of history: absolutism, salaried workers, mercenaries, anti-Semitism, enlightenment, aristocracy, a Trade Union, the cold war, Barbara, Church, Knight, Knight of the order, bourgeois, tribe, Guild, democracy, dictatorship, bondage, dzimtzemniek, fascism, feod, clergy, Guild, genus, Holocaust, chronicles, officials, imperialism, Empire, integration, Islam, capitalism, round, bondage, monastery, colonial, colony, communism, confession, the Crusaders, the manufactory, mercantilism, monarchy, Manor, landlord, multiculturalism, Nazism, natural farm, money and Exchange , the Council, the Parliament, policy, trade and monetary relations, priest, protestantism, province, town, Reformation, reform, religion, Renaissance, revolution, Republic, seniors, socialism, communism, tolerance, State, vassal, slavery, slaves, veto. 8. the study and interpretation of the past. Learner: 8.1 oriented information resource given varied in historical information; 8.2. studying historical events with historical sources and the history of literature; 8.3. concludes, on the basis of different information resources information; 8.4. understands that not all historical information resources, especially the internet, are trusted; 8.5. understands the nature of the facts of history; 8.6. different sources of facts in the history of the event; 8.7. understands the difference between history and history of literature sources; 8.8. the works with historical maps; 8.9. describe the difference between the different periods of the past; 8.10. compare different periods of the past; 8.11. see how a historical event related causes and effects; 8.12. understands that all causes and consequences are not the same importance; 8.13. explains the causes of human action in the past; 8.14. understands the difference between progress and retrogression change; 8.15. use knowledge of the past to understand the present and the future of the public judging; 8.16. understands that at the same time in different places in different events took place; 8.17. compared to known historical events in different places at the same time (sinhroniskum); 8.18. forcefully explains the different world history events; 8.19. know that cultural diversity is a result of various historical process; 8.20. describes the history and cultural interaction in the process; 8.21. the tolerance of different cultural, religious, gender, age, race, ethnic origin, etc. in society; 8.22. understands that sometimes creates historical fiction; 8.23. explains the historical fiction of causes; 8.24. understands that different versions of the historic event occurred the conditions which have been in history at the time of writing, the description; 8.25. aware that existed, still exists and will exist of ideas and diversity of circumstances; 8.26. understands that the historical lack of information can cause a different interpretation of the past; 8.27. understand history myth generation causes and objectives; 8.28. valued history events, based on the recognition that every human life is the highest value. 9. Self as historical process of awareness. Learner: 9.1. understanding the impact of the past on the present events; 9.2. expresses his views and attitudes towards a historical event; 9.3. the arguments put forward their views on history issues, advocacy;
9.4. the reasoned discuss and defend their views; 9.5. understands that each person's story is a valuable historical source; 9.6. understands that the human memory and the ratings for the same event may be different (subjective); 9.7. aware that different groups of people history explains and uses different;
9.8. explains why history occur in many events where the most superhuman values were ignored; 9.9. the negative history events where the most superhuman values were ignored; 9.10. aware of the importance of monuments of his people and other peoples lives; 9.11. the dignity and respect of monuments. 10. in the learner's attitude typified the 8.21.,.,., 8.28 8.25 9.2, 9.7, 9.9, 9.10 and 9.11. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of Annex 17 Cabinet 2014 12. Regulation No 468 august Latvian history. Subject to standard 6.-9. class i. General question 1. history course in systematic learning 6. class, learner has the following subject "social knowledge" acquired some prior knowledge, skills and attitudes: 1.1. understands and describes the family, native place, Latvia as important values in their own and other people's lives; 1.2. the story about my village, town, district and capital of Latvia; 1.3. know their village, city, district and, the symbols of Latvia knows it; 1.4. know national holidays, the main Memorial and celebrated the day, talks about them and celebrate traditions; 1.5. know that Latvia is a Member State of the European Union; 1.6. know that the different nationalities living in Latvia; 1.7. compare and see different peoples common and distinctive features of their expression in the custom and tradition; 1.8. the story of the municipality of Latvia and Latvia's neighbours; 1.9. aware that life has value; 1.10. conversations, ask, interviewing, listening to a different narrative and reading, retrieves the required information to various information resources and use their learning tasks; 1.11. the different life situations see cause and effect mijsakarīb; 1.12. expressed their views and assessment; 1.13. the play of other people; 1.14. recognises the other's right to a different opinion; 1.15. understands the time span (past, present, future); 1.16. organize your family, your village, town, district and Latvia's key historical events in chronological order. II. purpose of the subjects and tasks 2. Subject "history of Latvia" aims to develop learner awareness of the human development of the underlying, contributing to the formation of his own identity and promoting responsible and tolerant democratic societies members of Latvia's growth. 3. the subject "history of Latvia" job is to create the opportunity for learners: 3.1. to gain knowledge of their surrounding places, Latvia and the Baltic region's history and causation from the earliest times to the present day;
3.2. collect and develop skills for working with different types of source history, understanding the nature of the sources of history; 3.3. to get the experience to operate in today's rapidly changing society, and independent, reasoned and creative interpretation of the past and the modern events in Latvia, the Baltic region, Europe and the world; 3.4. promoting a sense of belonging to the Latvian nation and patriotism. III. minimum content of the subjects 4. Knowledge and understanding of the surrounding places and history of Latvia: 4.1 nearby and Latvian history topics: history and its cross-cultural 4.1.1. basics; 4.1.2. the historical sources and their nature; 4.1.3. I, my family and the nearest neighborhood history; 4.1.4. human daily life in prehistoric period; 4.1.5. paganism and senlatvieš of the characteristics of the culture; 4.1.6 white and Finno-Ugric; 4.1.7. the company before the Crusaders invasion; 4.1.8. senlatvieš and Livonian (LIV) protovalst; 4.1.9. Livonia; 4.1.10. changes in society and the holding of early modern times; 4.1.11. reformation and counter-reformation; 4.1.12. the territory of the Polish-Lithuanian State, the Kingdom of Sweden and the Russian power and its political, economic and social development; 4.1.13. education, science and culture the new time period; 4.1.14. enlightenment in Latvia, the first Latvian National Awakening and the nation; 4.1.15. the underlying trends of the development of society at the end of the 19th century, 20th century, political movements, the 1905-1907 revolution; 4.1.16. the first world war in the territory of Latvia, Latvian Riflemen; 4.1.17. Latvian statehood; 4.1.18. freedom struggle; 4.1.19. the democratic of the Republic of Latvia; 4.1.20. Latvia authoritarian regime; 4.1.21. the achievements in education, science and culture in Latvia in the 20th century, 20-30 years; 4.1.22. the Soviet occupation, repression and its consequences; 4.1.23. World War II Latvian territory; the Nazi occupation regime 4.1.24., the Holocaust; 4.1.25. refugees and exile; 4.1.26. second Soviet occupation and Soviet totalitarianism; 4.1.27. social life and culture of the Latvian Soviet Socialist Republic;
4.1.28. Latvian national independence; 4.1.29. State and society development after independence; 4.1.30. Latvia-the European Union, the United Nations, the Council of Europe, NATO and other international organizations; 4.1.31. culture and education after independence; 4.1.32. achievements and challenges nowadays. 4.2. the history, concepts, understanding and usage of it. 5. the study and interpretation of the past features: 5.1 the teaching of literature, history, history of literature sources, maps, encyclopedias, statistical data, electronic information technology (such as internet, CD-ROM); 5.2 historical continuity and changes occurring therein; 5.3. the cause-effect interactions; 5.4. shared and compared the different historical events in time and space;
5.5. diverse community as a result of the process of history; 5.6. the potential diversity of views history explanations. 6. Self as historical actors awareness: 6.1 man in history; 6.2. history-dzīvesprasmj Builder; 6.3. the cultural monuments and their significance. IV. Requirements subject learning, finally 9. class 7. Knowledge and understanding of the surrounding places and the history of Latvia. Learner: 7.1 know that history is a science; 7.2. know history research specialties; 7.3. know different history of the sources; 7.4. understands the difference between the historical sources and literature; 7.5. describes the history of the period; 7.6 know the key differences between the historical periods and eras; 7.7. detects and identifies the relevant period in the history of the cultural trail;
7.8. know prehistoric period of main features; 7.9. knows the most important historical events; 7.10. understands the most important event in the history of Latvia, reciprocal links with European and world history events; 7.11. recognizes the significant historical; 7.12. know the historical person of spectacular performance, the role of women and men in the history of the world; 7.13. understands the public holiday, the main Memorial and celebrated day historical context; 7.14. understand and apply the concepts of history: absolutism, salaried workers, annexation, anti-Semitism, enlightenment, revolution, archaeology, archives, cold war, authoritarianism, Church, churches, demonstration, refugees, brethren Church, the freedom struggle, the order of Knights, the bourgeoisie, tribe, Guild, democracy, deportation, dictatorship, dissidents, the family tree, bondage, dzimtzemniek, century, year one thousand, the clergy, the Guild, genus, hanza, Chronicle, imperialism, incorporation, integration, Interfront, jaunlatvieš, jaunstrāvniek, capitalism, the Chapter House, round, bondage, colonialism, the Convention, the Crusaders, in kurelieš , ķoniņ, Latvian Riflemen, Manufactory, mercantilism, master, guided, monarchy, Manor, landlords, reducing Manor, in our era, the Museum, nation, nacionālkomunist, natural farm, the occupation, the Council, Parliament, the partisans, patriotism, after Christ, mound, Castle, farm, before Christ, before our era, trade-money relationship, protestantism, scold, Reformation, reform, religion, revolution, Russification, the Saeima, the family, the constituent Assembly, seniors, socialism, the nation, the people's front, the people's Council, ethnicity, totalitarianism, exile the State, vassal, history, historical sources, the historian. 8. the study and interpretation of the past. Learner: 8.1 oriented information resource given varied in historical information; 8.2. studying historical events with historical sources and the history of literature; 8.3. concludes, on the basis of different information resources information;
8.4. understands that not all historical information resources, especially the internet, are trusted; 8.5. understands the nature of the facts of history; 8.6. different sources of facts in the history of the event; 8.7. understands the difference between history and history of literature sources; 8.8. the works with historical maps; 8.9. describe the difference between the different periods of the past; 8.10. compare different periods of the past; 8.11. see how a historical event related causes and effects; 8.12. understands that all causes and consequences are not the same importance; 8.13. explains the causes of human action in the past; 8.14. understands the difference between progress and retrogression change; 8.15. use knowledge of the past to understand the present and the future of the public judging; 8.16. forcefully explains the controversial Latvian history events; 8.17. describes the history and the cultural interaction of processes; 8.18. know Latvian culture important traditions and values; 8.19. understands that sometimes creates historical fiction; 8.20. the clear historical fiction causes; 8.21. understands that different versions of the historic event occurred the conditions which have been in history at the time of writing, the description; 8.22. aware that existed, still exists and will exist of ideas and diversity of circumstances; 8.23. understands that the historical lack of information can cause a different interpretation of the past; 8.24. understand history myth generation causes and objectives; 8.25. valued history events, based on the recognition that every human life is the highest value. 9. Self as historical process of awareness. Learner: 9.1. aware of the importance of history in my life; 9.2. valid interprets history events; 9.3. what historical analyzes personal achievements or failures causes thinking how did analyse the place of the person; 9.4. is treatment of the history event explanations; 9.5. know that history is the history of human life, or life stories; 9.6. is interested in listening to the older generation story, with respect to them; 9.7. understands the need with respect to treat different interpretations of history event; 9.8. understands the different explanations of the history event, with a tolerance of different gender, age, religion, race, ethnic origin, etc. the Latvian society; 9.9. understands that any man with my activities are and will be able to match their ability to affect the course of history; 9.10. understand their cultural roots and foundations; 9.11. character of the cultural heritage; 9.12. the heritage character formation, different cultures interacting; 9.13. understands that the Baltic peoples and countries have common roots and heritage features; 9.14. the grounds with dignity and respect should be treated against those cultural monuments, of which the meaning is not understood; 9. is motivated to take part in the conservation of monuments, care and protection.
10. Learner attitudes characterized by 8.23. this annex 9.1, 9.4, 9.7, 9.8, and 9.9. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 18. attachment Cabinet 2014 12. Regulation No 468 august social knowledge. Subject reference 1.-9. class i. aim of the subjects and tasks 1. Subject "social studies" aims to promote the understanding of social processes, as well as the learner readiness to adopt and implement socially responsible decisions in personal, professional and social life in a democratic society. 2. the subjects ' social studies ' mission is to create opportunities for trainees: 2.1. create awareness of society in social and economic development patterns and a set of ethical values; 2.2. create awareness of a person's mental and physical development of the General developments, a healthy lifestyle and a healthy environment; 2.3. learn public developments and personal development study and interpretation skills and social studies learning skills; 2.4. develop communication and cooperation skills; 2.5. to learn democratic civic participation skills and develop tolerant attitudes toward cultural diversity; 2.6. to identify and develop their own ethical views and adopt concerted decisions with them; 2.7. aware of the health and life value, your and other responsibility for health and healthy environment, develop healthy habits; 2.8. promoting and pupils ' awareness and attitudes towards road safety and other safety rules. II. minimum content of subjects 3. Readiness for socially responsible position: 3.1 personal sound ethical beliefs; 3.2. health and life value realization; 3.3. civic participation skills and tolerant attitude towards different cultures and different societies as a whole; 3.4. the awareness of the value and future professional activities. 4. Socio-economic developments and personal development study and interpretation: 4.1 focused, responsible, patient cooperation teaching and social problems; 4.2. training planning and evaluation; 4.3. work with information; 4.4. the company and personal study and interpretation. 5. the understanding of the human and society development processes and interrelations: 5.1 ethical values and heritage; 5.2. the personality ethic growth; 5.3. access ethical aspects; 5.4. mental health; 5.5. growth, physical and mental development patterns; 5.6. healthy lifestyle; 5.7. the personal safety; 5.8. a healthy environment; 5.9. the economic problems and issues; 5.10. the consumer economy; 5.11. the manufacturer of the economy; 5.12. the State role in the economy; 5.13. job and career; 5.14. the money; 5.15. man and society; 5.16. democratic country and society; 5.17. the rights and duties in a democratic State; 5.18. Latvia in Europe and the world. III. Essential subject learning, finally 3. class 6. Readiness for socially responsible position. Learner: 6.1 scored his and other action, describing it as good or bad, and bases its assessment; 6.2 develop a positive approach to life (optimism); 6.3. understands the importance of the assistance is helpful; 6.4. assess sharing joy (could share with others); 6. follow the developments in nature, interested in them, you up on living beings; 6.6. aware of its relation with the environment and responsibility for it; 6.7. is different to your health safe and unsafe environment; 6.8. assess how important it is to take care of health; different health and environmental-friendly and hostile action; 6.9. aware that can participate in decision-making and in implementing them in the family, classroom, school, 6.10. conscious family, native places importance in your life; 6.11. the check in everyday situations evaluated several alternatives and adopt economic choices in a decision situation. 7. Social and economic developments and personal development study and interpretation. Learner: 7.1 can tell you about what it can do and can teach others; 7.2. can work across other thoughts are heard-in, sees the other's needs and performance of the work under the teacher's instructions; 7.3. can tell you about their feelings, when a received love, caring, forgiving and when it provides; 7.4. are friendly, willing and responsive when working across; 7.5. working, suggests how to improve the classroom or school environment; 7.6 follow team rules; 7.7. know how to tell you about the pair (or group) get the job done; 4.8. can schedule a time machine to the job training, to choose and keep order training task training required for accessories; 4.9. ability to meet learning tasks in sequence according to the teacher's instructions or task description above; 7.10. valued and peer after a teacher given the achievements of the model; 7.11. showing the desire to obtain information about the personal and social development issues; 7.12. find the task of training the information needed to make the teacher information sources specified (Latvian card drawing, reference literature, graphics, simple conversation with peers, the media, the internet); 7.13. the instructions of teachers use different modes of acquisition (interviewed by questionnaire in observed); 7.14. know how to find and use the information required for this task; 7.15. know how to correctly use social studies concepts (according to the standard of essential requirements for the section "understanding about human and societal development processes and interrelations"); 7.16. know how to organize your life, your family (family) events in chronological order; 7.17. understand that every action has consequences; 7.18. able to express their views; 7.19. the management of teachers know how to prepare for the conversation (to prepare questions, to arrange the meeting); 7.20. teacher leadership in development issues and take the survey. 8. the understanding of the human and society development processes and interrelations. Learner: 8.1 could tell and examples illustrate that honesty, čaklum, kindness and love are important moral values; 8.2. know how to identify and justify yourself significant moral character; 8.3. the conscious and with examples illustrating that the human ethical behavior may be determined mind, feelings and willpower; 8.4. understands that people might have different ethical views, and with examples from your experience illustrates the different behavior, actions, attitudes and relationships; 8.5. identify characteristics that contribute to favourable exposure; 8.6. can choose proper behavior in a specific situation (for example, in school, on the street, on public transport); 8.7. describes himself as part of nature and society (biological and social life); 8.8. compare common and distinct different people (e.g., interests, values, appearance, beliefs); 8.9. recognize various emotions; the ability to associate emotions with the events;
8.10. know what is required for the physical and mental development; 8.11. can explain why care about health; 8.12. knows how to take care of your health in everyday life (personal and dental hygiene, a healthy diet and physical activity); 8.13. know about the role of medicines health restoration and conservation and uncontrolled use of medicines the possible consequences; 8.14. know about household chemicals and medicines for possible health effects (poisoning and addiction development); 8.15. know that smoking, alcohol and drug use, as well as excessive gambling and computer games adversely affect health and uptime; 8.16. knows how to save his own and other people's safety in the home, on the street, in school; 8.17. know and follow the rules of the road, providing pedestrian and passenger safety; 8.18. know what is violence, violence; know where to look for help in the event of accidents and how to handle cases of domestic violence; 8.19. evaluate environmental cleanliness, safety, beauty; 8.20. know basic human needs; know how to distinguish between the desires of the needs; 8.21. understands that each person can have a labour force, and could tell what the person can offer the labour market (physical strength, knowledge, skills, skill, experience, aptitude); 8.22. know that is money, and with examples, tell me about the money; 8.23. can tell about family and native significance in their lives; 8.24. used the concept: a group of people, relationship, responsibility;
