How does Dowds Elementary School rank among Ohio’s public schools. What is the student-to-teacher ratio at Dowds Elementary. How diverse is the student body at Dowds Elementary School. What percentage of students at Dowds Elementary are eligible for free or reduced lunch.
Dowds Elementary School: A Snapshot of Excellence in Shelby, Ohio
Nestled in the heart of Shelby, Ohio, Dowds Elementary School stands as a beacon of educational excellence within the Shelby City School District. This public elementary institution has carved out a reputation for providing quality education to students in grades 1 through 4, fostering a nurturing environment that promotes academic growth and personal development.
Enrollment and School Size: Understanding Dowds Elementary’s Place in Ohio’s Education Landscape
Dowds Elementary School boasts a student body of 347 pupils, making it a mid-sized elementary school in the region. This enrollment figure positions Dowds as the 1,275th largest public school in Ohio and the 37,312th largest nationally. The school’s size allows for a balanced approach to education, offering the benefits of a close-knit community while still providing diverse learning opportunities.
Grade-by-Grade Enrollment Breakdown
- Kindergarten: 59 students
- 1st Grade: 68 students
- 2nd Grade: 71 students
- 3rd Grade: 78 students
- 4th Grade: 71 students
Is there a significant difference in enrollment across grades? While the numbers show slight variations, the distribution is relatively even, with 3rd grade having the highest enrollment at 78 students.
Student-to-Teacher Ratio: Ensuring Personalized Attention
One of the key factors in assessing a school’s ability to provide quality education is its student-to-teacher ratio. At Dowds Elementary, this ratio stands at 21:1, meaning there are 21 students for every full-time teacher. With 16.5 full-time teachers on staff, the school strives to maintain a balance between efficient class sizes and personalized attention.
How does this ratio compare to state and national averages? While slightly higher than some national benchmarks, this ratio still allows for effective classroom management and individual student support.
Diversity at Dowds: A Closer Look at Student Demographics
Understanding the demographic makeup of a school provides insight into its cultural diversity and representation. Dowds Elementary School’s student body reflects the community it serves, with a predominantly white population but also including students from various ethnic backgrounds.
Ethnic Composition of Dowds Elementary
- White: 333 students (96%)
- Hispanic: 10 students (3%)
- Two or More Races: 3 students (1%)
- Asian: 1 student (0.3%)
How does Dowds Elementary’s diversity compare to the overall district? The school’s ethnic composition closely mirrors that of the Shelby City School District, with slight variations:
- District-wide White population: 94%
- District-wide Hispanic population: 3%
- District-wide Two or More Races population: 2%
Gender Balance: Fostering Equality in Education
Achieving a balanced gender representation is crucial for creating an inclusive learning environment. At Dowds Elementary, the gender distribution is as follows:
- Male students: 189 (54%)
- Female students: 158 (46%)
Does this gender distribution align with district-wide trends? Indeed, it closely reflects the overall gender balance in the Shelby City School District:
- District-wide male population: 52%
- District-wide female population: 48%
Socioeconomic Factors: Free and Reduced Lunch Program
The percentage of students eligible for free or reduced lunch programs is often used as an indicator of the socioeconomic makeup of a school’s population. While specific data for Dowds Elementary is not provided, this information is crucial for understanding the economic challenges faced by students and families within the school community.
Why is the free and reduced lunch program important? This program ensures that all students have access to nutritious meals, regardless of their family’s financial situation, which can significantly impact their ability to focus and learn.
Academic Performance and School Ranking
While specific ranking data for Dowds Elementary is not provided, its position as the 1,275th largest public school in Ohio suggests it is a significant educational institution within the state. Academic performance metrics, standardized test scores, and other indicators of student achievement would provide a more comprehensive picture of the school’s standing in relation to other Ohio schools.
Factors Influencing School Performance
- Quality of instruction
- Curriculum design and implementation
- Availability of resources and technology
- Parental involvement and community support
- Professional development opportunities for teachers
How can parents and community members support Dowds Elementary’s academic mission? Engaging in school activities, volunteering, and maintaining open communication with teachers and administrators can significantly contribute to the school’s success.
Extracurricular Activities and Student Life at Dowds Elementary
While specific information about extracurricular offerings is not provided, elementary schools typically offer a range of activities to enrich students’ educational experience beyond the classroom. These may include:
- Art and music programs
- Sports and physical education activities
- Science and technology clubs
- Reading and literacy initiatives
- Community service projects
What role do extracurricular activities play in a student’s development? These programs often foster creativity, teamwork, and leadership skills, complementing the academic curriculum and contributing to well-rounded student growth.
Parental Involvement and Community Engagement
The success of any elementary school is closely tied to the level of parental involvement and community support it receives. While specific data on these aspects for Dowds Elementary is not provided, fostering strong home-school connections is typically a priority for educational institutions.
