Social project of school student government "school yard". Project "student self-government as a form of socialization" Project school student self-government for credit

Project objectives: Creating favorable pedagogical, organizational and social conditions for the self-affirmation of each student in the process of including him in a variety of meaningful individual and collective activities. Creation of favorable pedagogical, organizational and social conditions for the self-affirmation of each student in the process of including him in a variety of meaningful individual and collective activities. Development and testing of the “Tenth Planet from the Sun” model of student self-government as an educational environment for the school, ensuring the self-realization of each student. Development and testing of the “Tenth Planet from the Sun” model of student self-government as an educational environment for the school, ensuring the self-realization of each student. Providing students with a real opportunity, together with teachers, to participate in school management (to predict, organize, execute and analyze the academic and educational process), and to influence school policy. Providing students with a real opportunity, together with teachers, to participate in school management (to predict, organize, execute and analyze the academic and educational process), and to influence school policy. Development of leadership behavior skills, organizational knowledge and skills, collective and leadership skills. Development of leadership behavior skills, organizational knowledge and skills, collective and leadership skills. Training student self-government bodies in active forms of work in priority areas of education Training student self-government bodies in active forms of work in priority areas of education

Relevance of the project: It is possible to form in the younger generation a willingness to take into their own hands in the future state and public affairs, social and civic responsibility through the active inclusion of students in democratic governance through student self-government. It is possible to form in the younger generation a willingness to take government and public affairs, social and civic responsibility into their own hands in the future through the active inclusion of students in democratic governance through student self-government.

The project considers the development strategy and improvement of student self-government: The project considers the development strategy and improvement of student self-government: as a means of democratizing the educational process at school; as a means of democratizing the educational process at school; as a condition for the implementation of the rights and responsibilities of students; as a condition for the implementation of the rights and responsibilities of students; as a method of organizing KTD; as a method of organizing KTD; as a way to develop leadership and organizational skills and management skills, increasing the social activity of students; as a way to develop leadership and organizational skills and management skills, increasing the social activity of students; as a way to harmonize interaction between students and teachers on the basis of joint social activities; as a way to harmonize interaction between students and teachers on the basis of joint social activities; as a way of establishing collaborative relationships between students and teachers in school management. as a way of establishing collaborative relationships between students and teachers in school management.

Expected results: active inclusion of students in school management; active inclusion of students in school management; a growing number of classroom activists wanting to serve in school government; a growing number of classroom activists wanting to serve in school government; increasing students' interest in socially significant activities; increasing students' interest in socially significant activities; increasing the level of cohesion in classes, cooperation between students of different associations; increasing the level of cohesion in classes, cooperation between students of different associations; students' satisfaction with their own activities; students' satisfaction with their own activities; personal growth of students; personal growth of students; development of school tradition; development of school tradition; improving the pedagogical culture of class teachers and school teachers; improving the pedagogical culture of class teachers and school teachers; implementation of socially significant projects and programs aimed at positive changes in the life of society. implementation of socially significant projects and programs aimed at positive changes in the life of society.

Timing and stages of project implementation: Stage 1 (years) - organizational Stage 2 (years) - implementation and development of the student self-government system Stage 3 (years) - monitoring of the development of the model with subsequent correction based on criterion assessments (monitoring, analysis, correction).

The structure of the model of student self-government “The Tenth Planet from the Sun” Municipal Educational Institution Secondary School 10, Buzuluka Council of States President and Cabinet of Ministers Assembly of Citizens City Mayor, Administration City Services (Class) Ministries Ministries General Collection of the Planet Teacher-curators

School student government “The Tenth Planet from the Sun” is a community of 4 free countries: grades 1-4 - Country of the Nice Guys (USSR); 1-4 grades - Country of the Nice Guys (USSR); 5-6 grades - Country of Fidget; 5-6 grades - Country of Fidget; 7-8 grades - Land of Hope; 7-8 grades - Land of Hope; Grades 9-11 - Country of Youth classes - Country of Youth.