8.25. can tell you about the Latvian capital, Center in your area, your city, County; 8.26. recognize your parish (town) and, the symbols of Latvia knows it, knows the public holidays and can tell you about their tsoukalas school; 8.27. can tell you what made the citizens of the municipality; 8.28. understands that each person has rights and obligations; know how to identify the main rights and duties of the child, which students must take in everyday life (family, school); 8.29. know your rights and responsibilities in the family, classroom, school, 8. know that there are different rules; understand what may be the consequences of not respecting them and observing; 8.31. know that Latvia is in Europe; 8.32. know that the different nationalities living in Latvia. 9. Learner attitudes characterized this annex 6.2, 6.3, 6.4, 6.5, 6.8, 6.11., 7.4 and 7.11. the requirements referred to in point. IV. Requirements subject learning, finally 6. class 10. Readiness for socially responsible position. Learner: 10.1 understands the link between conduct and consequences; expresses his moral choice; 10.2. aware of the importance of the purpose of life and can tell you about your life purpose to others; 10.3. using his experience and artistic imagery, explains the importance of solidarity and helpfulness of human relations; 10.4. assess the need and donating donation benefits; 10.5. conscious of the value of life; the show's gentle treatment of living beings; 10.6. different lenient and ruthless actions against the environment and environmentally considerate action; 10.7. evaluate health-enhancing environment; 10.8. is aware that the man himself is responsible for his health and safety; evaluate your health, influencing habits; 10.9. know how to use school facilities in order to improve the school environment; 10.10. evaluate family, home, homeland as important values in their own and other people's lives; 10.11. recognises the other's right to a different opinion; 10.12. the economic situation, evaluate alternative choices, with economic considerations justify their choices and decide how to proceed. 11. Socio-economic developments and personal development study and interpretation. Learner: 11.1. understands the benefits of cooperation; 11.2. assess your ability to execute different social roles, learning group; 11.3. pr work group-listen and think about other beliefs, without making hasty conclusions, recognize the different needs and interests, and take into account other thoughts, emotions, experiences, attitudes, beliefs; 11.4. assess group benefits and potential difficulties in learning objectives; 11.5. the ability to get into other people's situation and is aware that another man's conduct set their values, beliefs, beliefs; 11.6. are friendly, willing and responsive to all members of the Group; 7.3. Working Group, engage in collaborative problem (not hearing voices, domination, personality, rather than believe the criticism) in constructive solutions; 11.8. the development of the group in terms of employment according to training exercise; 7.4. able to give an oral report on the results of the work of the Group; 11.10. know how to predict the learning task required; 11.11. the ability to sequentially execute learning task and plan training task; 11.12. pr work with the teacher to formulate learning achievement criteria and judged its performance under the peer and criteria; 11.13. could purposely ask questions about the topic in question; 11.14. know which information sources to searchable information on sociopolitical, economic issues; able to independently find different information sources (reference literature, media, datorresurs) and use the learning tasks; 11.15. interviewing, conversations, listening to and reading the other narrative can get the information you need about personality and society; 11.16. According to training exercise different relevant information from a minor; 11.17. to use social science terms (according to standard requirement section in "understanding about human and societal development processes and interrelations"); 11.18. can be arranged in chronological order of their County, municipality, Latvia's most important events; 11.19. can different life situations to discern and assess cause and effect mijsakarīb; 11.20. can see different opinions, can articulate their views; 11.21. know how to prepare for interviews, interviewing, collecting and design interview materials; 11.22. can by working group to draw up a questionnaire, take the survey, collect and format the results of the survey; 11.23. pr with tolerance to treat different values, beliefs, convictions. 12. the understanding of the human and society development processes and interrelations. Learner: 12.1 explain how ethical value in understanding the impact on public perceptions and militaristic habits; with examples illustrating how people's ethical beliefs affect their character; 12.2. can explain, based on personal experience, which is the ethical ideal of what is moral and what is not moral (internal, external factors) that has a conscience; 12.3. explain that influence ethical choices (ethical conviction arising from a world view, values); 12.4. can tell why people are different, the human reason is the diversity of their views, values and beliefs; know how to discern and describe the full equal of mutual respect, fair and gentle to the touch; 12.5. understands that human action is determined by the internal and external control mechanisms; 12.6. understands the causes of disagreement; evaluate the importance of decent behavior in promoting cooperation; 12.7. know how to politely to behave on the streets and public spaces (such as shops, public transport, theater, sacred sites); 12.8. know what behavior promotes good mutual relations; understand your options to get positive emotions; evaluate the relationship and the importance of friendship in human life; 12.9. the nature of various pr emotions and understand their ability to influence other people's emotions; 12.10. understand human growth and development process of a person's life: birth, childhood, adolescence, youth, maturity, old age and death; 12.11. know about changes in boys and girls body in adolescence; 12.12. understands that grows and develops a change in responsibilities, responsibilities, and relationships between them; 12.13. understand how gets the responsibility of mutual caring and family; 12.14. evaluate health as a basis and the importance of healthy lifestyles; 12.15. know how nutrition and physical activity affect health; knows and can explain the basic principles of healthy eating; know how to choose a healthy diet; 12.16. understand why you need to observe personal hygiene and to plan the work and leisure time; 12.17. know how to protect yourself from the most common skin diseases; 12.18. know the addictive substances; understand the smoking (passive smoking), alcohol and drug effects on health and functional capacity; 12.19. know what is violence, violence, know where to look for help in the event of accidents and how to handle cases of domestic violence; 12.20. knows how to handle accidents and provide basic assistance the victim; 12.21. know and follow the rules of the road (also on bicycle safety) and the provisions of other safety regulations; 12.22. understands the people, institutions and countries, the importance of cooperation in the maintenance of clean environment; the example illustrates how human activity affects the environment; 12.23. different people's main economic needs and social needs; know how to express his, family economic desires and needs; 1.13. understands the role of consumers, aware of the obligations and rights of the consumer; 12.25. know that resources are limited; can you describe the activities in the near vicinity (Parish/City/Neighborhood); 12.26. know how to identify the main types of taxation, illustrate with examples; 12.27. understands the importance of work in building the human welfare and with examples to illustrate where the knowledge, education, susceptibility helped people to become more prosperous and rewarding; 12.28. know the properties and functions of money, know your knowledge to illustrate with examples; 12.29. describes the family, home, homeland as important values in their own and other people's lives; able to tell you about 12.30. Latvian district and its neighbouring countries; 12.31. know how to tell you about the Latvian State symbols, official holidays and Memorial days (for example, 25 March, 14 June, January 20); 12.32. key public can know: the judiciary, the legislature and the Executive branch can; 12.33. describes and illustrates with examples of democracy as a political regime and lifestyle; able to tell you about 12.34. national targets; able to tell you about 12.35. rights and duties of the child; 12.36. can be illustrated with the example of the relationship between the rights, responsibilities and duties; 12.37. know that the breaches of the law may be subject to a penalty; 12.38. knows the major cultural areas (education, religion, art, literature, folklore, ethnography) and occupation, have an understanding of municipal organization; 12.39. compare and able to see various people's common and distinctive features of their expression in the custom and tradition; 12.40. know that Latvia is a Member State of the European Union. 13. Learner attitudes characterized this annex 10.2., 10.5, 10.6, 10.7, 10.8, 10.11 10.10.,., 11.3.,., 12.8 and 12.14 11.6. the requirements referred to in point. V. essential subject learning, finally 9.14. Readiness class socially responsible position. Learner: 14.1 expresses his moral choices, it is based; 14.2. the ability to participate in the discussion of important existential issues (such as love and hate, life and death, the secular and the sacred, the meaning of life); 14.3. the ability to evaluate their own actions using ethical reasoning, if necessary, to admit his mistakes and prejudices and change; 14.4. is indulgent toward the different (except in the case of violating personal and public safety); 14.5. aware of the importance of altruism; understand the donation, sponsorships, patron, philanthropic, giving them with examples; 14.6. to respect the value of human life; know that there are different views on cloning, abortion and euthanasia, the limit is your position on this issue; 14.7. valued local and national impact on nature and human health; 14.8. understands the health-enhancing environment principles; 9.3. aware of your habits that affect health, based their choice; determine its own and society's responsibility for health and safety; evaluate the benefits of a healthy society; 14.10. know and practice the use of civil participation in the school, the municipality and the national process; 14.11. appreciates the role of the family in the socialization of personality and in writing; 14.12. understands that people have different religious, political and other beliefs; be tolerant toward minority views; 14.13. check the situation, based on economic considerations and respecting fairness, justice and humanity principles, evaluated several alternatives, predicts the decision taken by the consequences of the implementation and operation of decision; 14.14. aware of the work's value. plan your future professional activities, assessing their abilities, interests, and society; 14.15. understands the nature of e-services and know where to look for information about State and local government e-services. 15. the Socio-economic developments and personal development study and interpretation. Learner: 15.1 with examples illustrating the successful cooperation; 9.4. expresses their views or offer a solution to the problem and hear different views of common learning and social objectives; 15.3. can match their needs, and finding solutions to the problem;
15.4. the ability to accept the compromise of common learning and social objectives;
15.5. training and social objectives provide support to other team members; 15.6. to manage their emotions and interact in cooperation; 15.7. accept and respect other members of the Group (tolerance); 15.8. cooperate with other local community by participating in important projects; 15.9. taking responsibility for their contribution to the common learning objectives; 15.10. the objectives of the Group develop and, if necessary, propose the change group work rules; 15.11. to publicly speak about the pr team results; 15.12. know how to evaluate the training time and make any necessary adjustments; 15.13. know how to plan a teaching order, in the course of learning to interpret your learning and make the necessary adjustments to the training task order; 15.14. has found himself the best way to organize learning, and the ability to tell others about it; 15.15. pr with group members to formulate criteria for learning outcomes and evaluate their students ' performance and other appropriate criteria; No 15.16. using focused questioning as a personality and society research tool; 15.17. understands and accepts the idea that the one question on personality and society can be more correct answers; 15.18. appropriate training purpose independently select and use appropriate sources of information; 15.19. critically evaluate, select and use appropriate for the task of training the acquisition; 15.20. appreciates the different ways to structure and collect information using graphical shapes (tables, diagrams, mind maps); 15.21. choose and correctly use social science terms (according to standard requirement section in "understanding about human and societal development processes and interrelations"); 15.22. able to predict the consequences of their actions, based on cause and effect mijsakarīb understanding; 15.23. able to analyze different opinions in assessing the facts and arguments to defend your views; 15.24. pr according to the objective to analyze, evaluate, and use information obtained in the interviews; 15.25. pr according to the task to draw up a questionnaire, collect and analyze survey results. 16. the understanding of the human and society development processes and interrelations. Learner: 16.1. know how to tell you about the ethical value of standing in the world and described universal ethical values: goodness, fairness, justice, tolerance, compassion, confidence, freedom, and a reverence for life, sincerity, friendship, love, solidarity, respect, responsibility; 16.2. can you describe the ethical basic values of Christianity, folklore and their interaction with sekulāraj values; 16.3. know how to describe at least two different social groups ethical ideals, using examples from the life, history, the arts; 16.4. describes the human inner world as conscience, mind and feel as a whole;
16.5. know how to explain what is the freedom of the will and as personal choices affect personally accepted ethical values; 16.6. describe your family's ethical values and appreciates the contribution of the family to their personalities. 16.7. recognizes and describes the internal and external control mechanisms that determine human behaviour and relationships; 16.8. know about the types of conflicts and can offer their own conflict resolution; 16.9. has mastered the basics of applied communication; 16.10. understands the positive relationship building; 16.11 understands the different emotions and stress causes; know how to overcome negative emotions and stress, how to handle the psychological crisis; 16.12. understand the physiological changes during adolescence and young body; understand how young people's spiritual development (evolving intelligence, personal attitude, value system, iejūtīgum to other people); 16.13. know about mental development for different paths (for example, self-discipline, pašizziņ, prayer); 16.14. understands the nature of sexuality, gender roles; aware of the value of gender equality; 16.15. know about the sexual deviations, the sex industry; 16.16. understands the essence of family partnership and mutual responsibility and expressed his views on family values (love, mutual respect, responsibility, trust, integrity); 16.17. aware of the importance of family planning and options, including contraceptive methods; 16.18. understands the physical and mental health relationships; 16.19. understands and describes his habit of health effects; 16.20. understands the importance of physical activity in human health, know how to choose the appropriate physical exercises, and determine the desired load; 16.21. understands the basic principles of healthy eating, understand the unhealthy food on the body and the development of various diseases (diseases of digestive, metabolic, anorexia, bulimia; 16.22. know the infection mechanisms; know how to protect yourself from sexually transmitted infections and HIV/AIDS; understand sexually transmitted infections and HIV/AIDS prevention; 16.23. understand that addiction is a disease; establish and justify the addictive substance use causes; understand the addictive substance effects on people's physical, mental and social health; 16.24. know how Latvia's laws regulate the addictive substance use and dissemination; 16.25. know how to provide first aid according to the situation (where you can help yourself or others) know how to call the emergency services, the ability to provide emotional support in difficulties; 16.26. know and follow the road traffic regulations (also for cyclists and motorised driving safety) and the provisions of other safety regulations; 16.27. knows how to handle dangerous situations at home, on the street, on the water, the mountains, the forest, in the event of fire, contact with conductive objects; 16.28. understands the interaction between man and the environment; know how environmental chemical, physical and biological pollution affect human health; 16.29. conscious and justified the protection of the environment and the importance of measures to organize; 16.30. know how Latvia's laws governing the protection of the environment; 16.31 know human economic activities and principles, human economic needs, desires, and demand and supply patterns, price formation principles, factors of production, business lines and financing sources, the country's economic system; 16.32. know how to act to defend the rights of the consumer; 16.33. know what is business, and know how to describe it; 16.34. know what is taxes, understands their need; know how the tax is levied; know how to calculate the main taxes: value added tax (VAT), social insurance contributions, income tax; measuring 16.35. know the job market and what are the opportunities to participate; 16.36 detailed checking. know what is unemployment, with examples can be described it and know what state social guarantees; 16.37. use mathematical skills financial calculations (for example, currency exchange rates, interest, tax calculation); 16.38. the importance of the family nature of personality and socialization in writing; 16.39. knows and can tell you about family law, and the nature of the marriage contract; 16.40. know and understand the concepts: the family, population structure, demographic policy, demographic indicators; 16.41 checking can be explained and reasoned. to demonstrate that the choice of the professional activities is one of the factors that determine a person's place in society; 16.42. knows the country signs, can you describe the democratic and non-democratic country; 16.43 know Latvian State symbols; 16.44. know concepts: can, State, democracy, elections, national, naturalization, Executive, legislature, judiciary; 16.45. know the three main types of power (legislative, Executive, judicial) and their functions, with examples illustrating the implementation of life; 16.46. featuring prezidentāl and parliamentary facilities; 16.47. know their tasks and explain the internal and external functions; 16.48. know justice, know how to call the concept of human rights and aware of their rights; able to tell you about 16.49. the role of the Court the individuals, society and public life; 16.50. legal action could distinguish from unlawful conduct; 16.51. knows the international impact of the laws the laws of Latvia; able to explain and illustrate the concepts with examples: referendum to ratify; 16.52. know the constitutional (Constitutional) importance in a democratic society and explains to what values it is based; able to distinguish 16.53. what processes governed by Latvian law: law of civil procedure, criminal law, labour law, administrative procedure law; 16.54. know concepts: sovereignty Convention, Republic, unitary and federal States, globalization; explain the terms: nation, nation, ethnicity, nationality, national; 16.55. know why the European Union is created, how it works, what are its activities; 16.56. know why created the Council of Europe, NATO, the UN and what are their activities; 16.57. the tell, which is able to globalization, what are its manifestations in Latvia and in the world; 16.58. know the concept of "sustainable development" and sustainable development with environmental, economic and social fields. 17. Learner attitudes characterized this annex 14.2 14.3, 14.4, 14.5, 14.6, 14.9, 14.11, 14.12.,.,.,., 14.14 15.6 15.7., 15.9. and 16.29. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 19 Cabinet 2014 12. Regulation No 468 august housekeeping and technologies. Subject reference 1.-9. class i. General questions 1. elementary education standard "housekeeping and technology", at least 75% of the trainees learning time should be given to skill learning and practice experience building starting with 5.2 class, household and technology learning, learners are organised in class dividing into two groups. 3. Product manufacturing process learning school offers students two similar programs, which vary mainly with the construction materials used for the products and their processing characteristics: technology I-textiles and similar materials technology; technology II-wood, wood, metal and other similar materials technology. 4. the learner each year selects one from the school offered the technology learning programs. II. purpose of the subjects and tasks 5. Subject "housekeeping and technology" aims to develop learner awareness of human habitats safety and quality conditions and possibilities for improving them, promote learner practical action and social cooperation skills, everyone to independently plan and organize personal housekeeping, to fulfil the conditions of adequate security to handle extreme situations and with the understanding and the creative process involved in implementation. 6. the subjects of "housekeeping and technologies ' mission is to create opportunities for trainees: 6.1. extract knowledge and enhance understanding of personal housekeeping nature, structure and versatility, to develop skills in planning and home work;
6.2. practical action to build and creative use of different materials handling and product-making skills while gaining understanding of technological progress; 6.3. to develop the skills to solve problems, develop self-confidence and develop individuality, get creative and personal self-expression experience, realize their interests and ability to discern the subject of experience gained in the use of the household, free time organizing and career choice; 6.4. to gain knowledge of the basic conditions of security and awareness actions in extreme domestic situations. III. Subjects of the minimum content of 7. Knowledge and understanding of the human dzīvesvid: 4.4. housing; 7.2. Security; 7.3. the home work planning; 7.4 clothing; 7.5. the diet; 7.6. the shopping basics. 8. the technology secure, practical and creative use of human habitats for improvement: 8.1. product ideas, intentions and design; 8.2. Design; 8.3. manufacture; 8.4. the technological process and product safety assessment. 9. the identification of their resources, habitats: 9.1. contribution to the maintenance and alteration of habitats; 9.2. self-expression and creativity; 9.3. the result as a human value; 9.4. the cultural heritage significance of the multicultural society. IV. Requirements subject learning, finally 3. class 10. Knowledge and understanding of the human dzīvesvid. Learner: 10.1. understands that the people's housing, furnishings, and household over time has changed, see the main differences; 10.2. knowing how to effectively organize your work area; able to maintain discipline in the workplace; 10.3. is aware of the harmful, dangerous risk factors, consequences of the residence, which could lead to inadvertent result (with fire, electricity); know where first aid; 10.4. sees a home the diversity of materials used; 10.5. know basic daily activities ensuring cosiness; participate in home work; 10.6. recognize the common home of the instruments and tools used (for cooking, home and garden care), able to act with them; 10.7. understands the home work center saving; 10.8. is familiar with home use municipal waste sorting and recycling main modes; 10.9. the different types of clothing (school, home, holidays, sports, work clothing); know how to take care of their basic clothing and footwear; 10.10. different healthy and unhealthy foods; understand the importance of the mode of eating of human health maintenance; understand that food products should be used economically; 10.11. can you describe the quality of food products by their external characteristics, to cook simple dishes without using heat treatment; 10.12. can present the table for easy everyday meal deal with cutlery, behave with meals; 10.13. realizes that purchasing products, you must evaluate the quality, need, price; knows to keep purchases supporting documents (receipt). 11. Technology practical and creative use of human habitats. Learner: 11.1. understands that the subjects and things have certain human activities; 11.2. sees the need for making the product and its capabilities to perform (for example, gift, holiday scene); 11.3. the ability to gain natural, cultural heritage objects, music, as well as other environmental process momentum a simple product design; have the experience to build and design your ideas of sketch; 11.4. can find and use the information from the pupil's age appropriate periodicals, books; 11.5. understands the importance of instructions as a source of information for the proper action; constructed objects and models for technical drawing, diagram, or master; 11.6. can economically use raw materials and materials in the course of writing the article; 11.7. can maintain order in the place of work; 11.8. able to technically correct work with simple hand tools, and accessories, making the material Division, pre-treatment, coating, folding, weaving, painting, gluing and mechanical; 7.4. can cook simple objects, room decorations, wrap and design gifts (aplicēj, creating a circle, Pinot, by licked), using textiles, paper, plasticine, wires, natural materials; have the experience to operate carefully, independently or together with others, to complete the work and to prepare a joint evaluation of the results; know and comply with the safety rules; 11.10. the ability to evaluate its activities and the results achieved; Learn to see the positive developments in their own and other's work. 12. the identification of their resources, habitats and perfecting. Learner: 12.1. aware of its participation and contribution to the daily home work; evaluate the beautiful décor of human habitats; 12.2. understand how hours acquired knowledge and skills are used in the home (household), free time (leisure) and various occupations; 12.3. aware of the uniqueness of the product manufactured, usefulness, feels it as a form of self-expression and affirmation of his ability; 12.4. conscious of consumable resources at home and the need to conserve them; understands that people have physical energy, time and mental effort; 12.5. see craftsmen use the product aesthetic and practical importance of the home environment. 13. Learner attitudes characterized this annex 10.7., 11.10., 12.1, 12.2, 12.3.., 12.4 and 12.5. the requirements referred to in point. V. essential subject learning, finally 6. class 14. Knowledge and understanding of the human dzīvesvid. Learner: 14.1 able to compare and understand the difference in home work planning and now the oldest, the difference in rural and city home; 14.2. understands the comfortable and beautiful room Setup basic principles; understand the rational of work placement and order of need; 14.3. sees an increased danger of objects and phenomena of dwelling and explains what precautionary and safety measures to be taken; aware of the consequences of what might occur, inexpertly handling tools, devices; know how to handle an accident; 14.4. evaluate the appropriateness of the material and choose best fit; 14.5. understands that home work must be planned jointly, each family member takes on certain obligations that must be carried out regularly; the ability to manage your time home work; 14.6. understand how the economic use of the equipment and devices, choose the right tools for the job (after the power consumption and operating rules); 14.7. understands the economic importance of farming people's quality of life and the environment; 14.8. know that household waste recycling and household chemicals a reasonable use of the environment; the nature of the various clothing 14.9.; aware of suitable clothing appropriate to the situation check the need and choose it; know the clothing care options; 14.10. know how the menu creation you can use nutrition or diet pyramid circle; Describes the product storage; understand how the cooking process results in loss of nutrients; 14.11. appreciate food and food quality after their organoleptic characteristics, determined to cook after recipes; 14.12. know how to present the table according to the menu, to teach and to design a food behave at the table, according to the accepted norms of behaviour; 14.13. understand how rational and environmentally beneficial to choose and buy everyday goods; understand why save purchases supporting documents (receipt). 15. practical technology and creative use of human habitats. Learner: 15.1. understands that the mintage of products from conception to ready to take in a particular order; 15.2. sees a need for product or technical solution in the House; able to describe and justify their action plans for implementation; 15.3. to know and analyze ethnographic material and sees opportunity in the creative modern ethnographic articles; know how to create a simple composition and/or drawings in one or two views; 15.4. is familiar with the acquisition opportunities (also using modern information technology) and use, able to find the necessary information in different sources. 15.5. know how to create and use simple sketches, technical drawings and/or drawings, diagrams to plan practical action, inform the other, used in the manufacture of the product; understand the instructions and instructions for use and their consequences; 15.6. can choose the product roadmap for the implementation of the necessary materials, calculate their costs, quantities, use and combine different materials; 9.8. Prot choose Tools, materials and equipment the rational jobs appropriate technology; 15.8. able to take the traditional tekstiltehnik-crochet, knitting, embroidery-and other technology (after teacher's choice) or the ability to make hard material machining operations-sawing, forging, metal wire, metal folding folding, drilling of various materials-and other technology (after the check teachers) operations; 15.9. Mon rational order to make simple practical or decorative products using a variety of materials handling; know how to perform post-processing products; know and comply with the safety rules; 15.10. the ability to evaluate their own and others ' work according to the criteria; able to see the positive developments in its own and other work; see the product. 16. the identification of their resources, habitats and perfecting. Learner: 16.1. aware of its investment, family duty, kindness to the environment in which it is located, the need to maintain and preserve; 16.2. sees that household lessons learned knowledge and skills complement home lessons learned, assess the work of the House planning, their dietary habits and home; 16.3. sees the opportunity and realize that the same kind of product you can empower yourself for certification and can have a practical use; 16.4. sees patterns among the major household resources and saving the need, the meaning of life; aware of the man's work as a value to the emergence and maintenance of habitats, understand that these resources are collectible; 16.5. conscious of tradition and folk art meaning and use in our days the decoration, clothing, table mats, diet, linking it to their personal quality habitats. 17. Learner attitudes characterized this annex 10.7., 15.10., 16.1, 16.2, 16.3., 16.4 and 16.5. the requirements referred to in point. Vi. Requirements subject learning, finally 9. class 18. Knowledge and understanding of the human dzīvesvid. Learner: 18.1 see the material and spiritual unity of culture, learning about ethnography, craft, applied arts; 18.2. the basis for the main housing to pr a rational and aesthetic decor; able to rationally organize your work area for performing actions;
18.3. describes the safe disposal of the equipment, devices, can see the faults, signs of damage, knows how to handle accident prevention; know what to do if things go wrong, and know how to provide first aid; 18.4. understands the material economic, ecological and appropriate use criteria; 18.5. know how to plan, organize and manage home cleaning, home improvement; understand the need for repairs; the ability to engage in practical progress; 18.6. understands the home hygiene and cleaning, household chemical products safety, impact on the environment and human health; 11.6. know, what are the criteria for the choice of simple equipment, understands the benefits of exercise compared to the instruments; 12.8. able to economically use, conserve your household resources are used (time, electricity, fuel, human energy, finance); 11.7. can you describe the ecological farming, household waste recycling opportunities in your House, in town, in the region; assess the unthinking use of household chemicals; 18.10. to know the criteria for selection of clothing (fashion, style, functionality); know how to choose and use various clothing care products and accessories; 18.11. know full diet (nutrition organic, energy), how can vary and interchangeable products; appreciate your menu, under the healthy diet and economic conditions; know which products processing and cooking types enable you to maintain their nutritional value; 18.12. appreciate food quality and to make proposals for improving the taste, to plan the theme, choose dishes that apply to it to prepare food according to the recipe, to design and present it; 18.13. know different types and styles of table-mats, can the present table; aware of the basic rules of behaviour; 18.14. ability to assess critically the need of goods, service, quality, and cost; understand why must be familiar with the information on product labels, pr to examine. 19. practical technology and creative use of human habitats. Learner: 19.1. options and see the ability to provide high-quality proposals to change and alteration of habitats, respecting safety conditions; evaluate your investment home maintenance and modification of the environment; aware of their opportunities for sustainable development of society; 19.2. independently able to evaluate the need to solve practical problems; able to choose appropriate and their possibilities of appropriate technological solutions; 19.3. able to independently create a composition using the various sources of the initiative (for example, ethnography, folk art, crafts, art, professional nature), for the manufacture of the subject required sketch, technical drawing, drawings; can be used from a variety of sources of information for drawings, patterns; able to justify and to predict their ideas and activities; 19.4. can get the necessary information from various sources, process, analyze and judge its reliability; 19.5. independently create, modify, and use more complex range of technical drawings and/or drawings (three views), as well as plans and wiring, construction of kinematic scheme of the Act in accordance with them; 12.2. can select (by technological and economic calculation) the optimum variant of conception; evaluate the quality and the cost of materials, machines, equipment, appliances, tools; 19.7. the ability to evaluate the degree of wear of the tool and its effect on material handling and safety, ability to prepare materials and tools and make the instrument maintenance; 19.8. able to take the traditional tekstiltehnik-knitting, crochet, weaving, sewing, embroidery, fabric printing, painting-and other technology (after teacher's choice) or know how to order quality rational conduct various hard materials handling operations-planing, turning, details, surface treatment, working with his hands and electromechanical instruments, machines, machine tools and equipment at; know how to make a simple wooden or metal parts repairs; 12.4. can choose to combine relevant technology for the implementation of your ideas, they use the products in a systematic manner in the course of writing and human habitats qualitative transformation; the ability to spot new, unconventional material use quotation and the choice to use their creative products; manufactures the product using the necessary tools and materials, subject to the requirements of the product quality and consumption of material resources; know and comply with the safety rules; 19.10. ability to independently assess the process plānveidīb, continuance, the result of compliance with the roadmap, the product's technical and artistic quality, functionality, according to the criteria and base your rating. 20. awareness of their opportunities to improve habitats. Learner: 20.1. options and see the ability to provide high-quality proposals to change and alteration of habitats, respecting safety conditions; evaluate your investment home maintenance and modification of the environment; aware of their opportunities for sustainable development of society; 20.2. understands the usefulness of learning subjects in everyday life, eco-friendly materials, and access to, quality of habitats and career choice; 20.3. aware of its possibilities of personal expression of individuality, leisure, housing, darin out by sewing or by the Assembly of clothing, taking guests; 20.4. see and assess the people's work and its results-things obtained from resources; aware of the economic exploitation of the need to preserve the environment and to conserve financial resources; with respect to the treatment of her and other performances; 20.5. to see and evaluate the Ethnography, craft, applied decorative arts (design) as the nation's cultural heritage and values that can enrich the multicultural society in Latvia and in the world. 21. Learner attitudes characterized this 12.8. Annex, 18.13., 19.10., 20.1, 20.2, 20.3., 20.4 and 20.5. the requirements referred to in point. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 20. Annex Cabinet 2014 12. Regulation No 468 august sports. Subject reference 1.-9. class i. aim of the subjects and tasks 1. Subject "sports" is to improve the knowledge and awareness of a healthy lifestyle, the importance of regular physical activity in the preservation and strengthening of health, promoting the desire to engage diverse sporting activities learning and improve physical ability and fitness. 2. Subject to the "sports" job is to create the opportunity for learners to engage in systematic 2.1: physical activity according to the trainees in the health situation, strengthening and improving health, developing physical abilities, promoting harmonious physical and mental development; 2.2. to promote awareness of the health, physical, environmental and sports specific exercise, interaction; 2.3. promoting the understanding of the behaviour and safety rules of various sports and physical activity events; 2.4. acquire the playground and exercise of various sports and exercise of competences; 2.5. to acquire and develop independent work and collaboration skills; 2.6. to promote interest in the sport, positive and active attitude to major sports events in your region, Latvia, Europe and the world. II. minimum content of subjects 3. Knowledge and understanding of sport: sport and health 3.1:3.1.1. personal hygiene rules and norūdīšan physical activities; 3.1.2. behavior, security, sports and games the main provisions; 3.1.3. feel control, first aid and trauma symptoms of the disease; 3.1.4. correct posture and physical activity of positive effects on the human body; 3.2. public-the most significant sporting event in Latvia, Europe and the world. 4. Basic skills of sports and exercises: vingrojumo 4.1. individual sports-gymnastics in sports related (acrobatics, aerobics), athletics, orienteering, dance; 4.2. sports games-basketball, football, volleyball, handball, Floorball, badminton, frīsbij; 4.3. According to climatic conditions and educational materials, technical support in one of the following sports-skiing, skating, swimming. 5. Physical development and health strengthening. 6. Public and personal life of the necessary basic skills. III. Essential subject learning, finally 3. class 7. knowledge and understanding of sport. Learner: 7.1. sports and health: 7.1.1 understands and respects the sport clothing, fitness classes, indoor and outdoor conditions; 7.1.2. the understanding of the environmental factors-warmth, air, Sun, wind-meaning of norūdīšan in the process of the organism; 7.1.3. the teacher understands and respects the most important leadership behavior and safety rules the playground; 7.1.4. know what actions to take trauma and poor feel; 7.1.5. to systematically learn the sports exercises his body and right into development; 7.2. interest in and know how to tell you about sporting events and classes in your school. 8. Key competences for individual sports and exercises vingrojumo. Learner: 8.1 gymnastics in sports related: 8.1.1. able to hover and perform pārvēlien (tumbled); 8.1.2. the pārattīstošo exercise of individually and in pairs; 8.1.3. know how to perform the exercises correctly into the building; 8.1.4. able to perform ordinary training: counting the ways, turns on the spot; 8.1.5. the walking and jogging; 8.1.6. know how to overcome various obstacles (missed pārrāpjot, crawling,, puffing, walking); 8.1.7. the balance of the Executive exercising; 8.1.8. able to jump up to the platform and jump out of it (maximum height-30 cm); 8.1.9. the execution of music; 8.2. Athletics: 8.2.1. know how to start the race from high startup; 8.2.2. able to move šķēršļot area; 8.2.3. know how to perform the exercises to throw from the location (target, distance); 8.3. skiing: 8.3.1. know how to brake and fall; 8.3.2. executing a pamatstāj ride and turns, shuffled through the skis on the spot; 8.3.3. able to move into the area; 8.4. swimming: 8.4.1. Prot afloat; 8.4.2. pr through breathing, hand and foot action exercises; 8.5. the dance can individually meet the national dance basic steps (walking, trotting, gallop, jump the steps). 9. Basic skills of sports gaming exercises. Learner: 9.1 can perform exercises with balls of different sizes; 9.2. can make a capture and throwing exercises; 9.3. can make throwing exercises a horizontal and vertical target; 9.4. able to drive the ball with hands and feet, stop moving the ball. 10. Physical development health strengthening and improvement of the coordination role of the learner, speed, endurance, flexibility and strength exercises twice a year, presenting the individual results of development dynamics. 11. Public and personal life of the necessary basic skills. Learner: 11.1. can I find information about physical activity in your school and engage in them; 11.2. can use common sports equipment; 11.3. understands the different sports equipment use of exercises; 11.4. the study followed playground rules; 11.5. understands the human physical differences and accept them. 12. in the learner's attitude typified the 7.1.1, 7.1.3, 7.2, 11.1, 11.2, 11.4 and 11.5.. the requirements referred to in point. 13. This annex 8.3 and 8.4. the requirements referred to in implementing this annex, taking into account the conditions referred to in paragraph 4.3. IV. Requirements subject learning, finally 6. class 14. Knowledge and understanding of sport: sport and health, 14.1. Learner: 14.1.1. aware of the importance of sport clothing, personal care, in compliance with the provisions of the various sports activities; 14.1.2. know and understand the importance of the environment and norūdīšano as a preventive measure against colds disease using environment physical activity; 14.1.3. know and understand the behaviour and safety rules sports and activities; 14.1.4. know your body's functions in physical activities and understands the need to take care of the correct posture; 14.1.5. know and teacher leadership able to determine heart rate during exercise, follow first aid provisions of the sports and activities; 14.2. know and understand the most important teaching sports; 14.3. using information sources and interested in the most important sporting events in your area, in Latvia and the world, the Olympic Games emblem and cultural meaning. 15. Key competences for individual sports and exercises vingrojumo: 15.1 in the gym and in related sports. Learner: 15.1.1. know how to execute the pārmetien aside, into the neck; 15.1.2. know how to build the pyramid illustrations; 15.1.3. jumps over obstacles; 15.1.4. able to perform ordinary training: upgrading, retošan and closing up, turns to change the direction of motion; 15.1.5. the pārattīstoš the exercise of General musical accompaniment; 15.1.6. know how to execute the special into a forming exercise series; 15.1.7. pr through the figurative walk; 15.1.8. know how to execute the balance exercises; 15.2. Athletics: 15.2.1 could start a race from the pole in the Earth; 15.2.2. know how to execute the jump distance, high jump with leaps of strode, to overcome obstacles to the area; 15.2.3. know how to throw a ball with 3-5 steps run; 15.3. skiing (depending on region): 15.3.1. able to move from one step to another ski; 15.3.2. able to choose paddling into; 15.3.3. know how to perform the exercises in motion, turn to overcome growth; 15.3.4. know how to select the best braking; 15.3.5. know how to fall correctly, ride; 15.4. skating: 15.4.1. can fall; 15.4.2. know how to move forward and backward; 15.5. swimming able to take the arm and leg actions, floating in the breast, crawl Crawl on his back, brass and speed; 15.6. orienteering: 15.6.1. know how to orient the map; 15.6.2. understand the map colors and simpler; 15.6.3. able to take the orienteering distance well transparent area; 15.7. dance: 15.7.1. individual runs the polk step, a pair of national performance dance basic steps, grip and aptvērien; 15.7.2. can an individual run in the slow Waltz of the square and closed maiņsol. 16. Key competences of sports gaming exercises: all this annex referred to in point 4.2 sports games can players into learner, assists and blows from the location of the pitch, ball handling and suspension. 17. the physical development and health strengthening. Learner: 17.1. understands that physical activity develops overall fitness;
17.2. in carrying out the coordination, speed, endurance, flexibility and strength exercises twice a year, presenting the individual results of development dynamics. 18. Public and personal life of the necessary basic skills. Learner: 18.1. understands and respects the most important toy and game rules at sporting events; 18.2. comply with the principle of fair treatment of the game itself, team members, opponents and referees; 18.3. in the management of teachers know how to warm up before the gym and atsildīt after them. 19. Learner attitudes characterized 14.1.1. of this annex, 14.1.3 14.1.4, 14.2, 14.3, 18.1, 18.2 and the requirements referred to in point. 20. This annex 15.3 15.4 15.5., and the requirements referred to in implementing this annex, taking into account the conditions referred to in paragraph 4.3. V. essential subject learning, finally 9. class 21. Knowledge and understanding of sport: sport and Health 21.1. Learner: 21.1.1. the check situation assessed sports wear fitness physical activity room and outdoors; 21.1.2. evaluate the importance of the environment and the need for norūdīšan according to the environment;
21.1.3. evaluate and act according to the situation, subject to the rules of safety and conduct sports activities and holiday moments; 21.1.4. know exercise and environmental effects on your body's development process and the strengthening of health facilities during his lifetime; 21.1.5. understands and respects the proper posture as good feel and a successful career rules; 21.1.6. controls the heart rate and regulates the exercise exercises, understand first aid during physical activity; 21.2. evaluate and execute the most important behavioral and security rules competitions; 21.3. interested in and know how to tell you about the following topics: 21.3.1. the most significant sporting event in Latvia, Europe in the world; 21.3.2. the sports interest; 21.3.3. the ancient Olympic heritage. 22. Key competences for individual sports and exercises: vingrojumo 22.1. gymnastics and in related sports. Learner: 22.1.1. perform acrobatic exercise in simple combinations with the saistelement prior learning; 22.1.2. able to perform ordinary training: upgrading, retošan and closing movement; 22.1.3. the Executive consists of a combination of aerobic exercise; 22.2. Athletics: 22.2.1. able to take the different length of running distance and relay race area; 22.2.2. run long jump; 22.2.3. know how to throw the ball with the run; 22.3. skiing: 22.3.1. can move distance, using the classical style steps; 22.3.2. able to trip into, turns, braking; 22.3.3. know how to walk with a stick (the stick) area; 22.4. skating-Pro skating in various forms; 22.5. swimming-can swim the crawl Crawl on the chest, back, brass; 22.6. orienteering: 22.6.1. determine direction and control to move through the area; 22.6.2. determine the distance on the map and nature; 22.6.3. able to take the targeting distance using linear landmarks;
14.1. the dance: national dance Executive 22.7.1. basic steps to 16 of tact; 22.7.2. pairing the slow Waltz of the squares. 23. the competences of sports gaming exercises: all this annex referred to in point 4.2 sports games could connect learner three basic techniques for elements (ball, assists in the administration of, or litter blows). 24. the development of physical strengthening and improvement of health. Learner: 24.1. understands that there are physical abilities-coordination, speed, strength, ductility, strength-and their complex development; 24.2. the coordination, speed, endurance, flexibility and strength exercises twice a year, presenting the individual results of development dynamics. 25. Public and personal life of the necessary basic skills. Learner: 25.1. using learning exercise for health strengthening General; 25.2. know how to execute various special warm-up exercises by the teacher; 25.3. assess the principle of fair game and running sports games without referees. 26. Learner attitudes characterized 21.1.1. of this annex,.,., 21.1.3 21.1.4 21.1.5.,.,. 21.2 21.3, 25.1 and 25.3. the requirements referred to in point. 27. This annex., 22.4 and 22.5 22.3. the requirements referred to in implementing this annex, taking into account the conditions referred to in paragraph 4.3. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 21. attachment Cabinet 2014 12. Regulation No 468 august ethics. Subject reference 1.-3. class i. aim of the subjects and tasks 1. Subjects "ethics" to promote interest in and knowledge of ethical values, and ethical heritage, promoting moral improvement and readiness to handle everyday situations in accordance with the values of moral attitudes. 2. the subject "ethics" job is to create opportunities for trainees: 2.1. extract knowledge and build positive attitudes to ethical values, and ethical heritage; 2.2. promoting pašpilnveid in developing an ethic of thinking and action skills, learning to act responsibly in everyday situations; 2.3. set the moral values and moral standards-based communication and collaboration skills. II. minimum content of subjects 3. Ethic values and ethical heritage: the moral value of 3.1; 3.2. the moral value of practical use; 3.3. ethic of action goals and objectives. 4. Self-determination and moral growth: 4.1 your I awareness; 4.2. check meaning moral growth; 4.3. the choice and responsibility. 5. Communication ethic basis: 5.1 access value; 5.2. communication and networking fundamentals; 5.3. access rules. III. Essential subject learning, finally 3. class 6. Ethic values and ethical heritage. Learner: 6.1 knows moral core values (right to life), and virtues; 6.2. can see the connection between ethical heritage and ethical values their diversity; 6.3. can use concepts: good/evil, honest/dishonest, truth/falsehood, life; 6.4. learn to recognise the diversity of provision in the family, school, society; 6.5. know and recognize the virtues and moral action family, classroom, school, 6.6. can see the moral power in specific situations; 6.7. know how to use the concepts: freedom, responsibility, compassion, patience, courage, virtue, love, determination; 6.8. are motivated to act in accordance with the moral attitudes values; 6.9. understands the importance of moral action and other life; 6.10. learn to understand the connection between moral action objectives, actions and ideals; 6.11. develop a positive attitude towards life. 7. Self-determination and moral growth. Learner: 7.1 know objectively important moral character (compassion, honesty, truth, compassion, Justice); 7.2. know how to describe myself, based on moral values and moral principles; 7.3. aware of the importance of esteem and self-discipline; 7.4 know moral selection criteria (an obligation, responsibility, respect, consequences, "the golden rule of ethics"); 7.5. learning to think critically and use the criteria value selection; 7.6. learn to develop their own moral feelings; 7.7. learn to develop your own conscience and to live in accordance with it; 4.8. can use concepts: conscience, empathy, joy, sadness, I obliged, compassionate, cruel, to want/need, may/may not; 7.9. learn to understand the relationship between the action and its effects; 7.10. can you describe the irresponsible actions of responsible/; 7.11. learn to base their choices and assume responsibility; 7.12. can use concepts: responsibility, consequence, good/bad action, choice, error, "the golden rule of ethics". 8. Contact ethic. Learner: 8.1 understands his membership in the family class, society, nature; 8.2. learn to respect people, living creatures, environment 8.3. aware of the exposure value the ethic; 8.4. can enjoy world; 8.5. know access moral basis; 8.6. learn to create positive, meaningful relationships; 8.7. recognises the dignity on the basis of the ethic relationship building; 8.8. takes another person's otherness; 5.5. can use concepts: respect for human dignity, compassion, empathy, friendship, life, nature, concern, compassion; 8.10. know polite rules of behavior; 8.11. can follow access provisions; 8.12. is motivated to choose a polite rules of behavior at home, in school, on the streets, in public; 8.13. can use concepts: behavioral, infringement, polite, impolite, rude, insulting, to apologize; pain, inflicting pain, harm, sympathize, to forgive, to ask for forgiveness, grief, joy, hear, ask/make. 9. Learner attitudes characterized this annex 6.4., 6.8., 6.11., 7.4, 7.7, 7.8, 7.12., 8.3., 8.4., 8.7, and 8.12 8.10. the requirements referred to in paragraph. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 22 Cabinet 2014 12. Regulation No 468 august Christian teaching. Subject reference 1.-3. class i. aim of the subjects and tasks 1. Subject "Christian doctrine" to promote the spiritual and moral development and their ability to survive in a changing world, revealing to build a personal relationship with God and life supporting attitude towards society.