Students believe that the development of self-government at school: made it possible to acquire communication skills in real time (student employment in the additional education system increased from 64% to 88%); made it possible to acquire communication skills in real time (student employment in the additional education system increased from 64% to 88%); develop personal responsibility; develop personal responsibility; informally form and unite student groups; informally form and unite student groups; provided protection from negative phenomena (drug addiction and alcoholism, neglect, the level of development of self-government in the student body increased from 0.69 to 0.7); provided protection from negative phenomena (drug addiction and alcoholism, neglect, the level of development of self-government in the student body increased from 0.69 to 0.7); provided assistance in choosing a profession; provided assistance in choosing a profession; made it possible to identify their capabilities and realize them (the number of students participating in the life of the school increased from 45% to 76% allowed them to identify their capabilities and realize them (the number of students participating in the life of the school increased from 45% to 76% contributed to the identification of leaders (level of socialization students increased from 3.01 to 3.06); contributed to the identification of leaders (the level of socialization of students increased from 3.01 to 3.06); increased the level of good manners of children (from 4.05 to 4.1); increased the level of good manners of children (from 4.05 up to 4.1).

Monitoring the development of student self-government showed that the following tasks are solved through self-government: Development of unity and coordination of the children's team; Development of unity and coordination of the children's team; -Life self-government -Life self-government -Ability to solve problems -Ability to solve problems -Self-discovery and self-realization of personality. -Self-discovery and self-realization of personality. Principles of equality in joint activities: Principles of equality in joint activities: -Ability to plan work activities; -Ability to plan work activities; - use rationally work time; - use working time rationally; -increasing demands on oneself and comrades; -increasing demands on oneself and comrades; - fostering an intolerant attitude towards violators of labor discipline; - fostering an intolerant attitude towards violators of labor discipline; -adaptation of graduates to continuously changing living conditions. -adaptation of graduates to continuously changing living conditions.

A survey was also conducted among teachers and parents. Based on the results of the questionnaire, the following figures were revealed: Of the 576 respondents, 16% believe that the development of self-government at school has made it possible to develop personal responsibility, Of the 576 respondents, 16% believe that the development of self-government at school has made it possible to develop personal responsibility, 10% - to informally unite the children's team, 10 % - to informally unite the children's team, 25% believe that self-government helps to identify leaders, 25% believe that self-government helps to identify leaders, 30% of respondents think that self-government allows students to identify their capabilities and realize them. 30% of respondents think that self-government allows students to identify their capabilities and realize them. 9% of respondents believe that self-government in schools is not necessary at all. 9% of respondents believe that self-government in schools is not necessary at all.

« Average comprehensive school No. 148 Chelyabinsk"

Student model

Municipalities "Foresight"

Code of honor for high school students………………………………………………………3

Regulations on student self-government……4

Regulations on the election of the President and the Council of High School Students of student self-government…………. 5

Explanatory note………………………………………………………7

Legal basis………………………………………………………8

Description of the student government model………………………… 8

Model of formation and development of children's self-government………………11

School self-government system……………………………………13

Organization of student government activities………………17

Interaction of student government with other bodies

school self-government……………………………………………………………19

The main form of work is KTD………………………………………………20

The main form of work is the project method.......………...…………………..21

Conclusion………………………………………………………………………………23

High school student's code of honor

I approve: _______/Demchuk L.A./
"_____" _____________20____year

Director of MAOU "Secondary School No. 148"

Chelyabinsk"

Position

on student self-government at MAOU Secondary School No. 148.

1. General provisions

The activities of student self-government are carried out in accordance with the Law of the Russian Federation “On Education”, the Convention on the Protection of the Rights of the Child, the Regulations on the educational institution, the relevant local acts of the institution and these Regulations.
2. Idea

The student must be a real actor in building a civil society.
3. The purpose of student government

• 
  Creating the style and tone of friendly relationships of genuine collaboration and co-creation.
• 
  Development of means of pedagogical interaction that influences the development of socially valuable interests and needs of children and adolescents.
• 
  Expanding their leadership and humanitarian experience.

4. These goals are achieved through the implementation of the following series of tasks

5. Basic principles of self-government

6. Functions of self-government

• 
  Integrative (combination of collective and individual activities; association of students, teachers and parents; association of school clubs, services).
• 
  Adaptation (adaptation to social conditions).
• 
  Protecting the rights and freedoms of everyone.
• 
  Communicative
• 
  Regulatory
• 
  Educational.