2. the subject "Christian doctrine" job is to create opportunities for trainees: 2.1 to gain knowledge and understanding of God's created world order; 2.2. learn to master the Christian life skills-prayer, Ministry, Fellowship; 2.3. creating the reasoned action of Christian values in the motivation to everyday situations. II. minimum content of subjects 3. Knowledge and understanding of God and his created world order: the triune God 3.1; 3.2. global and human creation as the work of God; 3.3. The Holy Scriptures (the Bible) as God's revelation. 4. Christian life skills: 4.1. prayer-the individual's relationship to God; 4.2. service-individuals in society; 4.3. the Fellowship-the individual church, parish and the family. 5. Christian values and morality: 5.1. God's law and grace; 5.2. faith (piety), and love for God; 5.3. human life and love your neighbour; 5.4. freedom and responsibility. III. Essential subject learning, finally 3. class 6. Knowledge and understanding of God and his creation of the world order. Learner: 6.1. know about the existence of God as life and see the world from a different creature; 6.2. the concept of the triune God in three persons-father, son, and holy spirit; 6.3. understand Jesus Christ as God created the world and man's Savior; 6.4. know how people differ from the rest of God's creatures; 6.5. can see the world and people's lives are put in God's order; 6.6. the ability to rejoice and feel the responsibility of God's created world beauty;
6.7. know and understand that the Bible (Scripture) is the word of God; 6.8. know the structure of the main part of the Bible; 6.9. can be found in the specified article site Bible; 6.10. with respect to the Bible and its authority; 6.11. can use concepts: God the father, God the son, God the Holy Spirit, Trinity/Mystery, Savior, the Christ, Holy, eternal life, Bible, Scripture, the word of God, the old testament, New Testament, Gospel, good news, the Psalms, the angels. 7. Christian life skills learning. Learner: 7.1 know that prayer is conversation with God; 7.2. can prayer "our father"; 7.3. understands the need and importance of prayer in daily life; 7.4. aware of the meaning of the Christian life; 4.7. can distinguish between different forms of life (clergy and laity) and see their chance to serve; 7.6. treats Christian Ministry as an integral part of life; 7.7. know the value of the Commonwealth-an individual church, parish and the family; 7.8. know the main church holidays; 7.9. know how to Christian traditions; 7.10. know how to behave in a dignified manner in the Church; 7.11. understands the Church Congregation as the Christian people in the community; 7.12. know about worship and Rita; 7.13. the ability to discern God's plan of creation and existence of the family; 7.14. appreciate the importance of the family; 7.15. can use a concept: prayer, Lord's prayer/the Holy prayer, service, baptism, Church, Church, altar, the Church, the Apostles, clergy, Laity, Christmas, Pentecost, Palm Sunday/Palm Sunday, quiet/week of suffering, green/big Thursday, good Friday, Easter, victim/Pasha, resurrection, church service, donations. 8. Christian values and morality. Learner: 8.1 knows that God's laws are eternal and unchanging; 8.2. know God's ten commandments; 8.3. understand human nature and the need for grēcīgum return; 8.4. know that God's love and grace is greater than sin and evil; 8.5. the ability to assess the conformity check and action of God's Commandments given situation; 8.6. is motivated to build a relationship based on the laws of God; 8.7. know that faith is trusting God; 8.8. understands that God and man's relationship is love; 8.9. wants to link the Christian faith with action in everyday life; 8.10. knows the highest commandment; 8.11. understands that life is sacred to the God given gift; 8.12. know how to clear the physical and spiritual aspects of people; 8.13. the ability to see that relationship with God affect the relationship with the closest; 8.14. is tolerant, benevolent and compassionate to people and living creatures; 8.15. know that God gives everyone freedom of choice and the people are responsible for their choices; 8.16. understand freedom and impunity gap; 8.17. understands that the conscience is the voice of God in man; 8.18. can see the motivation to overcome the negative trends that stand in relationship with God and people; 8.19. able to interpret your experience dealing with good and evil; 8.20. can use concepts: the laws of God, the commandments, the temptation, sin, grace, nearest, forgiveness, return, piety, soul, conscience, similarity. 9. Learner attitudes characterized this annex 6.3, 6.6, 6.10., 7.3, 7.6, 7.10, 7.14., 8.6, 8.9, 8.14.. and 8.19. the requirements referred to in point.  Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 23. attachment Cabinet 2014 12. Regulation No 468 august learner learning achievement evaluation 10 ball scales 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, 9-excellent, very good, 8-7-OK, well, almost 6-5-4-mediocre, mediocre, weak almost 3-2-1-very weak, very, very weak). Setting a rating scale, 10 ball criteria are evaluated as a whole. 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. assessment of the learner acquires 9 and 10 Ballroom when: 3.1 has 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; 3.2. can solve matching problems, basic and logical thinking, see argue and explain the patterns; 3.3. the ability of individual knowledge and skills to synthesize a single scene, properly balanced with reality; 3.4. the ability to independently express their views, to define assessment criteria that predict effects; 3.5. know how to respect and appreciate the different views, promote cooperation in teaching problem solving; 4. assessment of the learner acquires 6, 7 and 8 ball if: 4.1 the ability to reproduce the training content (in full or close to it), to see patterns and problems, different relevant from a minor; 4.2. know how to use knowledge and skills by example, analogy or familiar situation, make a model and combined training tasks; 4.3. the target take conscientious, demonstrate ability, as well as developed the will; 4.4. basic course content expresses personal attitude more than an analysis of the findings; 4.5 has mastered the skill of communication and cooperation; 4.6 training achievements evolve successfully. 5. assessment of the learner acquires Ballroom, 4 and 5 where: 5.1 has experienced the specified training content can vary from minor to major, knows and can define concepts, key rules and patterns, almost error-free address typical tasks; 5.2. training content outline in a sufficiently clear and understandable; 5.3. training in the use of traditional cognitive methods, follow the instructions of the teacher; 5.4. can express personal attitudes, using memorized learning content; 5.5. has mastered the basic skills of cooperation and communication; 5.6. the training achievements evolve. 6. the learner acquires ratings 1, 2 and 3, if the ball: 6.1. recognize and can only perceive the teaching content, but not the ability to memorize and reproduce sufficient exploitable volume of content (at least 50%), perform primitive tasks only after a well-known situation, no errors performs only part of the task; 6.2. training content outline, but others do not understand, the essential difference from rare minor; 6.3. ability to express personal attitudes or not their episodic; 6.4. least developed cooperation skills; 6.5. the development of learning outcomes is not sufficient. 7. Student learning achievement assessment in subjects 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. 8. National inspection work assessment criteria is the learner the scope and quality of knowledge, skills and competencies. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 24. Annex Cabinet 2014 12. Regulation No 468 august elementary education program (educational program codes, 11011112, 11011111, 21011112, 21011113, 21012111 21011111, 21013111, 21014111, 23011111, 23011112, 23011113) (I). Educational programs objectives and tasks 1. Primary education programme (hereinafter referred to as the programme), the main objectives and tasks are defined in the standard of basic education in the country. 2. in implementing the educational program the main goals and tasks, the trainees are prepared for the continuation of education, work and life in society. 3. in accordance with the classifier of education in education can be implemented: 3.1 education program without the direction of specialization; 3.2. the humanitarian and social direction in the basic education programme, whose mission is to provide opportunities to expand and deepen to acquire education, man and society and art teaching, improve the ability to navigate in today's society of socio-economic relations, an in-depth understanding of the Latvian people and other peoples culture cultural European and world context; 3.3. math, science and engineering education in the direction of the program, whose mission is to provide the opportunity to deepen the knowledge and understanding of the general nature of the interrelations and their role in human society, and to promote the natural diversity and unity statement, develop the skills and experience of the experimental work, encourage research activities, deepening theoretical knowledge and skills in the field of education and science of the technology basics subjects; 3.4. the professional direction of the program, whose mission is to provide the opportunity to acquire the knowledge, skills and competences in mainstream subjects and learn in depth education in man and society, arts, subjects who encouraged to express themselves in artistic amateur, develop practical work skills and creates incentives for further education and the profession. 4. the extraction of basic education can be organized on-site or by distance form. 5. Evening (shift) or remote (including in the form of distance learning) the educational program is to acquire basic education persons, family, health, socio-economic status or other circumstances is not able to attend the educational institution full time classroom learning and education program which is part of the educational content ready to learn independently, using electronic tālsaziņ for features. II. the content of education 6. minimum content of education programs (education, training articles, main tasks, training and general content, as well as a subject standards) are laid down in the national standards of basic education. III. Education program implementation plan 7. Educational institution, in implementing its development priorities in the plan, choose one of the suggested syllabus and lesson plan. 1. the option Learning areas and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The Latvian language language 1 1 3 3 3 3 3 3 3 6 6 6 5 5 4 3 3 3 * first foreign language second foreign language technology and Sciences, 2 3 3 3 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 2 1 1 2 1 1 1 Sport 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 2 2 2 1 1 1 1 1 1 2 2 2 2 2 2 1 1 1 Visual Arts lessons educational choice ** 1 2 0 4 4 0 4 6 0 maximum Learner training hour load per week * 22 23 24 26 28 30 32 34 34 the first foreign language in 2014/2015.. school year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class; * lessons educational choice, we recommend that you use the subject "sports" learning. version 2 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language Latvian language * 6 6 6 6 5 4 3 3 3 1 1 3 3 3 3 3 3 3 * first foreign language second foreign language technology and Sciences, 2 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 5 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 2 2 2 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Sport, art 2 2 2 2 2 2 2 2 2 2 2 1 1 1 the Literature of Music Visual Arts 2 2 2 2 1 1 1 1 1 lessons educational choices * 0 1 0 1 1 0 1 1 1 learner a maximum load of hours of training a week one Latvian language 22 23 24 26 28 30 32 34 34 hours a week in class 4 we recommend that you dedicate a literature learning; the first foreign language in 2014/2015.. school year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class; lessons educational choice, you should use a subject of "Sport" learning. 8. the Education programme covers the full general educational statutory teaching hours a week, the load with all the educational choices for training hours. 9. Educational institution in implementing the educational program without the direction of specialization, a balanced complement of the number of hours of training in those subjects, which provide educational Charter goals and objectives within the limits of a general statutory teaching hours load week in each class. 10. Educational Authority, in implementing this provision, 32.6 32.5., 32.7. in point education programs, have the right to independently develop a syllabus and lesson plans exceeding the general statutory teaching hours load week in each class. 11. the subject and lesson plan is approved by the Director of education authorities ordered every school year. 12. Educational programmes outside total training hours load includes: 12.1. class hours for at least one hour for each class a week; 12.2 Optional sessions, which is not mandatory and is organized by the student group, subject to the principle of voluntary (basis-parental submission). Optional sessions is student overall development lessons, including choirs, folk dance collective, a school brass band, drama, foreign language learning, developing entrepreneurial skills, and classes. 12.3. hours of work with individual students who need extra help in curriculum subjects, as well as working with talented children separate subject for in-depth learning; 12.4. day-care group lessons. 13. Organising the learning process of the educational institution, the following conditions are met: the first foreign language they teach 13.1., which is one of the official European Union languages, laid down by the institution determined in accordance with the objectives set out in the Statute and tasks pursuant to parental choice and efficiency considerations; 13.2. class hours topics are considered vērtībizglītīb, behavior and communication culture, patriotism and civic participation, healthy lifestyle and addiction prevention, extreme situations and safety, career choices, personal development, leadership, critical thinking, creative thinking, financial, entrepreneurial pratīb; 13.3. each year, the education authority manage the progress of the project, the time for their timely informing learners and their parents; 13.4. the education authority alone shall decide on the school year the amount of time used for training tours, learning games, sports events and other training and education process-related measures; 13.5. single day for one class is scheduled more than one to two themes for final tests; 13.6. training hours may include a 2-3 minute dynamic learners into pause for developing and strengthening; 8.5. If an institution has admitted to the learner, who returned from studying in another country, then the student in an educational institution for inclusion in a common learning process in individual development plans, including individual learner lessons subjects Latvian language or literature, history and social studies and not exceeding the general statutory teaching hours a week full-time.
14. Subject and lesson plans (number of hours of training to complement the education authority, up to lesson the load week) educational institutions which implement the evening (shift) and remote (including distance education) education programs: education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The language of the Latvian language, 3 3 3 3 3 3 3 3 3 1 1 1 1 1 1 1 1 1 * first foreign language second foreign language technology and Sciences 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 2 2 3 3 3 3 3 3 3 Informatics Science of biology 1 1 1 1 1 1 1 Chemistry Physics geography 1 1 1 man and society history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 * Sport * The art of literature 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 music Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load per week the first foreign language 13 13 17 16 18 23 26 27 31 2014-15 school year 1 class; 2015./16. school year: 1.-2. class and below-grade 1-9. ** If the educational institution is adequate logistical support. 15. in the implementation of the programme of education educational institution use public education content Center approved teaching literature. 16. Learning content learning teaching resources to be used and a list of the methods given in each subject. 17. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. IV. Requirements for previously acquired education 18. Learners taking 1-9. the class takes place according to the laws that determine the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class. V. educational evaluation criteria, procedure or the basic principles of evaluation 19. evaluation of student achievement is an integral component of education above: 19.1. evaluation of basic education for learners of basic principles, procedures and mandatory state tests are laid down in the national standards of basic education; 19.2. each subject test amount, number, period of performance, and evaluation criteria determined the subjects the teacher according to the subjects of the program; 19.3. the parents of student academic progress is informed at least once a month. If necessary, the parents of student academic achievement and other educational related issues are aware individual in conversation; 19.4. the education programme learning evening (shift) and remotely (including in the form of distance learning) required ieskaiš number is determined by the educational institution in proportion to the expected training hours per subject and lesson plan, but no less than two of the included subjects; 19.5. education programs learning in each class declares the testimony. Student transfer next class happens according to laws that determined the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class,; 12.2. about the education programs learning trainees receive a certificate for general primary education and success of the statement the general education law and regulations establishing procedures for submitting country recognised education documents. Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, assessment and justification 20. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 21. the implementation of the programme of education costs, consistent with the laws that determine the order of general basic education and general secondary education programmes the minimum cost: 21.1. State educational establishment founded, from the State budget; 21.2. the municipality founded educational establishment – from the State and municipal budget; 21.3. individuals founded the educational establishment – from the public and private budgets. 22. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures and the additional responsibilities of teachers. 23. teacher education institution approved pay Fund is right: 23.1. divide the class into groups of subjects or subject (individual hours) learning; 23.2. create different classes of learners joined the Group; 23.3. to build a joint class. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 25. Annex Cabinet 2014 12. Regulation No 468 august primary minority programs (education code 21011121 21011122 11011121, 11011122, 21011123, 21012121,, 21013121,, 23011121, 21014121, 23011122, 23011123) (I). Educational programs objectives and tasks 1. Elementary education minority program (further-education programme) main objectives and tasks are defined in the standard of basic education in the country. 2. in implementing the primary education programme main objectives and tasks, the trainees are prepared for the continuation of education, work and life in society. 3. Minority education programme implementation tasks are: 3.1 ensure the national language at a level to be able to continue education in the national language; 3.2. promoting educational content and language integrated learning; 3.3. ensuring a balanced education of all school subjects; 3.4. promoting student integration in the Latvian society; 3.5. support relevant ethnic cultural learning. 4. in accordance with the classifier of education education can be implemented: 4.1 education program without the direction of specialization; 4.2. the humanitarian and social direction in the basic education programme, whose mission is to provide opportunities to expand and deepen to acquire education, man and society and art teaching, improve the ability to navigate in today's society of socio-economic relations, an in-depth understanding of the Latvian people and other peoples culture cultural European and world context. 4.3. mathematics, science and technical direction of the program, whose mission is to provide the opportunity to deepen the knowledge and understanding of the general nature of the interrelations and their role in human society, and to promote the natural diversity and unity statement, develop the skills and experience of the experimental work, encourage research activities, deepening theoretical knowledge and skills in the field of education technology and Science Foundation subjects. 4.4. the professional direction of the program, whose mission is to provide the opportunity to acquire the knowledge, skills and competences in mainstream subjects and learn in depth education in man and society, arts, subjects who encouraged to express themselves in artistic amateur, develop practical work skills and creates incentives for further education and the profession. 5. the acquisition of basic education can be organized on-site or by distance form. 6. Evening (shift) or remote (including in the form of distance education) education program is to get a basic education for persons in family, work, health, socio-economic status or other circumstances is not able to attend the educational institution full time classroom learning and education program which is part of the educational content ready to learn independently, using electronic tālsaziņ for features. II. the content of education 7. minimum content of education programs (education, training articles, main tasks, training and general content, as well as a subject standards) are laid down in the national standards of basic education. III. Education program implementation plan 8. Educational institution chooses one of the elementary education program feasible subject and lesson plan models recommended for learners: 8.1 that have acquired the Latvian language in preschool education, which is a Latvian Latvian language skills and language use, the model 1; 8.2. where have got preschool education in minority languages, which are the Latvian conversational skills and Latvian language experience, 2. model; 8.3. which has got nursery education in minority languages, which are the Latvian conversational skills and no experience of the Latvian language, 3. model; 8.4. with no grounding in the Latvian language, 4. model; 8.5. which are the Latvian language skills and who want to acquire advanced ethnic culture, 5. model. 9. Educational institution in implementing its development priorities in the plan, choose one of the suggested syllabus and lesson plan. 1. variant 1. model education and subjects 1. up up 2. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 world history 1 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts lessons educational choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning hour load week Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation model 4 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 2. variation 1. model education and subjects 1. up up 2. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 2. variation 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 Sport 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts Student maximum learning load of hours a week in the Latvian language in bilingual 22 23 24 26 28 30 32 34 34 minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 2. variation 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. version 2 of the model 4 (From 4 to 6. class educational institution according to the pupils ' abilities and wishes of parents freely choose the Latvian language or bilingually apgūstamo subjects 50% of training content) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 10. Educational Authority, in implementing this rule 33.1., 20.8.,.,., 21.0 20.9 20.9 in certain education programs 5. model (model school), have the right to independently develop a syllabus and lesson plan: 10.1 does not exceed the General educational law student lesson time week in each class; 10.2. ensuring 7.-9. classroom training subjects in minority languages or the Latvian language and in the language of the minority, not more than 40% of the total teaching hours load; 10.3. ensure the 2014-15 school year the first foreign language in grade 1, 2015./16. school year 1-2. class and below from 1 to 9. class; 10.4. in assessing the ability to include national standards not listed in the primary subject. 11. the subjects which are taught in the minority language, in accordance with this annex 9 and 18 specific school subjects and lesson plan can be mastered in the Latvian language, except for minority language teaching and teaching literature. 12. the Education programme covers the full general educational statutory teaching hours a week, the load with all the educational choices for training hours. 13. Education, implementing educational programmes without the direction of a balanced complement of specialisation, the number of hours of training in those subjects, which provide educational Charter goals and objectives within the limits of a general statutory teaching hours load week in each class. 14. The education authority, in implementing this provision, 20.9 20.9 20.8. in particular, education programs, have the right to independently develop a syllabus and lesson plans exceeding the general statutory teaching hours load week in each class. 15. Teaching and lesson plan is approved by the Director of education authorities ordered every school year. 16. Education program outside the total training hours are included in the load: 16.1. class hours for at least one hour for each class a week, 16.2. Optional sessions, which is not mandatory and is organized by the student group, subject to the principle of voluntary (basis-parental submission). Optional sessions is student overall development lessons, including choirs, folk dance collective, a school brass band, drama, foreign language learning, developing entrepreneurial skills, lessons, 16.3 hours individual work with students who need extra help in curriculum subjects, as well as working with talented children separate subject for in-depth learning; 16.4. the day-care group lessons. 17. Organizing the learning process an institution comply with the following conditions: 17.1 the first foreign language they teach, which is one of the official European Union languages, laid down by the institution determined in accordance with the objectives set out in the Statute and tasks, as well as respecting parental choice and efficiency considerations; 17.2. class hours topics are considered vērtībizglītīb, behavior and communication culture, patriotism and civic participation, healthy lifestyle and addiction prevention, extreme situations and safety, career choices, personal development, leadership, critical thinking, creative thinking, financial, entrepreneurial pratīb; 17.3. each year, the educational institution 1.-9. classes learners independently plan time project performance, for their timely informing learners and their parents; 17.4. the education authority alone shall decide on the school year the amount of time used for training tours, learning games, sports events and other training and education process-related measures; 17.5. one day in one class is not scheduled for more than one to two themes for final tests; 10.9. training hours may include a 2-3 minute dynamic learners into pause for developing and strengthening; 17.7. If an institution has admitted to the learner, who returned from studying in another country, then the student in an educational institution for inclusion in a common learning process in individual development plans, including individual learner lessons in national language subjects in Latvian language and literature, history and social studies and not exceeding the general statutory teaching hours a week full-time.