7. Basic laws of the collective

8. Criteria for assessing the work of school government

• 
  Practical significance of adopted laws
• 
  Active position of each team member
• 
  Satisfaction with school life
• 
  Comfort for every member of the school team
• 
  Mindfulness of teaching
• 
  Systematic work

9. Composition of the Council of High School Students and regulations of activities

Position

on the elections of the President of school government and the cabinet of ministers of student government
General provisions

1. 
   The regulations on the election of the council of high school students of student government and the President of student government were adopted in accordance with the Charter of the General educational institution MAOU "Secondary school No. 148" and the Regulations on student self-government.
2. 
   These Regulations determine the procedure for appointing, organizing and holding elections of the council of high school students of student government and the President of student government.
3. 
   The effect of these Regulations applies exclusively to MAOU “Secondary School No. 148”.
4. 
   The following concepts and definitions are used in these Regulations: Elections of the council of high school students of student self-government of MAOU “Secondary School No. 148”. (hereinafter referred to as elections).
5. 
   Actions of students of MAOU "Secondary school No. 148", electoral associations, election commission, administration and teaching staff of MAOU "Secondary school No. 148" on compiling voter lists, nominating and registering candidates for the council of high school students and the President of student government, voting and summing up the results .
6. 
   Voter - student of grades 5 - 11
7. 
   A candidate for the position of President of the student association of MAOU "Secondary School No. 148", nominated by an electoral association or directly by voters (independent candidate) and registered by the election commission of MAOU "Secondary School No. 148" in accordance with these Regulations.
8. 
   Election campaigning is the activity of voters and candidates to prepare and disseminate information aimed at inducing voters to take part in voting.
9. 
   Observer - who has the right to be present in the premises of the election commission during voting and summing up the voting results.
10. 
    The authorized representative of a candidate for the council of high school students of the local government (hereinafter referred to as the authorized representative) is a voter, school administrator or teacher registered with the election commission and conducting election campaigning and organizational activities facilitating the election of a candidate.
11. 
    Basic principles for the election of the council of high school students of student government:
    a) elections are carried out by voters on the basis of universal, equal and direct suffrage by secret ballot

c) no one has the right to influence voters or candidates in order to force them to participate or not participate in elections, as well as to influence the free expression of will

1. 
   Frequency of elections - elections of the council of high school students and the President of student government are held once a year.

Nomination and registration of candidates for the Council of High School Students of student government and the President of student government.
Procedure for nominating candidates.

1. 
   Candidates for the senior student council of student government and for the position of President of student government are nominated from constituencies and voters (independent candidate).
2. 
   The decision to nominate candidates to the council of high school students of student government is made at the general meeting of voters of the electoral district.
3. 
   Nomination of an independent candidate is carried out by collecting signatures of voters in their constituency in the amount of at least 15 per candidate for the council of high school students of student government among voters in grades 5-11; at least 50 signatures for a candidate for the position of President of student government. The collection of signatures is carried out under the statement of the relevant person about his consent to run for a position in the council of high school students of student government or for the position of President of student government. Before the collection of signatures for an independent candidate begins, the initiators (the initiator) inform the election commission about their decision to collect signatures indicating their last name, first name and class.
4. 
   The collection of signatures is carried out in the following order: each signature sheet indicates the last name, first name, patronymic, date of birth, class in which the candidate for the council of high school students of the student government or for the position of President of the student government is studying. The voter, putting his signature on the signature sheet, indicates his last name, first name, class. A signature can be placed in support of different candidates, but only once in support of the same candidate. The signature sheet is signed by the person collecting signatures and by the candidate himself. At the bottom of the signature sheet is the end date for collecting signatures.

Registration of candidates.

Candidates for the senior student council of student government or for the position of President of student government are registered by the election commission. Representatives of the electoral district or the candidate himself submit to the election commission:

1. 
   Protocol general meeting electoral district on the nomination of a candidate indicating his last name, first name, patronymic, date of birth, class.
2. 
   A list of authorized persons indicating their surnames, first names, patronymics, dates of birth, certified by the signature of the candidate.
3. 
   Statement by the candidate of his consent to nomination.

The status of a candidate for the council of high school students of student government and for the position of President of student government.

1. 
   Candidate's ID. The document confirming the identity and powers of the candidate is the candidate’s identification card, which he uses during his term of office.
2. 
   Rights and powers of the candidate.

1. 
   Assistance and assistance to the candidate. Election Committee
   provides equal support to candidates in organizing meetings with voters, and also guarantees equal access to school copying equipment for the production of printed campaign materials.

Election campaign.