18. the subject and lesson plans (number of hours of training complements the educational institution, not exceeding the general statutory teaching hours per week full-time) educational institutions which implement the evening (shift) and remote (including distance education) minority education programs: 1. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics Informatics 2 2 2 3 3 4 3 3 5         1 1 1 1 1 1 1 1 1 1 1 1 Biology Science physics 1 2 1 1 2 1 1 chemistry geography man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art literature 1 1 1 1 2 1 1 2 1 1 1 2 1 1 2 music Visual Arts 1 1 1 1 1 1 1 1 1 Student maximum learning hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 2. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 3. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 4. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 5. model (may include State education standards not listed in subject) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 20. the implementation of the programme of education educational institution use public education content Center approved teaching literature.
21. Learning content learning teaching resources to be used and a list of the methods given in each subject. 22. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. IV. Requirements for previously acquired learning 23.  Student admission 1-9. the class takes place according to the laws that determine the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class. V. educational evaluation criteria and procedures or evaluation principles the evaluation of student achievement 24 is an integral part of the education component of the above: 24.1. student acquired the basic principles of the assessment of basic education, and mandatory state tests are laid down in the national standards of basic education; 24.2. each subject test amount, number, period of performance, and evaluation criteria determined the subjects the teacher according to the tuition program. 24.3. the parents of student academic progress is informed at least once a month. If necessary, the parents of student academic achievement and other educational related issues are aware individual in conversation; 15.2. the education programme learning evening (shift) and remotely (including in the form of distance learning) required ieskaiš number is determined by the educational institution in proportion to the expected training hours per subject and lesson plan, but no less than two of the included subjects; 15.2. education programs learning in each class declares the testimony. Student transfer next class happens according to laws that determined the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class,; 24.6. on education programs learning trainees receive a certificate for general primary education and success of the statement the general education law and regulations that determined the order in which the addressee State recognised education documents. Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, evaluation and justification of 25. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 26. the implementation of the programme of education costs, consistent with the laws that determine the order of general basic education and general secondary education programmes the minimum cost: 26.1. State educational establishment founded, from the State budget; 26.2. the municipality founded educational establishment – from the State and municipal budget; 26.3. individuals founded the educational establishment – from the public and private budgets. 27. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures and the additional responsibilities of teachers. 28. Educational institution approved educators pay Fund is right: 28.1 divide class subjects or groups of subjects (some hours) learning; 28.2. create different classes of learners joined the Group; 17.6. to build a joint class. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 26. Cabinet 2014 12. Regulation No 468 august Primary pedagogical correction programmes (education programs 11011811, 11011821, 11011812 codes, 11011822 21011811, 21011821, 21011812, 21011822, 21014811, 21014821, 21014812, 21014822, 23011811, 23011821, 23011812, 23011822, 23011813, 23011823) (I). Educational programs objectives and tasks 1. primary pedagogical correction curricula (further-education programme) is a programme of basic education in a special way. 2. the main objectives of education programs, tasks, and is definitely the standard of basic education in the country. 3. in implementing education programs main objectives and tasks, the trainees are prepared for the continuation of education, work and life in society. Learners, learning outcomes take longer and more assistance, as well as with the development of the learner, or social behaviour weaknesses allows you to reach the educational objectives set out in the programme. 4. Minority education programme implementation tasks are: to ensure the country 4.1 language learning at a level to be able to continue education in the national language; 4.2. promoting educational content and language integrated learning; 4.3. providing a balanced education for all school subjects; 4.4. promoting student integration in the Latvian society; 4.5. support relevant ethnic cultural learning. 5. According to the education programme classifier education can be implemented: 5.1. education program without the direction of specialization; 5.2. the professional direction of the program, whose mission is to provide the opportunity to acquire the knowledge, skills and competences in mainstream subjects and learn in depth education in man and society, arts, subjects who encouraged to express themselves in artistic amateur, develop practical work skills and creates incentives for further education and profession, teaching and learning lesson plans in this field of education in the subjects of training hours increased to two hours of training from educational institutions to choose a certain number of hours of training. 6. implementation of the programme of education can be organized on-site or by distance form. 7. Evening (shift) or remote (including in the form of distance education) education program is to get a basic education for persons in family, work, health, socio-economic status or other circumstances is not able to attend the educational institution full time classroom learning and education program which is part of the educational content ready to learn independently, using electronic tālsaziņ for features. II. the content of education 8. minimum content of education programs (education, training articles, main tasks, training and general content, as well as a subject standards) are laid down in the national standards of basic education. III. Education program implementation plan 9. Education Authority in implementing its development priorities in the plan, choose one of the suggested syllabus and lesson plan. 1. the option Learning areas and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The Latvian language language 1 1 3 3 3 3 3 3 3 6 6 6 5 5 4 3 3 3 * first foreign language second foreign language technology and Sciences, 2 3 3 3 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 2 1 1 2 1 1 1 Sport 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 2 2 2 1 1 1 1 1 1 2 2 2 2 2 2 1 1 1 Visual Arts lessons educational choice ** 1 2 0 4 4 0 4 6 0 maximum Learner training hour load per week * 22 23 24 26 28 30 32 34 34 the first foreign language in 2014/2015.. school year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class; * lessons educational choice, we recommend that you use the subject "sports" learning. version 2 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language Latvian language * 6 6 6 6 5 4 3 3 4 ** first foreign language 1 1 3 3 3 3 3 3 3 2 3 3 3 second foreign language technology and basic sciences mathematics 2 2 2 2 2 2 1 1 1 4 4 4 5 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 2 2 2 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Sport, art 2 2 2 2 2 2 2 2 2 2 2 1 1 1 the Literature of Music Visual Arts 2 2 2 2 1 1 1 1 1 lessons educational choices * 0 1 0 1 1 0 1 1 0 maximum Learner training hour load per week * 22 23 24 26 28 30 32 34 34 one Latvian language. 4 hours a week in class we recommend that you dedicate a literature learning; ** first 2014/2015. foreign language teaching year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class; lessons educational choice, you should use a subject of "Sport" learning. 11. Minority education in the proposed subject and lesson plan models recommended for learners: 11.1. who's got the Latvian language in preschool education, which is a Latvian Latvian language skills and language use, the model 1; 11.2. which has got nursery education in minority languages, which are the Latvian conversational skills and Latvian language experience, 2. model; 11.3. you've got nursery education in minority languages, which are the Latvian conversational skills and no experience of the Latvian language, 3. model; 11.4. with no grounding in the Latvian language, 4. model; 11.5. which are the Latvian language skills and who want to acquire advanced ethnic culture, 5. model. 12. the subjects which are taught in the minority language, in accordance with this annex 13 and 20 in a certain subject and lesson plan can be mastered in the Latvian language, except for minority language teaching and teaching literature. 13. Educational Authority, in implementing its development priorities in the plan, choose one of the provided minority education programs tuition and lesson plan. 1. variant 1. model education and subjects 1. up up 2. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation model 4 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons education authorities the choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 1. variation 5. pattern (can include national standards not listed in the primary subject) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language * 1 1 2 2 2 2 2 2 2 technology and science based mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 housekeeping and technology 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 Sport arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts lessons educational choice ** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian 22 23 24 26 28 30 32 34 34 in the Latvian language and the language or languages of minorities in the minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. * lessons educational choice, we recommend that you use the subject "sports" learning. 2. option 1. model education and subjects 1. up up 2. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 2. option 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 2. option 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 2. option 4. model (From 4 to 6. class educational institution according to the pupils ' abilities and wishes of parents freely choose the Latvian language or bilingually apgūstamo subjects 50% of training content) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 4 4 4 4 4 5 5 5 4 5 5 4 4 4 3 3 3 foreign languages of the minority language of technology and Sciences 1 1 2 3 3 3 3 3 3 basic mathematics 1 1 1 2 2 2 2 2 2 4 4 4 4 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 2 2 2 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual first language the 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 14. the Education programme covers the full general educational statutory teaching hours a week, use the load all the educational choices for training hours. 15. Educational institution in implementing the educational program without the direction of specialization, a balanced complement of the number of hours of training in those subjects, which provide educational Charter goals and objectives within the limits of a general statutory teaching hours load week in each class. 16. Subject and lesson plan is approved by the Director of education authorities ordered every school year. 17. Educational programmes outside total training hours load includes: 17.1. class hours for at least one hour for each class a week; 17.2. Optional sessions, which is not mandatory and is organized by the student group, subject to the principle of voluntary (basis-parental submission). Optional sessions is student socialization and overall development lessons, including dzīvesprasmj learning hours, choirs, folk dance collective, a school brass band, drama, foreign language learning, developing entrepreneurial skills, and classes. 17.3. hours of work with individual students, which need a longer time and extra help learning curriculum subjects, as well as working with the talented learners individual school subjects for in-depth learning; 17.4. day-care group lessons. 18. Organising the learning process of the educational institution, subject to the following conditions: 18.1. educational institution to learn the first foreign language, which is one of the official European Union languages, laid down in accordance with the educational objectives set out in the Statute and tasks pursuant to parental choice and efficiency considerations; 18.2. class hours topics are considered vērtībizglītīb, behavior and communication culture, patriotism and civic participation, healthy lifestyle and addiction prevention, extreme situations and safety, career choices, personal development, leadership, critical thinking, creative thinking, financial, entrepreneurial pratīb; 18.3. each year, the education authority manage the progress of the project, the time for their timely informing learners and their parents; 18.4. the education authority alone shall decide on the school year the amount of time used for training tours, learning games, sports events and other training and education process-related measures; 18.5. single day for one class is scheduled more than one to two themes for final tests; 18.6. training hours may include a 2-3 minute dynamic learners into pause for developing and strengthening. 19. the subject and lesson plans (number of hours of training to complement the education authority, up to lesson the load week) educational institutions which implement the evening (shift) and distance education programs: education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The language of the Latvian language, 3 3 3 3 3 3 3 3 3 1 1 1 1 1 1 1 1 1 * first foreign language second foreign language technology and Sciences 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 2 2 3 3 3 3 3 3 3 Informatics Science of biology 1 1 1 1 1 1 1 Chemistry Physics geography 1 1 1 man and society history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** Art 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 the literature of Music Visual Arts 1 1 1 1 1 1 1 1 1 Student maximum learning hour load week 13 13 17 16 18 the first foreign language 23 26 27 31 2014/2015 academic year 1 class; 2015.2016. school year 1-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 20. Subject and lesson plans (number of hours of training to complement the education authority, up to lesson the load week) educational institutions which implement the evening (shift) and remote minority education programs: 1. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support model 3 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 4. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature of the Minority language 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 1 1 1 1 1 2 1 1 2 1 1 2 of Foreign technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies/Christian Ethics Training 1 1 1 1 1 1 1 1 Home Economics and technology * 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages * the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 5. pattern (can include national standards not listed in the primary subject) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages of the minority language 1 1 1 1 1 1 1 1 1 2 2 3 2 2 3 4 4 4 * 1 1 2 1 1 2 1 1 2 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 2 2 2 3 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support.

21. the implementation of the programme of education educational institution use public education content Center approved teaching literature. 22. Learning content learning teaching resources to be used and a list of the methods given in each subject. 23. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. 24. a student can enroll in the program for a period up to two years of training, after which he continues education in general education. IV. Requirements for previously acquired learning 25. Learners taking 1-9. the class takes place according to the laws that determine the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class. The basis for the admission of trainees learning learning is an educational institution where the learner found to specific educational objectives. V. educational evaluation criteria and procedures or valuation fundamentals 26. Student achievement assessment is an integral part of the education component of the above: 26.1. student evaluation of basic education obtained fundamental and mandatory state tests are laid down in the national standards of basic education; 26.2. each subject test amount, number, period of performance, and evaluation criteria determined the subjects the teacher according to the subjects of the program; 26.3. the parents of student academic progress is informed at least once a month. If necessary, the parents of student academic achievement and other educational related issues are aware individual in conversation; 26.4. the education programme learning evening (shift) and minimum remote ieskaiš number is determined by the educational institution in proportion to the expected training hours per subject and lesson plan, but no less than two of the included subjects; 26.5. education programs learning in each class declares the testimony. Student transfer next class happens according to laws that determined the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class,; 16.5. the education programme learning trainees receive a certificate for general primary education and success of the statement the general education law and regulations that determined the order in which the addressee State recognised education documents. Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, evaluation and justification of 27. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 28. the implementation of the programme of education costs, consistent with the laws that determine the order of general basic education and general secondary education programmes the minimum cost: 28.1. State educational establishment founded, from the State budget; 28.2. the municipality founded educational establishment – from the State and municipal budget; 28.3. individuals founded the educational establishment – from the public and private budgets. 29. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures and the additional responsibilities of teachers. 30. teacher education institution approved pay Fund is right: 30.1 divide class subjects or groups of subjects (some hours) learning; 30.2. create different classes of learners joined the Group; 30.3. form a joint class. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 27. Annex Cabinet 2014 12. Regulation No 468 august primary social adjustment programs (education code 11011911, 11011921, 11011912, 11011922, 21011911, 21011921, 21011912, 21011922, 21014911, 21014921, 21014912, 21014922, 23011911, 23011921, 23011912, 23011922, 23014911, 23014921) (I). the objectives of the curriculum, tasks 1. Elementary education program of social adjustment (further-education programme) is a programme of basic education in a special way , which implements the social adjustment of educational or social adjustment class. 2. Educational programs main objectives and tasks are definitely the standard of basic education in the country. 3. in implementing education programs main objectives and tasks, the trainees are prepared for the continuation of education, work and life in society, and they are given the opportunity to learn the social experience generally accepted rules of behavior and communication culture. 4. Minority education programme implementation tasks are: to ensure the country 4.1 language learning at a level to be able to continue education in the national language; 4.2. promoting educational content and language integrated learning; 4.3. providing a balanced education for all school subjects; 4.4. promoting student integration in the Latvian society; 4.5. support relevant ethnic cultural learning. 5. According to the education programme classifier education can be implemented: 5.1. education program without the direction of specialization; 5.2. the professional direction of the program, whose mission is to provide the opportunity to acquire the knowledge, skills and competences in mainstream subjects and learn in depth education in man and society, arts, subjects who encouraged to express themselves in artistic amateur, develop practical work skills and creates incentives for further education and profession, teaching and lesson plan This education in the subjects of training hours increased to two hours of training from educational institutions to choose a certain number of hours of training. 6. Evening (shift) or distance education program is to get a basic education for persons in family, work, health, socio-economic status or other circumstances is not able to attend the educational institution full time classroom learning and education program which is part of the educational content ready to learn independently, using electronic tālsaziņ for features. II. the content of education 7. minimum content of education programs (education, training articles, main tasks, training and general content, as well as a subject standards) are laid down in the national standards of basic education. 8. social adjustments to the job content in certain education programs implementation plan. III. Education program implementation plan 9. Education programs subject and lesson plans (number of hours of training complements the educational institution, not exceeding the general statutory teaching hours a week according to the load of elementary education program direction): education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The Latvian language language 1 1 1 1 1 1 1 2 2 4 4 4 4 4 4 4 4 4 * first foreign language second foreign language technology and Sciences 1 1 1 2 basic mathematics 1 1 1 1 1 1 1 1 1 3 3 3 3 3 3 3 3 3 Informatics Science of biology 1 1 1 1 1 1 1 Chemistry Physics geography 1 1 1 man and society history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Sport, art 1 1 1 1 1 1 1 1 1 1 1 1 1 1 music literature Visual Arts lessons 1 1 1 1 1 1 1 1 1 educational choice ** 5 6 7 10 10 student training 9 10 10 9 hours maximum load * 22 23 24 26 28 30 32 34 34 the first foreign language in 2014/2015.. school year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class; * lessons educational choice, we recommend that you use the subject "sports" learning. 10. Minority education in the proposed subject and lesson plan models recommended for learners: 10.1 which have acquired the Latvian language in preschool education, which is a Latvian Latvian language skills and language use, the model 1; 10.2. which has got nursery education in minority languages, which are the Latvian conversational skills and Latvian language experience, 2. model; 10.3. which has got nursery education in minority languages, which are the Latvian conversational skills and no experience of the Latvian language, 3. model; 10.4. with no grounding in the Latvian language, 4. model; 10.5. which are the Latvian language skills and who want to acquire advanced ethnic culture, 5. model. 11. the subjects which are taught in the minority language, in accordance with this annex, paragraph 12 and 19 defined subjects and lesson plan can be mastered in the Latvian language, except for minority language teaching and teaching literature. 12. Minority education programs subject and lesson plans (number of hours of training complements the educational institution, not exceeding the general statutory teaching hours workload per week). 1. variant 1. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human and social geography of Latvia and the world History ** – – 2 2 history of Latvia *** 1 1 1 1 world history * 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 Visual Arts 1 1 1 lessons by education authorities check **** 1 1 0 2 3 0 3 5 0 student maximum learning hour load 22 23 24 26 28 30 32 34 34 notes. 1. The number of hours in the Latvian language Latvian language Latvian language or the language of minorities and minority languages, the first foreign language 2/2014 2015. school year classroom 1; 2015/2016. school year-1.-2. class and below, from class 1 to class 9. 3. "the history of Latvia and the world" 2012/2013 school year 8-9. class, 2013/2014 school year 9 class. 4. "history of Latvia" and "world history" 2012/2013 school year 6-7. class; 2013/2014 school year 6-8 grade; 2014/2015. school year 6-9 grade and below from class 6 to 9. class. 5. **** lessons you should use a subject of "Sport" learning. 1. variation 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human and social geography of Latvia and the world History ** – – 2 2 history of Latvia *** 1 1 1 1 world history * 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 Visual Arts 1 1 1 lessons by education authorities check **** 1 1 0 2 3 0 3 5 0 student maximum learning hour load 22 23 24 26 28 30 32 34 34 notes. 1. Number of hours: Latvian language Latvian language Latvian language or the language of minorities and minority languages 2 the first foreign language in 2014/2015.. school year classroom 1; 2015/2016. school year-1.-2. class and below, from class 1 to class 9. 3 ** "Latvia and world history" 2012/2013 school year 8-9. class, 2013/2014 school year 9 class. 4 *** "history of Latvia" and "world history" 2012/2013 school year 6-7. class; 2013/2014 school year 6-8 grade; 2014/2015. school year 6-9 grade and below from class 6 to 9. class. * 5 lessons we recommend that you use the subject "sports" learning. 1. variation 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science       Biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and society history of Latvia and the world * – – 2 2 history of Latvia *** 1 1 1 1 world history * 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, art literature 1 2 2 2 2 2 music 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons by education authorities check **** 1 1 0 2 3 0 3 5 0 student maximum learning hour load 22 23 24 26 28 30 32 34 34 notes. 1. Number of hours: Latvian language Latvian language Latvian language or the language of minorities and minority languages 2 the first foreign language in 2014/2015.. school year classroom 1; 2015/2016. school year-1.-2. class and below, from class 1 to class 9. 3 ** "Latvia and world history" 2012/2013 school year 8-9. class, 2013/2014 school year 9 class. 4 *** "history of Latvia" and "world history" 2012/2013 school year 6-7. class; 2013/2014 school year 6-8 grade; 2014/2015. school year 6-9 grade and below from class 6 to 9. class. * 5 lessons we recommend that you use the subject "sports" learning. 1. variation model 4 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human and social geography of Latvia and the world History ** – – 2 2 history of Latvia *** 1 1 1 1 world history * 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 Visual Arts 1 1 1 lessons by education authorities check **** 1 1 0 2 3 0 3 5 0 student maximum learning hour load 22 23 24 26 28 30 32 34 34 notes. 1. Number of hours: Latvian language Latvian language Latvian language or the language of minorities and minority languages 2 the first foreign language in 2014/2015.. school year classroom 1; 2015/2016. school year-1.-2. class and below, from class 1 to class 9. 3 ** "Latvia and world history" 2012/2013 school year 8-9. class, 2013/2014 school year 9 class. 4 *** "history of Latvia" and "world history" 2012/2013 school year 6-7. class; 2013/2014 school year 6-8 grade; 2014/2015. school year 6-9 grade and below from class 6 to 9. class. * 5 lessons we recommend that you use the subject "sports" learning. 1. variation 5. model (may include State education standards not listed in subject regulatory provision in).
Education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human and social geography of Latvia and the world history the history of Latvia, 2 2 – – * 1 1 1 1 world history * 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Sport, arts literature music 1 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 Visual Arts 1 1 1 lessons by education authorities check **** 1 1 0 2 3 0 3 5 0 student maximum learning hour load 22 23 24 26 28 30 32 34 34 notes. 1. Number of hours: Latvian language Latvian language Latvian language or the language of minorities and minority languages 2 the first foreign language in 2014/2015.. school year classroom 1; 2015/2016. school year-1.-2. class and below, from class 1 to class 9. 3 ** "Latvia and world history" 2012/2013 school year 8-9. class, 2013/2014 school year 9 class. 4 *** "history of Latvia" and "world history" 2012/2013 school year 6-7. class; 2013/2014 school year 6-8 grade; 2014/2015. school year 6-9 grade and below from class 6 to 9. class. * 5 lessons we recommend that you use the subject "sports" learning. 13. the Education programme covers the full general educational statutory teaching hours a week, the load with all the educational choices for training hours. 14. Educational institution in implementing the educational program without the direction of specialization, a balanced complement of the number of hours of training in those subjects, which provide educational Charter goals and objectives within the limits of a general statutory teaching hours a week full-time. 15. Teaching and lesson plan is approved by the Director of education authorities ordered every school year. 16. Education program outside the total training hours are included in the load: 16.1. social classes and the adjustment of interest education classes. 16.2. hours of work with individual learners who have difficulty learning the substance and who require additional assistance in curriculum subjects, as well as working with the talented learners individual school subjects for in-depth learning; 16.3. day-care group classes (social adjustment class). 17. Organizing the learning process of the educational institution, subject to the following conditions: 17.1. this first foreign language, which is one of the official European Union languages, laid down by the institution determined in accordance with the objectives set out in the Statute and tasks pursuant to parental choice and efficiency considerations; 17.2. each year, the education authority manage the progress of the project, the time for their timely informing learners and their parents wherever possible; 17.3. the education authority alone shall decide on the school year the amount of time used for training tours, learning games, sports events and other training and education process-related measures; 17.4. in one day for one class is scheduled more than one to two themes for final tests; 17.5. training hours may include a 2-3 minute dynamic learners into pause for developing and strengthening. 18. the subject and lesson plans (number of hours of training to complement the education authority, up to lesson the load week) educational institutions which implement the evening (shift) and distance education programs: education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The language of the Latvian language, 3 3 3 3 3 3 3 3 3 1 1 1 1 1 1 1 1 1 * first foreign language second foreign language technology and Sciences 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 2 2 3 3 3 3 3 3 3 Informatics Science Biology             1 1 1 1 1 1 1 Chemistry Physics geography 1 1 1 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** Art 1 1 1 1 1 1 1 1 1 1 1 1 the literature music 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts Student maximum learning load of hours per week the first foreign language 13 13 17 16 18 23 26 27 31 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 19. the subject and lesson plans (number of hours of training to complement the education authority, up to lesson the load week) educational institutions which implement the evening (shift) and remote minority education programs: 1. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages 1 1 2 1 1 2 1 1 2 2 2 3 2 2 3 4 4 6 Minority language of technology and Sciences 1 1 2 1 1 2 1 1 3 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 2 1 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 2. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages 1 1 2 1 1 2 1 1 2 2 2 3 2 2 3 4 4 6 Minority language of technology and Sciences 1 1 2 1 1 2 1 1 3 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 21 1 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 3. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages 1 1 2 1 1 2 1 1 2 2 2 3 2 2 3 4 4 6 Minority language of technology and Sciences 1 1 2 1 1 2 1 1 3 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 2 1 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 4. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages 1 1 2 1 1 2 1 1 2 2 2 3 2 2 3 4 4 6 Minority language of technology and Sciences 1 1 2 1 1 2 1 1 3 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 2 1 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian language Latvian language or the language of minorities and minority languages the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 5. model (may include State education standards not listed in the subject).
Education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages 1 1 2 1 1 2 1 1 2 2 2 3 2 2 3 4 4 6 Minority language of technology and Sciences 1 1 2 1 1 2 1 1 3 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 2 1 3 4 3 3 5 Informatics Science of biology 1 2 1 1 1 1 1 Chemistry Physics geography 1 1 2 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 Ethics/Christian teaching home economics and technology * 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Sport ** art 1 1 2 1 1 2 1 1 1 1 1 2 1 1 2 music literature Visual Arts Student maximum learning 1 1 1 1 1 1 1 1 1 hour load week 13 13 17 16 18 23 26 27 31 Latvian language Latvian Latvian language or languages and minority language in minority language in the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. ** If the educational institution is adequate logistical support. 20. the implementation of the programme of education educational institution use public education content Center approved teaching literature. 21. Learning content learning teaching resources to be used and a list of the methods given in each subject. 22. the student social adjustment occurs continuously throughout the residence time of social correction institution in the Group and individually. Social adjustment of group and individual lessons, interviews with educators and educational institutions provide the trainees specialists in social adjustment and promote reintegration. 23. social work of correction for each individual learner performs the following steps: 23.1. identification of the problem (the social adjustment of educational institution)-student reception social adjustment education, student personality research, the presentation of the social adjustment of educational work, internal order and security; 23.2. adaptation (up to six calendar weeks) – individual social adjustment plan, the enhanced observation, student meetings and sessions with social educators and psychologists; 14.5. social adjustment (Group and individual): 23.3.1. getting skills, information technology learning and career education; 23.3.2. vērtībizglītīb and preparation for life in society; 23.3.3. individual/group lessons; 23.4. the promotion of reintegration (social adjustment of the educational institution) – learner education social adjustments in the management of the institution exploring its ability to receive social support after adjustment of educational establishments in the learner's home of abandonment. The promotion of reintegration in the learner, is based on a tripartite agreement between the municipality of residence of the student representative, a person who exercises custody (hereinafter referred to as the parents) and social adjustment of the education authorities delegated employee. 24. Each learner growth dynamics of machine personality assessment and develop individual social adjustment plan. After each term evaluates student growth dynamics and make the necessary changes in social adjustment plan. 25. social adjustment group is the basic lesson of social adjustment, social adjustment is regulated the practice list. Social adjustment of the educational institution of social correction classes take place during each calendar year, as well as the lists of approved individual lessons in the school year and a separate holiday. 26. social adjustments to the lesson topic and duration of learning provides lesson plans on social adjustment. These lessons organized activities concerned requires the base material to the appropriate specialist. 27. social adjustments to the lesson topic chosen according to the interests of the trainees and the need, within the thematic areas specified in the distribution of the class distribution. These sessions can be divided into groups of learners, their interests, and gender, as well as classes combining several classes of learners. 28. social adjustments to the lesson plan for social adjustment process organization educational institution during the school year: class lesson per week by class 1. 2.3. 4.5. 6.7. 8.9. Work skills, information technology learning and career education 2-6 2-6 2-6 2-6 4-8 4-8 4-8 4-8 4-8 Vērtībizglītīb and preparation for life in society 2-6 2-6 2-6 2-6 2-6 2-6 2-6 2-6 2-6 individual/group sessions 0-6 0-6 0-6 0-6 to 0-8 0-0 8-8 0-0 8-8 in the learner a maximum load of hours of lessons a week 12 12 12 12 14 14 14 14 14 29. lesson plans for social adjustment social adjustment process for the Organization of social adjustment of educational institution student holiday : class lesson per week by class 1. 2.3. 4.5. 6.7. 8.9. Individual/group lessons and explanations 6 6 6 6 8 8 8 8 8 30. Culpably violate applicable social adjustments to the lesson in creating the list: 30.1. the lessons work skills, information technology learning and career education for work or training to motivate different trades skills: cooking, sewing, woodworking, gardening, information and communications technology, career education, t.sk. Introduction to authorities, organisations, companies, etc.; 30.2. the lessons and the preparation of the vērtībizglītīb life in society for student value system, their preparation for life in society after leaving the education authorities and to motivate to follow a healthy lifestyle. Lesson content includes topics about life purpose, responsibilities, behaviour and communication culture, ability to solve problems, make decisions, raising awareness about healthy family functioning, healthy lifestyle, based on the acquisition of the rights (including the rights of the child), patriotism and civic participation, action, extreme situations, traffic regulations, fire safety, use of different substances, from those career choices, personal development, leadership, critical and creative thinking, entrepreneurial to financial pratīb, as well as lessons in the learner's emotional , mental or physical stress reduction or prevention. These lessons deal with different art forms, aerobics, gym, etc.; 30.3. individual/group sessions organized by the education authority educational psychologist, medical professional or pedagogical staff recommendations and according to student interests and needs. Classes may include learners who have not visited long before the educational institution and not enough trained in the education programme, it is therefore necessary, in addition to consulting the lessons in this course. 31. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. 32. social adjustment class learners can enroll for a period up to two years of training, after which he continues education in general education. IV. Requirements for previously acquired learning 33. social adjustment education trainees are inserted only by decision of a court (judges) or the judgment. 34. Student admission 1-9. the class takes place according to the laws and regulations that determined the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class. The basis for the admission of social adjustment in the learner's education classroom is an educational institution where the learner found to specific educational objectives. V. educational evaluation criteria and procedures or valuation principles 35. Student achievement assessment is an integral part of the education component of the above: 21.8. student evaluation of basic education obtained fundamental and mandatory state tests are laid down in the national standards of basic education; 35.2. each subject test amount, number, period of performance, and evaluation criteria determined the subjects the teacher according to the subjects of the program; 35.3. the parents of student academic progress is informed at least once a month. If necessary, the parents of student academic achievement and other educational related issues are aware individual in conversation; 35.4. the education programme learning evening (shift) and remotely (or distance learning) required ieskaiš number is determined by the educational institution in proportion to the expected training hours per subject and lesson plan, but no less than two of the included subjects; 22.1. education programs learning in each class declares the testimony. Student transfer next class happens according to laws that determined the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class,; 22.1. about educational programs teaching trainees receive a certificate for general primary education and success of the statement the general education law and regulations that determined the order in which served in the State general education recognised documents. Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, evaluation and justification of 36. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 37. the implementation of the programme of education costs under the legislation that established the order of general basic education and general secondary education programmes the minimum cost: 37.1. public education institution founded, from the State budget; 37.2. the municipality founded educational establishment – from the State and municipal budget; 37.3. individuals founded the educational establishment – from the public and private budgets. 38. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures and the additional responsibilities of teachers. Social adjustment in the pay of the lesson according to the social class of the adjustment plan. 39. the maximum number of trainees in the social adjustment of educational establishments in one class-10 trainees; the minimum number of learners per class-6 trainees. If the student class size is less than 6, the class combines, but not more than two classes. 40. If the combined two classes, then chargeable hours calculated by the regulations of the class in which the greater number of billable hours. 41. social education institutions of correction recommended educators posts a list of units in accordance with the social adjustment of educational financial capabilities: the number of Trainees posts to 20 learners 21 to 36 and 35 trainees more trainees Director 1 Deputy Director in the field of education 1 2 1.5 1 0.5 educational psychologist sports Organizer 0.25 0.5 0.25 0.5 librarian social educator 1) one social site is a teacher for every 16-20 students; 2) seeks the learners range of problems; 3) puts forward objectives and targets to reduce or eliminate the problem; 4 individual learner) develop social adjustment plan in relation to their tasks/to-do items; 5) assess and document the work progress of social adjustment; 6) every two weeks for 30-40 minutes is individual in conversation with every student. Internāt teacher 1) student numbers internāt group from 6 to 10.2) a specific hourly wage according to the time schedule, ensuring a balanced student learning and social adjustment process, the Organization of work and rest periods; 3) for each full internāt group allowed to pay a maximum of four hours per week of participation in association meetings, methodical teaching and bringing up sort of documentation; 4) responsible for the organisation of everyday life in the learner – self-service, on-call, of course attendance, homework.
42. Educational institution of social correction, in open class, provides a social educator and psychologist. 43. Educational institution approved educators pay Fund is right: 43.1 divide class subjects or groups of subjects (some hours) learning; 43.2. create different classes of learners joined the Group; 43.3. types of United class. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of annex 28 cabinet 2014 12. Regulation No 468 august special education programs for learners with visual impairments, hearing impairments, physical disabilities, somatic illness, language disorders, learning disabilities, mental health problems (education programs 21015111, 21015121, codes 21015211, 21015221, 21015311, 21015321, 21015411, 21015421, 21015511, 21015521, 21015611, 21015621, 21015711, 21015721) (I). Educational programs objectives and tasks 1. special education (minority) students with visual impairments , hearing impairments, physical disabilities, somatic illness, language disorders, learning disabilities, mental health disorders (further-education programme) main objectives and tasks are defined in the standard of basic education in the country. 2. in implementing the educational program the main goals and tasks to ensure learners according to the health, abilities and level of development to learn the basic skills necessary for personal growth and development, civic activity, social inclusion and employment. 3. the implementation of the programme of education tasks are: 3.1 education emotional grace and mutual understanding in the atmosphere; 3.2. to create a positive environment of cooperation between educators, learners and parents in their mutual relations; 3.3. to organize learner leisure classes as an alternative to the socially undesirable weather setbacks; 3.4. developing diverse learning incentives that match the psihiskaj characteristics and ensure learning motivation; 3.5. assess needs, orientations, abilities and encourage new value system; 3.6. to ensure the opportunity to receive pedagogical correction and rehabilitation, according to the type of distortion in the learner. 4. Minority education programme implementation tasks are: to ensure the country 4.1 language learning at a level to be able to continue education in the national language; 4.2. promoting educational content and language integrated learning; 4.3. providing a balanced education for all school subjects; 4.4. promoting student integration in the Latvian society; 4.5. support relevant ethnic cultural learning. II. the content of education, 5. Education programs mandatory contents (education, training articles, main tasks, educational aspects and the overall content as well as subject matter standards) are laid down in the national standards of basic education. 6. the content of the curriculum consists of teaching programs and individual and group practice and rehabilitation plan. III. Education program implementation plan 7. Educational institution of education in implementing the requirements according to the learner's abilities, level of development, the health situation. 8. implementation of the programme of education: 8.1. learners with visual impairments can take up to ten years; 8.2. learners with hearing impairments can take up to ten years, but severe and expressed severe grade deaf – eleven years; 8.3. for learners with physical disabilities in the last nine years;
8.4. learners with somatic diseases can take nine years; 8.5. the learner language disorders can take ten years; 8.6. for persons with learning disabilities may take a decade. 8.7. for persons with mental health disabilities may take nine years. Director of education authorities shall take a decision on the duration of the implementation of the programme of education, assessing learner capability and level of development. 9. The general education classroom can be integrated (include) the visually impaired, the hearing impaired, with physical disabilities no more than three learners; with language disabilities up to four persons with learning disabilities, no more than four students, with mental health problems up to four learners. Includes learners develop an individual education plan. 10. Education programs and teaching lesson plans lesson in each class, except for 3, 6, and 9. class, determined by the educational institution. 11. Educational Authority, in implementing its development priorities in the plan, choose one of the suggested syllabus and lesson plan. 1. the option Learning areas and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. The Latvian language language 1 1 3 3 3 3 3 3 3 6 6 6 5 5 4 3 3 3 * first foreign language second foreign language ** 2 3 3 3 technology and basic sciences mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 1 1 2 1 1 2 of the social science of ethics/Christian teaching home economics and technology 1 1 1 1 1 2 1 1 2 1 1 1 Sport 2 2 2 2 2 2 2 2 2 1 1 2 1 1 2 literature Art music *** 2 2 2 1 1 1 1 1 1 2 2 2 2 2 2 1 1 1 Visual Arts lessons educational choice **** 1 2 0 4 4 0 4 6 0 learner maksimālāmācīb hour load per week * 22 23 24 26 28 30 32 34 34 the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments by learner ability or chosen another subject (in Latvian language or view recommended sign language). ** students with hearing impairments by learner ability or other chosen subject in Latvian view recommended language or sign language). for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. version 2 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language Latvian language * 6 6 6 6 5 4 3 3 4 1 1 3 3 3 3 3 3 3 * first foreign language second foreign language * ** 2 3 3 3 technology and basic sciences mathematics 2 2 2 2 2 2 1 1 1 4 4 4 5 5 5 6 5 5 Informatics Science Biology 2 2 2 2 2 2 2 Chemistry Physics geography 2 2 2 man and society history of Latvia 1 1 1 1 world history 1 1 1 1 1 1 1 2 2 2 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Sport, art literature 2 2 2 2 2 2 2 2 2 2 2 1 1 1 **** Music Visual Arts 2 2 2 2 1 1 1 1 1 lessons educational choices ***** 0 1 0 1 1 0 1 1 0 maximum Learner training hour load per week * 22 23 24 26 28 30 32 34 34 one Latvian language. 4 hours a week in class we recommend that you dedicate a literature learning; the first foreign language in 2014/2015.. school year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class. Students with hearing impairments by learner ability or chosen another subject (in Latvian language or view recommended sign language); students with hearing impairments by learner ability or chosen another subject (in Latvian language or view recommended sign language). for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. 12. Minority education in the proposed subject and lesson plan models recommended for learners: 12.1. which has got nursery education in Latvian language, which is a Latvian Latvian language skills and language use, the model 1; 12.2. which has got nursery education in minority languages, which are the Latvian conversational skills and Latvian language experience, 2. model; 12.3. you have got a preschool education in minority languages, which are the Latvian conversational skills and no experience of the Latvian language, 3. model; 12.4. with no grounding in the Latvian language, 4. model; 5. which are the Latvian language skills and who want to acquire advanced ethnic culture, 5. model. 13. Educational Authority, in implementing its development priorities in the plan, choose one of the provided minority education programs tuition and lesson plan.