1. 
   Any voter has the right to conduct election campaigning.
2. 
   Election campaigning can be carried out:

b) through the school newspaper

c) through a school wall print

d) the method of issuing and distributing leaflets.

1. 
   Timing of the election campaign. Election campaigning begins on the day of candidate registration and ends on the eve of election day. On election day, any election campaigning is prohibited.
2. 
   The organization of pre-election campaign meetings is ensured by the election commission with the participation of class teachers.
3. 
   In the school press, election campaigning is carried out through the school press sector
4. 
   The production and distribution of printed propaganda materials is carried out using school duplicating equipment.
5. 
   Meetings with voters are held at classroom hours, during breaks and during after school hours.
6. 
   Propaganda printed materials can be hung on special school stands, as well as by grade - in classroom corners.
7. 
   Responsibility for the content of printed campaign materials rests with the election commission.

Social project "School yard"

Relevance and importance of the project.

The municipal government educational institution “Secondary School No. 7” is located in the village of Pelagiada, Shpakovsky district, Stavropol Territory. The total area of ​​the school territory is 5 hectares. Therefore, the problem of landscaping the territory has been relevant since the first days of its existence. Every year, school students, together with teachers, add flowers to the school flower beds, but it does not yet look like a single composition.

School is one of the most important moments in life, because the most significant part of life takes place there - CHILDHOOD!

The “calling card” of the school is the schoolyard. It should be well-maintained, clean and beautiful. So that everyone knows that our school is the best, the most beautiful.

Inspired by this idea, schoolchildren, at a meeting of high school students, decided to create a single complex where they could realize all their abilities, requests, interests, ideal model small world flowers - this was the intention of the authors of this project. For us, the yard is a world where everyone feels comfortable, has ample opportunities for self-realization for the benefit of themselves and others, and gains the experience of creative success in life. It was decided in 2014 to develop and implement new project"Schoolyard".

One of the school’s activities is environmental and labor education for schoolchildren. The school yard and school grounds have become effective means formation of the ecological culture of students, the formation of their new civic consciousness. We consider this work as part of the system of social development of personality.

Thus, our schoolyard is a universal tool that simultaneously performs a number of functions: cognitive, developmental, spiritual and moral, the function of social hardening, civic development of personality, the function of designing one’s own activities.

A holistic perception of nature, and it is precisely this perception that the school territory develops, opens the way to a new worldview, awareness of the role and place of one’s Self.

By becoming participants in the project, schoolchildren try themselves in various social roles, which contributes to their successful socialization in society. The Schoolyard project is an effective means of developing an active civic position among schoolchildren and their environmental culture.

Goals and objectives of the project.

The goal of the Schoolyard project:

creating conditions for the implementation of civic-patriotic education of youth through the organization of patriotic activities of schoolchildren in the improvement and landscaping of school grounds;

Tasks:

development and implementation of a plan for landscaping and landscaping of the school yard;

dissemination of knowledge about landscape design among students;

mastering the skills of communicative culture, teamwork;

development of analytical and critical thinking skills;

developing a sense of civic responsibility in solving pressing problems of the local community.

When starting work, we analyzed the current situation in order to identify the most important problems that require prompt solutions.

Once the problems were identified, work was carried out to identify the most important of them - the decoration of the school yard.

The Schoolyard project will be launched in April 2016:

creating flower beds using modern landscape design elements;

equipment of recreation areas;

renovation of the sports ground;

improvement of the school garden;

The practical implementation of the project should be carried out in the summer by class teams. Summer work will complete the first phase of the project.

In the fall of 2016, the results of the first stage will be summed up and tasks for the future will be identified.

Stages of implementation of the Schoolyard project

No.

Stage name

Target

Deadline

Preparatory

Motivation, goal setting of the project

April 2016

Design

Construction of an indicative activity diagram

April 2016

Practical

Project implementation

May-September 2016

Analytical and correctional

Analysis of intermediate work results, making changes

May-September 2016

Final

Comparison of actual and desired work results. Moving to the next level of development

October-November 2016

Action plan for the implementation of the Schoolyard project

No.

Event

Responsible

Conducting an analysis of the condition of the school territory.

SHUS, senior counselor, deputy. Director of HR

Development of a collective project for a school yard:

creation of a project team;

drawing up a plan for landscaping and improvement of the school yard.

SHUS, senior counselor, deputy. director of water management.

Purchasing seeds and growing seedlings.