1. variant 1. model education and subjects 1. up up 2. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music * 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 * Visual Arts lessons education the choice of the Authority *** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments in the learner's abilities are selected by other subjects (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. 1. variation 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music * 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 * Visual Arts lessons education the choice of the Authority *** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments in the learner's abilities are selected by other subjects (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. 1. variation 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music * * 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 Visual Arts lessons educational choice *** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments in the learner's abilities are selected by other subjects (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. 1. variation model 4 education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music * 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 * Visual Arts lessons education the choice of the Authority *** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments in the learner's abilities are selected by other subjects (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. 1. variation 5. pattern (can include national standards not listed in the primary subject) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 4 5 5 4 4 4 3 3 3 4 4 4 4 4 5 5 5 5 Minority language foreign language technology and Sciences * 1 1 2 2 2 2 2 2 2 basic mathematics 1 1 1 1 1 2 1 1 2 4 4 4 5 5 5 6 5 5 Informatics science biology physics chemistry 1 2 1 1 2 1 2 1 1 2 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 2 1 1 2/Christian Ethics lesson 1 1 1 1 1 1 1 1 1 1 1 1 housekeeping and technology sports 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 arts literature music * 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 * Visual Arts lessons education the choice of the Authority *** 1 1 0 2 3 0 3 5 0 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in minority language foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments in the learner's abilities are selected by other subjects (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. lessons educational choice, you should use a subject of "Sport" learning. 2. option 1. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 2 2 3 3 3 3 3 3 3 5 5 6 6 6 6 5 5 6 Minority language foreign language * 1 1 1 1 1 2 2 1 3 technology and basic sciences mathematics 1 2 1 2 2 2 1 1 1 4 4 4 4 5 5 5 5 6 Informatics science biology physics chemistry 2 1 2 2 1 2 1 2 2 1 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 2 1 1 1 Sport 2 2 2 2 2 2 2 2 2 2 2 1 2 2 1 literature Art music * 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 * Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual foreign language/2014 2015. school year 1 class; 2015/2016. school year 1-2. class and below from 1 to 9. class. Students with hearing impairments by learner ability or other chosen subject (in Latvian language or view recommended sign language.; for the hearing impaired learners choose a different school subjects. 2. option 2. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 2 2 3 3 3 3 3 3 3 5 5 6 6 6 6 5 5 6 Minority language foreign language * 1 1 1 1 1 2 2 1 3 technology and basic sciences mathematics 1 2 1 2 2 2 1 1 1 4 4 4 4 5 5 5 5 6 Informatics science biology physics chemistry 2 1 2 2 1 2 1 2 2 1 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 2 1 1 1 Sport 2 2 2 2 2 2 2 2 2 2 2 1 2 2 1 literature Art music * 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 * Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual foreign language 2014./15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments by learner ability or chosen another subject (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. 2. option 3. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 5 5 6 6 6 6 5 5 6 Minority language * 1 1 1 1 1 2 2 1 3 2 2 3 3 3 3 3 3 3 foreign language technology and basic sciences mathematics 1 2 1 2 2 2 1 1 1 4 4 4 4 5 5 5 5 6 Informatics science biology physics chemistry 2 1 2 2 1 2 1 2 2 1 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 2 1 1 1 Sport 2 2 2 2 2 2 2 2 2 2 2 1 2 2 1 literature Art music * 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 * Visual Arts Student maximum learning load of hours a week in the Latvian language 22 23 24 26 28 30 32 34 34 bilingual in the minority language in the 2014-15 foreign language school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments by learner ability or chosen another subject (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. 2. option 4. model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 2 2 3 3 3 3 3 3 3 5 5 6 6 6 6 5 5 6 Minority language foreign language * 1 1 1 1 1 2 2 1 3 technology and basic sciences mathematics 1 2 1 2 2 2 1 1 1 4 4 4 4 5 5 5 5 6 Informatics science biology physics chemistry 2 1 2 2 1 2 1 2 2 1 Human Geography and the history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 1 1 1 1 2 1 1 1 Sport 2 2 2 2 2 2 2 2 2 1 2 1 2 2 1 literature Art music ** 2 2 2 1 2 2 2 2 2 2 2 2 1 2 2 2 2 2 Visual Arts Student maximum learning hour load week 22 23 24 26 28 30 32 34 34 Latvian language in minority language in a bilingual foreign language 2014./15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. Students with hearing impairments by learner ability or chosen another subject (in Latvian language or view recommended sign language). ** for the hearing impaired learners choose a different school subjects. 14. the subjects which are taught in the minority language, in accordance with paragraph 13 of this Annex establishes the subject and lesson plan can be mastered in the Latvian language, except for minority language teaching and teaching literature.
15. the Education programme covers the full General Education Act the maximum specified load of hours of training per week, using educational choice for training hours. 16. Educational institution in implementing educational programs, balanced complement the training hours (except for 3, 6 and 9) in those subjects, which provide educational Charter goals and objectives within the limits of a general statutory teaching hours load week in each class. 17. Subject and lesson plan is approved by the Director of education authorities ordered every school year. 18. Education program outside the total training hours are included in the load: 18.1. class hours for at least one hour for each class a week; 18.2. Optional sessions, which is not mandatory and is organized by the student group, subject to the principle of voluntary (basis-parental submission). Optional sessions is student overall development lessons, including choirs, folk dance collective, a school brass band, drama, foreign language learning, developing entrepreneurial skills, and classes. 18.3. hours of work with individual students who need extra help in curriculum subjects, as well as working with talented children separate subject for in-depth learning; 18.4. extended working day (except boarding schools); 18.5. individual and group corrections and rehabilitation sessions. 19. Organizing the learning process of the educational institution, the conditions below are met: 19.1. the first foreign language they teach, which is one of the official European Union languages, laid down by the institution determined in accordance with the objectives set out in the Statute and tasks pursuant to parental choice and efficiency considerations; 19.2. class hours topics are considered vērtībizglītīb, behavior and communication culture, patriotism and civic participation, healthy lifestyle and addiction prevention, extreme situations and safety, career choices, personal development, leadership, critical thinking, creative thinking, financial, entrepreneurial pratīb; 19.3. each year, the education authority manage the progress of the project, the time for their timely informing learners and their parents; 19.4. the education authority alone shall decide on the school year the amount of time used for training tours, learning games, sports events and other training and education process-related measures; 19.5 per day in one class is not scheduled for more than one to two themes for final tests; 12.2. training hours may include a 2-3 minute dynamic learners into pause for developing and strengthening; 19.7. individual and group corrections and rehabilitation classes. 19.8. where the educational institution is admitted to the learner, who returned from studying in another country, then the student in an educational institution for inclusion in a common learning process in individual development plans, including individual learner lessons in national language subjects Latvian language or literature, history and social studies or, if your institution implement minority education programmes, the subjects Latvian language and literature, history and social sciences do not exceed the general statutory teaching hours a week full-time. 20. Educational institution draw up individual and group corrections and rehabilitation plan, according to the type of distortion. Individual and group corrections and rehabilitation plan at the beginning of the school year by order of the Director of education authorities. 21. Individual and group corrections and rehabilitation sessions (except for general educational institutions integrated into the learner with special needs): 21.1. for learners with visual impairments: class 1 kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual adjustment and rehabilitation/grupu lessons 6 5 5 5 6 6 5 4 4 individual/group lessons orienteering, mobility, vision development 12 10 10 10 10 10 9 7 7 6 5 5 5 4 4 4 3 3 total: 21.2. for the hearing impaired learners: grade 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual/grupu corrections and rehabilitation training (development of hearing and phonetic building) 18 18 18 18 8 6 6 6 6 individual corrections and rehabilitation/grupu lesson 4 5 5 3 3 3 3 3 3 total: 22 23 23 21 11 9 9 9 9 learners with 21.3. physical disabilities: class 1 kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual adjustment and rehabilitation/grupu lessons together: 12 12 14 14 15 15 15 14 14 12 12 14 14 15 15 15 14 14 13.3. with somatic diseases learners: grade 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual adjustment and rehabilitation of the/grupu lessons: 5 5 5 5 4 4 3 3 4 5 5 5 5 4 4 3 3 4 together with language learners 21.5. interference: class 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual adjustment and rehabilitation/grupu lessons: 12 12 12 12 10 8 8 8 8 12 12 12 12 10 8 8 8 8 total 21.6. learners with learning disabilities: class 1 kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual adjustment and rehabilitation/grupu lessons: 8 8 8 8 5 5 3 3 2 8 8 8 8 5 5 3 3 2 total 21.7. learners with mental health disorders: class 1 kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual adjustment and rehabilitation/grupu classes 5 6 6 6 6 6 2 2 2 total: 5 6 6 6 6 6 2 2 2 22. Individual and group practice and rehabilitation plan, according to the type of distortion: 22.1. for learners with visual impairments-lessons targeting, mobility, vision development, therapeutic gymnastics, swimming, rhythmic and logoritmik lessons, group and individual logopēdisk or other correction and rehabilitation classes. 22.2. for the hearing impaired learners – priekšmetdarbīb training group sessions, group and individual lessons in the development of hearing and phonetic, therapeutic gymnastics, swimming, rhythmic and logoritmik lessons, group and individual logopēdisk or other correction and rehabilitation classes. 22.3. student with physical disabilities, somatic illnesses, learning disabilities, mental health disorders, healing gymnastics, swimming, rhythmic and logoritmik lessons, group and individual logopēdisk or other correction and rehabilitation sessions. Individual and group corrections and rehabilitation activities can combine multiple classes of learners. 23. Individual and group exercises and rehabilitation plan to be implemented during the training process in parallel with school hours, if it provides individual and differentiated approaches and pedagogical correction. 24. in the implementation of the programme of education educational institution use public education content Center approved teaching literature.
25. Learning content learning learning tools to be used and a list of the methods given in each subject. 26. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. IV. Requirements for previously acquired learning 27. Student admission 1-9. the class takes place according to the laws that determine the order in which the trainees are enrolled in general education institutions and deducted from them, and the minimum requirements for transfer to the next class. V. educational evaluation criteria and procedures or valuation principles 28. Student achievement assessment is an integral part of the education component of the above: 28.1. student evaluation of basic education obtained fundamental and mandatory state tests are laid down in the national standards of basic education; 28.2. each subject test amount, number, period of performance, and evaluation criteria determined the subjects the teacher according to the subjects of the program; 17.6. the older the student academic achievement is informed at least once a month. If necessary, the parents of student academic achievement and other educational related issues are aware individual in conversation; 28.4. education programs learning in each class declares the testimony. Student transfer next class happens according to the laws that determine the order in which the trainees are enrolled in educational institutions and deducted from them, and the minimum requirements for transfer to the next class,; 28.5. education programs learning trainees receive a certificate for general primary education and success of the statement the general education law and regulations establishing procedures for submitting country recognised education documents. Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, evaluation and justification of 29. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 30. the implementation of the programme of education costs, consistent with the laws that determine the order of general basic education and general secondary education programmes the minimum cost: 30.1. State educational establishment founded, from the State budget; 30.2. the municipality founded educational establishment – from the State and municipal budget; 30.3. individuals founded the educational establishment – from the public and private budgets. 31. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures, additional duties of teachers, individual and group exercises and rehabilitation plan. 32. Educational institution approved educators pay Fund is right: 32.1 divide class subjects or groups of subjects (some hours) learning; 32.2. creating different classes of learners joined the Group; 32.3. creating the United class. 33. The qualified staff and necessary equipment for the institution determined in accordance with the laws and regulations that set requirements for the number of qualified staff and the necessary equipment for general child care and education establishments. 34. Education programs support the institution determined in accordance with the regulations, which provides for the requirements for the provision of the educational institutions under the special needs learners. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 29. Annex Cabinet 2014 12. Regulation No 468 august special elementary education program learners with mental development disorders (educational program code 21015811, 21015821) (I). Educational programs objectives and tasks 1. special education (minority) students with mental disabilities (further-education programme) main objectives and tasks are defined in the standard of basic education in the country. 2. Education program provides opportunities for reaching the national standard of basic education objectives according to student health, abilities and level of development. 3. in implementing the educational program the main goals and tasks, learners provides adequate health, abilities and level of development to learn the basic skills necessary for personal growth and development, civic activity, social inclusion and employment. 4. the implementation of the programme of education tasks is to ensure the development of disorders: 4.1 the maximum pedagogical psychological adjustment and compensation; 4.2. to promote responsible attitudes towards learner myself, family, the environment, the State, to promote the integration of trainees; 4.3. to encourage each student's personality in a harmonious formation and development; 4.4. to the extent possible to ensure public and personal life of the necessary basic knowledge and basic skills training, subject to the development of adjustment and compensation opportunities, prepare for the continuation of education. 5. Minority education programme implementation tasks are: to provide national 5.1 language learning at a level to be able to continue education in the national language; 5.2. promoting educational content and language integrated learning; 5.3. to ensure a balanced education of all school subjects; 5.4. promoting student integration in the Latvian society; 5.5. to support relevant ethnic cultural learning. II. the content of education 6. minimum content of education programs (education, training articles, main tasks, training and general content, as well as a subject standards) are laid down in the national standards of basic education. The State educational establishment of the requirements set out in the standard implement appropriate learner health, abilities and level of development. 7. Education programs constitute the contents of syllabus and individual and group practice and rehabilitation plan. III. Education program implementation plan 8. Education Authority educational program requirements implement appropriate learner health, abilities and level of development. 9. implementation of the programme of education of learners for nine years. 10. Mainstream schools can integrate (include) trainees during the mild mental disabilities. Learners develop included individual education plan. 11. Educational programs teaching and lesson plans (number of hours of training complements the educational institution, not exceeding the general statutory teaching hours load a week): learning areas and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language Latvian language foreign language * 1 1 1 1 1 1 1 1 1 4 4 4 4 3 3 3 3 3 technology and basic sciences mathematics 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Informatics Science of geography 1 1 1 1 1 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 1 1/Christian Ethics lesson 1 1 1 1 1 1 1 3 3 3 3 3 white goods and technology of sports art 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 the Literature of Music Visual Arts lessons 1 1 1 1 1 1 1 1 1 educational choice for maximum Learner training 8 8 9 10 10 10 12 13 13 hour load week 22 23 24 26 28 30 32 34 34 * is taught on the basis of the earlier application; the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 12. Minority education in the proposed subject and lesson plan models recommended for learners: 12.1. which has got nursery education in Latvian language, which is a Latvian Latvian language skills and language use, the model 1; 12.2. which has got nursery education in minority languages, which are the Latvian conversational skills and Latvian language experience, 2. model; 12.3. you have got a preschool education in minority languages, which are the Latvian conversational skills and no experience of the Latvian language, 3. model; 12.4. with no grounding in the Latvian language, 4. model; 5. which are the Latvian language skills and who want to acquire advanced ethnic culture, 5. model. 13. Minority education programs teaching the subject and lesson plans (number of hours of training to complement the education authority, up to lesson the load week): 1. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages, 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 Minority language of technology and Sciences 1 1 1 1 1 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Informatics Science of geography 1 1 1 1 1 man and society history of Latvia 1 1 1 1 world history           1 1 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 3 3 3 3 3 2 2 2 2 2 2 2 2 2 Sport, art 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 music literature Visual Arts lessons 1 1 1 1 1 1 1 1 1 educational choice 7 7 8 9 8 8 10 13 13 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in the minority language is taught on the basis of the earlier application; the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 2. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages, 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 Minority language of technology and Sciences 1 1 1 1 1 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Informatics Science of geography 1 1 1 1 1 man and society history of Latvia 1 1 1 1 world history           1 1 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 3 3 3 3 3 2 2 2 2 2 2 2 2 2 Sport, art 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 music literature Visual Arts lessons 1 1 1 1 1 1 1 1 1 educational choice 7 7 8 9 8 8 10 13 13 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in the minority language is taught on the basis of the earlier application; the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 3. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages, 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 Minority language of technology and Sciences 1 1 1 1 1 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Informatics Science of geography 1 1 1 1 1 man and society history of Latvia 1 1 1 1 world history           1 1 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 3 3 3 3 3 2 2 2 2 2 2 2 2 2 Sport, art 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 music literature Visual Arts lessons 1 1 1 1 1 1 1 1 1 educational choice 7 7 8 9 8 8 10 13 13 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in the minority language is taught on the basis of the earlier application; the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 4. the model education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature foreign languages, 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 Minority language of technology and Sciences 1 1 1 1 1 1 1 1 1 basic mathematics 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Informatics Science of geography 1 1 1 1 1 man and society history of Latvia 1 1 1 1 world history           1 1 1 1 1 1 1 1 1 1 1 1 1 ethics of social studies/Christian teaching home economics and technology 1 1 1 1 1 1 1 3 3 3 3 3 2 2 2 2 2 2 2 2 2 Sport, art 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 music literature Visual Arts lessons 1 1 1 1 1 1 1 1 1 educational choice 7 7 8 9 8 8 10 13 13 Student maximum learning load of hours a week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in the minority language is taught on the basis of the earlier application; the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 5. model (may include State education standards not listed in subject) education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 Minority language foreign language * 1 1 1 1 1 1 1 1 1 technology and the basics of Science Mathematics 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 Informatics Science of geography 1 1 1 1 1 man and society history of Latvia 1 1 1 1 1 1 1 1 world history social studies 1 1 1 1 1 1 1 1 1 ethics/Christian teaching home economics and technology 1 1 1 1 3 3 3 3 3 1 1 1 Sport 2 2 2 1 1 1 1 1 1 2 2 2 2 2 2 arts literature music 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Visual Arts lessons to choose an educational institution Student maximum learning 7 7 8 9 8 8 10 13 13 hour load week Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority language in the minority language is taught on the basis of the the earlier application; the first foreign language in 2014-15 school year 1 class; 2015./16. school year 1.-2. class and below from 1 to 9. class. 14. the subjects which are taught in the minority language, in accordance with paragraph 13 of this Annex establishes the subject and lesson plan can be mastered in the Latvian language, except for minority language teaching and teaching literature. 15. Science, social studies and home economics and technology integrates content subjects include physics, chemistry and biology teaching separate themes to facilitate learning content. 16. Subject and lesson plan is approved by the Director of education authorities ordered every school year. 17. Educational programmes outside total training hours load includes: 17.1. class hours for at least one hour for each class a week; 17.2. Optional sessions, which is not mandatory and is organized by the student group, subject to the principle of voluntary (basis-parental submission). Optional sessions is student overall development lessons, including choirs, folk dance collective, a school brass band, drama, foreign language learning, developing entrepreneurial skills, and classes. 17.3. hours of work with individual students who need extra help in curriculum subjects, as well as working with talented children separate subject for in-depth learning; 17.4. day-care group classes (except boarding schools). 18. Organising the learning process of the educational institution, the following conditions are met: 18.1. first foreign language learning, which is one of the official European Union languages, laid down by the institution determined in accordance with the objectives set out in the Statute and tasks pursuant to parental choice and efficiency considerations; 18.2. class hours topics are considered vērtībizglītīb, behavior and communication culture, patriotism and civic participation, healthy lifestyle and addiction prevention, extreme situations and safety, career choices, personal development, leadership, critical thinking, creative thinking, financial, entrepreneurial pratīb; 18.3. each year, the education authority manage the progress of the project, the time for their timely informing learners and their parents; 18.4. the education authority alone shall decide on the school year the amount of time used for training tours, sports events and other training and education process-related measures; 18.5. single day for one class is not scheduled for more than one subject in the final survey work; 18.6. training hours may include a 2-3 minute dynamic learners into pause for developing and strengthening; 11.6. the learning process using support measures according to the individual needs of the learner. 19. Educational institution draw up individual and group corrections and rehabilitation plan, according to the type of distortion. Individual and group corrections and rehabilitation plan at the beginning of the school year by order of the Director of education authorities. 20. Individual and group corrections and rehabilitation exercise plan: 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual/group correction and rehabilitation sessions 6 6 6 6 5 5 2 2 2 total: 6 6 6 6 5 5 2 2 2 21. Individual adjustment and rehabilitation of groups plan to form a therapeutic gymnastics, swimming, rhythmic and logoritmik lessons, group and individual logopēdisk or other correction and rehabilitation sessions. Individual adjustment and rehabilitation of groups lessons can combine multiple classes of learners. 22. Individual and group exercises and rehabilitation plan to be implemented during the training process in parallel with school hours, if it provides individual and differentiated approaches and pedagogical correction. 23. the implementation of the programme of education educational institution use public education content Center approved teaching literature. 24. Learning content learning learning tools to be used and a list of the methods given in each subject. 25. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. IV. Requirements for previously acquired education 26.   Student admission 1-9. the class takes place according to the laws that determine the order in which the trainees are enrolled in educational institutions and deducted from them, and the minimum requirements for transfer to the next class. V. educational evaluation criteria and procedures or valuation principles 27. Student evaluation of basic education obtained fundamental principles, arrangements, criteria are set for the Cabinet of Ministers regulations on the procedure for the evaluation of the learning outcomes of special education programs. 28. Trainees from national survey work are exempt. 29. Learner parents of your child's learning achievements inform not less frequently than once a month. If necessary, the child's parents about the student learning outcomes and other education related issues inform the individual conversation. 30. Basic education programs learning in each class declares the testimony. Student transfer next class happens according to the laws that determine the order in which the trainees are enrolled in educational institutions and deducted from them, and the minimum requirements for transfer to the next class. 31. After 9. class trainees receive certificate for primary education and success of the statement the general education law and regulations establishing procedures for submitting country recognised education documents.
Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, evaluation and justification of the 32. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 33. the implementation of the programme of education costs, consistent with the laws that determine the order of general basic education and general secondary education programmes the minimum cost: 33.1. State educational establishment founded, from the State budget; 33.2. the municipal educational establishment founded – from national and local government; 33.3. individuals founded the educational establishment – from the public and private budgets. 34. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures, additional duties of teachers, individual and group exercises and rehabilitation plan. 35. Education Authority approved educators pay Fund is right: 21.8. divide the class into groups of subjects or subject (individual hours) learning; 35.2. creating different classes of group; 35.3. build a joint class. 36. The qualified staff and necessary equipment for the institution determined in accordance with the laws and regulations that govern the requirements for qualified staff and the necessary equipment for general child care and education establishments. 37. Education programs support the institution determined in accordance with the laws and regulations that govern the requirements for provision of educational institutions according to the special needs learners. Minister of education and Science In the Druviet of the Ministry of education and science in the proposed wording 30. Annex Cabinet 2014 12. Regulation No 468 august special elementary education program student with severe mental disabilities or more severe disabilities (education code 21015911, 21015921) (I). Educational programs objectives and tasks 1. special education (minority) students with severe mental development interference or more severe disabilities (further-education programme) main objectives and tasks are defined in the standard of basic education in the country. 2. Education program provides learners the opportunity to acquire the basic skills, according to their State of health, abilities and level of development, ensuring the development of adjustment and compensation of distortion or health maintenance. 3. Each student educational program provides individual educational plan development and implementation, to receive pedagogical correction and rehabilitation, according to the type of distortion in the learner. 4. the implementation of the programme of education tasks are: to ensure the development of disorders 4.1 the maximum pedagogical psychological adjustment and compensation; 4.2. to promote responsible attitudes towards learner myself, family, the environment, the State, to promote the integration of trainees; 4.3. to encourage each student's personality in a harmonious formation and development; 4.4. to the extent possible to ensure public and personal life of the necessary basic knowledge and basic skills training, subject to the development of adjustment and compensation; possible, to prepare for the continuation of education; 4.5. to ensure the implementation of the individual educational programme of practical work skills. 5. Minority education programme implementation tasks are: to provide national 5.1 language learning at a level to be able to continue education in the national language; 5.2. promoting educational content and language integrated learning; 5.3. to ensure a balanced education of all school subjects; 5.4. promoting student integration in the Latvian society; 5.5. to support relevant ethnic cultural learning. II. the content of education 6. Curriculum content form the subject programs, individual and group exercises and rehabilitation plan. 7. the syllabus content, implement appropriate education for each learner an individual plan, approved by the educational administration. With an individual education plan introduces the student parents.
8. Individual development plan, the implementation and the evaluation team (support staff) job that requires professional and student and his parents on a regular basis. III. Education program implementation plan 9. Educational institution of education in implementing the requirements according to the learner's abilities, level of development, the health situation. 10. implementation of the programme of education learners for nine years. Depending on student health and educational opportunities in the education programme can take up to 12 years. 11. General education institution (include) can be integrated in the learner with severe mental disabilities or severe disabilities. Includes learners develop an individual education plan. 12. Assessing learner capability, level of development and State of health of the individual learner is created in the education plan based on one of the subjects of the curriculum and the lesson plans options: 1. variant education areas and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Latvian language language X X X X X X X X X technology and basic sciences mathematics X X X X X X X X X X X X science Informatics X X X X X X man and society social studies X X X X X X X X X X X white goods and technologies X X X X X X X X X X X X Sport X X X X X X X the art Literature X X X music X X X X X X X X X Visual art X X X X X X X X X in the learner a maximum load of hours of training a week 22 23 24 26 28 30 32 34 34 2. variant learning areas and subjects l. up. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Communication (communication, language, perception, understanding, apply) X X X X X X X X X Sport (development of motion) X X X X X X X X X social studies (social skills) X X X X X X X X X Visual art (explore the world) X X X X X X X X X in the learner a maximum load of hours of training a week assessing learner 22 23 24 26 28 30 32 34 34 13. capability , the level of development and State of health of the individual learner is created in the education plan on the basis of one of the minority education programs teaching the subject and lesson plans options: 1. variation in the field of education and subjects 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Language in the Latvian language and literature X X X X X X X X X X X X minority language X X X X X X technology and basic sciences mathematics X X X X X X X X X X X X science Informatics X X X X X X man and society social studies X X X X X X X X X X X white goods and technologies X X X X X X X X X X Sport X X X X X X X X X the Art Literature X X X music X X X X X X X X X Visual art X X X X X X X X X in the learner a maximum load of hours of training per week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority languages minority languages version 2 education and training articles l. up. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Communication (communication, language, perception, awareness, usage) Sports (developing motion) X X X X X X X X X social studies (social skills) X X X X X X X X X Visual art (explore the world) X X X X X X X X X in the learner a maximum load of hours of training per week in the Latvian language Latvian language 22 23 24 26 28 30 32 34 34 or Latvian language and minority languages minority languages 14. Subjects who are minority language they teach in accordance with paragraph 13 of this Annex establishes the subject and lesson plan can be mastered in the Latvian language, except for minority language teaching and teaching literature. 15. Education programs tuition and lesson plans for each learner customizable health, abilities and level of development. Number of hours per week of individual learners plan may be less than subject and lesson plans in the maximum. 16. Education program outside the common lesson assignments included: 16.1. class hours, at least one hour for each class a week; 16.2. Optional sessions, which is not mandatory and is organized by the student group, subject to the principle of voluntary (basis-parental submission). Optional sessions is student overall development lessons, including dance collective, theatre, music, pottery and other classes. 16.3. hours of work with individual students who need extra help learning content learning subjects; 16.4. extended working day (except boarding schools); 16.5. individual and group corrections and rehabilitation sessions. 17. Individual corrections and rehabilitation group lesson plan (except for general educational institutions that include trainees with special needs) 1. kl. 2. kl. 3. kl. 4. kl. 5. kl. 6. kl. 7. kl. 8. kl. 9. kl. Individual/group correction and rehabilitation sessions 8 8 8 8 8 8 7 7 7 8 8 8 8 8 8 7 7 7 18 total: individual group adjustments. and rehabilitation plan consists of therapeutic gymnastics, swimming, rhythmic and logoritmik lessons, group and individual lessons, logopēdisk Montessori lessons, music therapy or other corrections and rehabilitation sessions. Individual adjustment and rehabilitation of groups lessons can combine multiple classes of learners. 19. Individual and group exercises and rehabilitation plan to be implemented during the training process in parallel with school hours, if it provides individual and differentiated approaches and pedagogical correction. 20. In organising the learning process educational institution, the conditions below are met: 20.1. by order of the Director of education the authority to approve the school subjects and lesson plans in which the hours were allocated to education authorities select a subject, according to the needs of the learner; 20.2. class hours topics are considered vērtībizglītīb, behavior and communication culture, patriotism and civic participation, healthy living and prevention of addiction, extreme situations and safety, career choices, personal development leadership, critical thinking, creative thinking, financial, entrepreneurial pratīb; 20.3. each year, the education authority manage the progress of the project, the time for their timely informing learners and their parents; 20.4. the education authority shall take a decision on the permanent academic year the amount of time used learning tours, sports events and other training and education process-related measures; 20.5. the lessons are 30 minutes in length; 12.8. training hours may include a 2-3 minute dynamic pause students into for developing and strengthening; 20.7. the learning process using support measures according to the individual needs of the learner. 21. the implementation of the programme of education educational institution use public education content Center approved teaching literature.
22. Learning content learning teaching resources to be used and a list of the methods given in each subject. 23. the education programme in the implementation of the identified shortcomings or have questions addressed mutual student, parents and the educational institutions administration negotiating or in written form. IV. Requirements for previously acquired learning 24. Student admission 1-9. the class takes place according to the laws that determine the order in which the trainees are enrolled in educational institutions and deducted from them, and the minimum requirements for transfer to the next class. V. educational evaluation criteria and procedures or valuation principles 25. Learners acquired basic education evaluation principles, arrangements, criteria are set for the Cabinet of Ministers regulations on the procedure for the evaluation of the learning outcomes of special education programs. 26. Trainees from national survey work are exempt. 27. the parents of children in the learner's learning achievements inform not less frequently than once a month. If necessary, the child's parents about the student learning outcomes and other education related issues inform the individual conversation. 28. Primary education programs learning in each class declares the testimony. Student transfer next class happens according to the laws that determine the order in which the trainees are enrolled in educational institutions and deducted from them, and the minimum requirements for transfer to the next class,; 29. at 9. class trainees receive certificate for primary education and success of the statement the general education law and regulations establishing procedures for submitting country recognised education documents.
Vi. Educational programmes for the implementation of the necessary personnel, financial and material resources, evaluation and justification of 30. implementation of the programme of education educational institution comply with the requirements of the laws governing the operation of educational institutions. 31. the implementation of the programme of education costs, consistent with the laws that determine the order of general basic education and general secondary education programmes the minimum cost: 31.1. founded in State educational institution, from the State budget; 31.2. the municipality founded educational establishment – from the State and municipal budget; 31.3. individuals founded the educational establishment – from the public and private budgets. 32. the number of billable hours per week class 1-9. the calculation according to the educational program of the syllabus, students need the support measures, additional duties of teachers, individual and group exercises and rehabilitation plan. 33. Educational institution approved educators pay Fund is right: 33.1. divide the class into groups of subjects or subject (individual hours) learning; 33.2. creating different classes of group; 33.3. to build a joint class. 34. The qualified staff and necessary equipment for the institution determined in accordance with the laws and regulations that set requirements for the number of qualified staff and the necessary equipment for general child care and education establishments. 35. Education programs support the institution determined in accordance with the regulations, which provides for the requirements for the provision of the educational institutions under the special needs learners. Minister of education and Science In the Druviet of the Ministry of education and science of the presented version of Annex 31 cabinet 2014 12. Regulation No 468 august foreign language. Subject standard 3-9. class i. General question 1. Tuition standard "foreign language" is created for any language, and defines the subject, tasks, requirements of minimum content and subject learning, finally, 3, 6 and 9 class. II. purpose of the subjects and tasks 2. Subject "foreign language" is to create learner language communicative competence and sociocultural competence, using the foreign language training, communication and cooperation in a changing multicultural world. 3. the subject of "foreign language" job is to create the opportunity for learners to communicate in a foreign language: 3.1. orally and in writing; 3.2. to acquire basic knowledge of the foreign language patterns and usage functions; 3.3. promoting openness against routine and appraising treatment yourself, others, the world, unlocking and comparing the mother tongue and a foreign language, as well as learning about cultural diversity; 3.4. to understand the language meaning of the other subject learning. III. minimum content of the subjects 4. Language communicative competence: 4.1. communication: communication situation, ways and means of communication, communication culture; 4.2. language skills: listening, reading, writing, conversing, storytelling, sarakstīšan; 4.3. the pronunciation, tone: the word stress, sentence stress; 4.4. text: a text entity, connectedness, completeness, text type, topic, main idea; 4.5. the sentence: sentence types, punctuation; 4.6. name: the name of the grammatical and lexical meaning, speech, vocabulary. 5. the sociocultural competence: 5.1. shared and divergence, communicating in their native language and a foreign language; 5.2. the language label; 5.3. the language contained in the context of different cultures; 5.4. cultural phenomenon: living conditions, holidays, customs, respect for other peoples languages and cultural diversity. IV. Requirements subject learning, finally 3. class 6. Encourages learners to reach communicative competence of language and sociocultural competence in language skills according to the A1 level. Separate language communicative competence and sociocultural competence elements can have different levels. Language skills level and the criteria laid down in paragraph 18 of this annex. 7. Language communicative competence. Learner: 7.1 register and understand familiar words and some very simple phrases and sentences; 7.2. read and understand familiar words and names as well as very simple sentences; 7.3. a simple way contact on the very well known topics; 7.4. using single words, pamatfrāz and very simple sentences to answer and ask questions about nearby things and objects; 7.5. simple sentences telling about your residence and people who knew them; 7.6. write single words, pamatfrāz and very simple sentences about themselves and their immediate surroundings. 8. the sociocultural competence. Learner: 8.1 refer to the country whose language learning; 8.2. showing a positive attitude and interest in languages. 9. Student attitude characterized the requirement referred to in paragraph 8.2. V. essential subject learning, finally 6. class 10 student encourages reach language communicative competence and sociocultural competence according to language skills level A2. Separate language communicative competence and sociocultural competence elements can have different levels. Learning the second foreign language from grade 6, 6. the end of class student encourages language skills reach the A1 level. Language skills level and the criteria laid down in paragraph 18 of this annex. 11. Language communicative competence. Learner: 11.1. listen and understand the most commonly used words and phrases for yourself and your immediate area; 11.2. perception focused on simple and clear spoken statement; 11.3. read and understand simple texts about certain topics; 11.4. find concrete information simple, everyday life of related texts; 11.5. contact the mundane situations where just the exchange of information on certain topics or activities; 11.6. engage in conversation, but the stay may require other assistance; 7.3. simple sentences telling about yourself, your nearest neighborhood and other known topics; 7.3. write a short note, simple messages, postcards and letters are very simple; 7.4. completed simple forms, entering information about yourself; 11.10. write short, simple text about certain topics. 12. Sociocultural competence. Learner: 12.1. know their national habits and traditions of the population whose language learning; 12.2. sees the common and distinct national and foreign language speaking population communication and cultural traditions; 12.3. is indulgent to foreign and unfamiliar. 13. Student attitude characterized the requirement referred to in paragraph 12.3. Vi. Requirements subject learning, finally 9. class 14. Encourages learners to reach communicative competence of language and sociocultural competence in language skills according to the B1 level. Separate language communicative competence and sociocultural competence elements can have different levels. Learning the second foreign language from grade 6, 9. the end of class student encourages language skills reach the A2-B1 level. Language skills level and the criteria laid down in paragraph 18 of this annex. 15. the language communicative competence. Learner: 15.1 listens and understands the clear and correct literary speech on familiar topics; 15.2. understand radio and television content if for certain events or subjects speak relatively slowly and clearly; 15.3. read and understand texts that use everyday common language, as well as simple literary texts; 15.4. find certain information in different styles and genres of texts; 15.5. participates in a conversation on the known or interest as well as everyday life related topics; 15.6. engage in discussion on the well known and associated with the daily life problems; 15.7. justify and explain their views and intentions; 15.8. tells about this, see, or read the terms, expressing their attitude; 15.9. writes text to a related or known area of interest; 15.10. writes about his experiences and impressions. 16. Sociocultural competence. Learner: 16.1 the national culture is experienced, common habits and traditions of the population whose language learn and compare them with the situation in Latvia; 16.2. to understand cultural diversity and uses the resulting information to enrich himself; 16.3. to build and maintain contact with peers and adults, accept diversity of opinion; 16.4. with respect to other Nations and languages. 17. Learner attitudes characterized 15.8 of this annex, and 16.4 16.3. the requirements referred to in point. 18. the language proficiency level determined by the following criteria: 18.1. C2-ability to easily understand almost everything heard or read. Memory in arguments and opinions, the ability to collect information from different spoken and written sources, and to present them in sequence. Able to speak spontaneously, smoothly and accurately, given the nuances of meanings even in complex situations; 18.2. C1-ability to understand different thematic complex, long texts and comprehend subtext. The ability to express themselves creatively and spontaneously, without searching for words. The ability and skill to use the language in social, academic and professional field. The ability to create a clear, well-structured, detailed text on complex subjects, are familiar with the text of the principles and using the appropriate binding and reconciliation; 18.3.-B2 can understand the main idea of complex texts on both concrete and abstract of topics, including discussion on professional issues in its specialty. Ability to converse fairly freely and spontaneously, communication with the native language users progressing without a hitch. The ability to speak clearly and in detail on a variety of topics, to justify their views, setting out various options for advantages and disadvantages; 18.4. B1-ability to understand the most important statement in clear language about certain literary subjects in texts related to work, school, leisure time. Almost always able to handle situations that may arise while traveling through the places that speak in the language they teach. Ability to create simple, associated text too close or personal interest topics. The ability to describe the experience, events, dreams, hopes and aspirations, briefly justify and explain their views, plans; 18.5. A2-ability to understand individual sentences and frequently used expressions on topical municipal matters (for example, information about myself and family, shopping, the immediate area, employment). Able to communicate in situations that involve a simple exchange of information on known issues. The ability to simplify the words tell about themselves, the block, expressing their own needs; 18.6. A1-ability to understand and use simple and basic phrases in order to ensure specific needs. Know how to present themselves and others to ask personal questions and answer them, such as their place of residence, famous people, about the things that belong to. The ability to communicate in the elemental level, if the other is speaking slowly, clearly, and is ready to help. Minister of education and Science In the Druviet»