Responsible for the educational institution, labor training teacher.

Labor landing to improve the school yard.

Design of flower beds, tillage, planting seedlings of flower crops in school flower beds.

Responsible for the UOU,

class teachers, students.

Updating the sports ground.

Physics teacher culture, high school boys.

Caring for planted flower crops.

Class teachers, students.

Construction of a gazebo for relaxation.

Labor education teacher, high school boys.

Development of school flower beds at the entrance to the school yard.

Class teachers, 6th and 7th grade students.

Development and creation of landscape design.

Technology teacher, art teacher, initiative group.

Autumn work.

Class teachers, students.

Regular cleaning of the area

Class teachers, students.

Costings.

Direction of expenses

Amount (rub.)

1. Purchase of planting material

2000

2. Lumber for building a gazebo

5000

3. Paint for decoration

4. Fertilizers

Total:

7900

Expected results, their social significance.

Organization of socially significant public activities for schoolchildren;

An integrated approach to the education of citizenship, patriotism, environmental culture, and labor education;

Creating conditions for the possible organization of a process of spending time together, promoting the spiritual rapprochement of children and adults, the birth of common interests and hobbies;

Introduction to a healthy lifestyle as an important component of environmental culture;

Creating a humanistic developmental environment for the life of students, presenting them additional features for self-development, self-affirmation, self-expression;

Creating favorable living conditions.

Karimova Alfiya Suleymanovna,

Deputy Director for Educational Work,

teacher of Tatar language and literature,

MBOU Secondary School No. 3, Bugulma

Project

Activities of school student self-government of students in educational organization

Life without our control

like a ship without a rudder

or wandering in a huge forest

without compass and map

F. Cardell

(American psychologist and psychotherapist)

Formulation of the problem

In modern socio-economic conditions, effective results in the field of education of schoolchildren can only be obtained with an equal combination of administrative and pedagogical methods. educational work with the mechanisms of school initiative, self-organization and self-government. Particular attention should be paid to the creation of student self-government bodies, the development and implementation of forms of self-government, which is an effective mechanism for the constructive disclosure of the student’s internal potential, and the implementation of the harmonious socialization of the individual. Student self-government is a democratic form of organizing the life of the student body, ensuring the development of students’ independence in making and implementing decisions to achieve socially significant goals.

In accordance with the Federal State Educational Standard of the new generation, it is believed that the presence in an educational institution of a developed system of student self-government indicates the success of the educational activities of the educational institution as a whole. This is the social and managerial base that can serve as a laboratory for the formation of socially significant personal qualities and practical leadership skills of schoolchildren, testing their original programs and creative initiatives.

Student self-government is a democratic form of organizing the life of the student body, ensuring the development of students’ independence in making and implementing decisions to achieve socially significant goals.

In its activities, the student government body is guided by the Declaration of Human Rights, the Constitution Russian Federation, UN Convention on the Rights of the Child, New Federal law“On education in the Russian Federation” No. 273-FZ, article 26, paragraph 6, Federal State Educational Standards of the NOO, the School Charter, the regulations of school student self-government.

The purpose of the student government project:

Creation of favorable pedagogical, organizational, social conditions, for self-realization, self-development of each student in the process of including him in collective activities, educating a citizen with a high democratic culture.

Objectives of the student government project:

teaching everyone the norms of democratic friendly relations in the student body;

providing conditions for self-expression and development of the creative potential of each student, increasing his social and personal status;

development of leadership behavior and organizational skills;

make decisions independently and jointly;

formation of a culture of interpersonal relationships and joint activities;

fostering a sense of honest partnership;

developing the ability to lead a healthy lifestyle;

familiarization with the basic spiritual values ​​of one’s Fatherland and other countries.

Project target group: school students

Project implementation period: 2014 – 2015 academic year

Project location: middle School of General education

The project includes 4 modules: 1 module – analytical , Module 2 – organizational , Module 3 – implementation and development of the management system , Module 4 – monitoring of project implementation and development

1 module - analytical:

analysis and diagnosis of the state of work on the development of student self-government in classes.

Module 2 – organizational:

formation of public opinion about the importance and necessity of CS by specifying the function and content of the activities of all CS bodies;

development of project content;

formulation of goals and objectives;

study of regulatory documents, educational programs;

organization of teacher training.

Module 3 – implementation and development of the management system:

Election of the school student government, the president of the student government;

Development of cooperation mechanisms, improvement of the relationship between the system “Student self-government - teaching staff”;

Conducting a student conference where the following issues are discussed:

Development of regulations on student self-government:

Goals, objectives; structure of student self-government; rights and obligations, range of issues within the competence of student government; functions of student government; student government activities

Work plan for school student government bodies

Work plan for school-wide creative activities in areas of educational work.

Plan of meetings of the student government body

Participation of student self-government bodies in planned events of collective creative affairs.

Work with students, teaching staff and parents.

Reports of self-government bodies of the Student Council.

Module 4 – monitoring of project implementation and development:

grade personal growth students;

Diagnosis of the level of psychological climate in the team;

analysis of results;

preparation of analytical materials.

awarding of active project participants at the “Favorite of the Muses” ceremony

Expected results of the project:

improving psychological and social comfort in a single educational space;

development and consolidation of the school’s student body;

gaining experience in management activities;

disclosure and implementation of organizational and creative abilities of students;

a sense of significance and involvement in solving school issues and problems;

developing the ability to constructively solve emerging problems;

ability to cooperate with adults and peers based on common views, values ​​and interests;

build trusting and respectful relationships in the team;

gaining experience in self-organization;

acquiring knowledge of project activities. Developing in various types of children’s activities, student self-government covers an increasing number of tasks that were previously solved by members of the teaching staff.

Bibliography:

1. Bochkarev, V.I. To the school director about self-government. – M., “Vlados”, 2001 – 192 p.

2. Prutchenkov, A., Novikova, T. Business game - a model of student self-government // Methodist No. 4/2006.

3. Rozhkov, M.I. Development of self-government in children's groups: Textbook - method. allowance / M.I. Rozhkov. - M.: Humanite. ed. VLADOS Center, 2002. - 160 p.

4. Rogatkin, D.V. School student government. Textbook. - Petrozavodsk, Junior Union "Road", 2002. – 92 p.

5. Selivanova, N.L. Development of a schoolchild’s personality in the educational space: management problems. – M., “Pedagogical Society of Russia”, 2001 – 284 p.

6. Universal Declaration of Human Rights.

7. Convention on the Rights of the Child.

8. Constitution of the Russian Federation.

9. New law RF "On Education".

10. Model regulations on a general education institution and other local acts.

Harmonious human development is impossible without a close connection with nature. Native nature is the source from which a person draws many knowledge and impressions. Nature is an eternal temple, the primary source of beauty and greatness. A person cannot imagine his life without plants, so it is very important to teach him from early childhood to understand, care for and create living beauty with his own hands. The well-being of nature, and therefore of humans, depends on the environmental awareness of people. An environmentally literate person is the key to a prosperous future for our planet. In appearance In any settlement, be it a big city or a small village, green spaces play a special role. They are necessary and useful from all points of view: health, agricultural, aesthetic.

Characteristics of the microdistrict of Municipal Educational Institution Secondary School 21 in Salsk. Climatic conditions: January temperature - - 4.8, July - +23.8, precipitation mm per year, insufficient moisture. Soils: ordinary carbonate chernozems. Vegetation: depleted forb-turf-grass steppes. Landscapes: steppe arid. Emission of harmful substances into the atmosphere - from 10 to 50 thousand tons/year. Environmental situation: tense. Residents live, of which approximately 40% are students of schools, vocational schools, technical schools, and universities. The territory of the microdistrict Municipal Educational Institution Secondary School 21 is located in the Novosalsk region and includes private and multi-storey sectors. Within the microdistrict there are enterprises: a textile factory, JSC "Avtoremontnik", CJSC "Yug Rusi", in the west the microdistrict borders with railway enterprises. transport. The school is located on the main highway (Ostrovsky Street), and there is a market nearby. All this complicates the environmental situation in the region and contributes to the pollution of air, water, and soil with industrial waste. The general level of environmental culture of the population also leaves much to be desired, which gives rise to one of the most pressing problems - the problem of garbage waste. Conclusions: according to the SSES, the environmental situation in the microdistrict is satisfactory, according to the regional level (atlas of the Rostov region), the environmental situation in the city of Salsk and, accordingly, in the microdistrict of Municipal Educational Institution Secondary School 21 is tense!!!

Relevance of the project Our school is located in a microdistrict on the territory of which there are factories that worsen the environmental situation, and there is a busy road next to the school. In addition, there is no park in the microdistrict where children and elderly people could walk and relax, so most residents use the school grounds as a recreation park. Therefore, the problem of improving the school grounds has been relevant since the first days of the school’s existence. The garden-park will create the most favorable sanitary and hygienic conditions. Green spaces will make it possible to isolate territories with different purposes from each other and fence off the school site from the adjacent central highway of the city, polluted by vehicles.

Goal: Creation of a garden-park on the school site with original phytocompositions of trees, shrubs, herbaceous plants, pleasing to the eye, healing the environment of the child’s body, improving the ecological situation and microclimate of the school, and conditions for the daily recreation of students and the population of the neighborhood.

Objectives: 4. Formation of a sense of civic responsibility in solving current problems of society. 1. Development and implementation of a plan for landscaping and improvement of the school yard 2. Dissemination of knowledge about landscape design among students 3. Development of a communication culture and teamwork skills

Contents of the project In April 2005, the “School Yard” competition was launched for the best mini-project for the improvement and landscaping of a school yard, in which students from grades 1 to 11 took part. The presented mini-projects identified the main stages of the schoolyard improvement direction: creating flower beds using modern phytocompositions and landscape design elements; equipment of recreation areas; creation of an ecological trail in the school area; renovation of the sports ground, transport area; beautification of the school garden: Planting along the perimeter of the school coniferous trees such as thuja, spruce, juniper, which not only accumulate dust, heavy metals and toxins, but also improve the composition of the air, reducing the number of pathogens by 40 - 60% and increasing its beneficial ionization . Planting 50 lilac bushes along the school fence. Conducting a school-wide campaign to collect and plant bulbous plants, chrysanthemums, September flowers, etc. Conducting school-wide cleanup days. Work on non-standard landscaping of classrooms and school recreation areas. The result of the previous work was the creation of a school medical garden-park with a consistent change of plant species, contributing to a healthier environment and an improvement in the microclimate in the school area.

Social foundations of school gardening. Green spaces play a significant role in the school's architecture. There is a direct relationship between the state of public health and the degree of greening of city neighborhoods, therefore, as in master plan The city provides for the planting of green spaces, so we, the students of the school, are increasing the number of green spaces on the school grounds.

Stage name Goal Deadline 1. Organizational Goal setting of the project. Construction of a further indicative scheme of activities. Since September 2010 2. Preparatory Analysis of the environmental condition of the school territory Since March 2011 3. Practical Implementation of the project March-September 2011 4. Final analysis of the work results and making changes. Transition to the next level of development. October 2011

Plan of activities for the organizational stage Event Responsible 1. Conducting an analysis of the ecological state of the school territory Biology teacher 2. Start of the competition “Auction of ideas” for the best mini-project for the improvement of the school yard” Class teachers, students 3. Drawing competition “The school yard of my dreams” Classrooms leaders, students 4.Development of a collective project for a schoolyard: -creation of a project group; - drawing up a plan for landscaping and improvement of the school yard. directors

Action plan for the preparatory stage Event Responsible 1. Purchasing seeds and growing seedlings. labor training teacher 2. Labor landing “School - Park” to improve the school yard. class teachers 3.Tillage and planting seedlings of flower crops in the schoolyard. labor training teacher 4. Updating the transport site, YuID squad 5. Updating the sports ground, teacher physical culture

Action plan for the practical stage Activity Responsible 1. Caring for planted flower crops. Class groups 5 – 8 grades. 2. Autumn work: - preparing seeds for storage; - autumn tillage. Responsible for the sections, labor training teacher

Action plan for the final stage Activity Responsible 1.Analysis of work results and making changes. Transition to the next level of development. responsible for the plots, labor training teacher 2.Planning the plot using crop rotation labor training teacher

Expected results, their social significance. Creation of a garden-park on the school site with original phytocompositions of trees, shrubs, herbaceous plants, pleasing to the eye, healing the children's body, improving the ecological situation, conditions for everyday recreation of students and the population of the microdistrict. Organization of socially significant public activities for schoolchildren, involvement of students from asocial families in socially beneficial activities. Creating conditions for the possible organization of a process of spending time together, promoting the spiritual rapprochement of children and adults, the birth of common interests and hobbies. Introducing schoolchildren to a healthy lifestyle. Development of citizenship, patriotism, environmental culture, instilling work skills in schoolchildren.