Ways Parents Can Get Involved
- Joining the Parent-Teacher Association (PTA) or equivalent organization
- Volunteering for school events and activities
- Participating in parent-teacher conferences
- Supporting fundraising initiatives
- Assisting with homework and at-home learning
How does parental involvement impact student success? Research consistently shows that students with engaged parents tend to perform better academically, have fewer behavioral issues, and are more likely to pursue higher education.
Technology Integration and 21st Century Learning at Dowds Elementary
In today’s rapidly evolving digital landscape, integrating technology into the curriculum is essential for preparing students for future success. While specific details about Dowds Elementary’s technology programs are not provided, many schools are focusing on:
- Computer literacy and coding classes
- Use of interactive whiteboards and tablets in classrooms
- Online learning platforms and educational software
- STEM (Science, Technology, Engineering, and Mathematics) initiatives
- Digital citizenship and online safety education
Why is technology integration important in elementary education? Exposing students to technology at an early age helps develop critical thinking skills, enhances digital literacy, and prepares them for the tech-driven workforce they will eventually enter.
Special Education and Inclusive Learning at Dowds Elementary
Ensuring that all students, regardless of their learning abilities or challenges, receive a quality education is a cornerstone of modern educational philosophy. While specific information about Dowds Elementary’s special education programs is not provided, many schools offer:
- Individualized Education Programs (IEPs)
- Resource rooms and specialized instruction
- Assistive technology for students with disabilities
- Collaborative teaching models
- Gifted and talented programs for high-achieving students
How does inclusive education benefit all students? Inclusive classrooms promote empathy, understanding, and respect for diversity, preparing all students to thrive in a diverse society.
Safety and Security Measures at Dowds Elementary
Ensuring a safe and secure learning environment is paramount for any educational institution. While specific details about Dowds Elementary’s safety protocols are not provided, common measures in elementary schools include:
- Secure entry systems and visitor management
- Regular safety drills (fire, tornado, lockdown)
- Anti-bullying programs and character education
- Partnerships with local law enforcement
- Mental health support and counseling services
Why is school safety a critical concern for parents and educators? A safe and secure environment is essential for students to focus on learning and for parents to feel confident in their children’s well-being during school hours.
Future Outlook and Continuous Improvement at Dowds Elementary
As with any educational institution, Dowds Elementary likely has plans for continuous improvement and adaptation to meet the evolving needs of its students and community. While specific strategic plans are not provided, areas of focus for many elementary schools include:
- Curriculum enhancements and alignment with state standards
- Professional development for teachers and staff
- Facility upgrades and modernization
- Expansion of technology resources
- Strengthening community partnerships
How can schools effectively plan for the future? By regularly assessing student needs, staying abreast of educational trends, and maintaining open communication with stakeholders, schools can create robust strategies for ongoing improvement and success.
In conclusion, Dowds Elementary School stands as a vital educational institution in Shelby, Ohio, serving a diverse student body and striving to provide quality education. While specific details about many aspects of the school’s operations and performance are not provided, its role in shaping the future of Shelby’s youth is undoubtedly significant. As with all schools, ongoing support from parents, educators, and the community will be crucial in ensuring Dowds Elementary continues to meet the evolving educational needs of its students in the years to come.
Dowds Elementary School in Shelby, OH
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Dowds Elementary School Information:
Dowds Elementary School Enrollment, Ranking, and Statistics
| PK | 0 |
|---|---|
| K | 59 |
| 1 | 68 |
| 2 | 71 |
| 3 | 78 |
| 4 | 71 |
| 5 | 0 |
| 6 | 0 |
| 7 | 0 |
| 8 | 0 |
| 9 | 0 |
| 10 | 0 |
| 11 | 0 |
| 12 | 0 |
Dowds Elementary School is a public elementary school located in Shelby, OH in the Shelby City School District.
It enrolls 347 students in grades 1st through 12th.
Dowds Elementary School is the 1,275th largest public school in Ohio and the 37,312th largest nationally.
It has 21.0 students to every teacher.
Total Students: 347
Pupil/Teacher Ratio: 21:1
Full Time Teachers: 16.5
Show Your School Spirit With Shirts and Apparel
Dowds Elementary School Students by Gender
Outer ring represents school district
| School | District | |
|---|---|---|
| ██ Male | 189 (54%) | 679 (52%) |
| ██ Female | 158 (46%) | 625 (48%) |
Dowds Elementary School Students by Ethnicity
Outer ring represents school district
| School | District | |
|---|---|---|
| ██ White | 333 (96%) | 1,224 (94%) |
| ██ Hispanic | 10 (3%) | 38 (3%) |
| ██ Two or More | 3 (1%) | 28 (2%) |
| ██ Asian | 1 (0%) | 3 (0%) |
| ██ Pacific Islander | 0 (0%) | 2 (0%) |
| ██ Black | 0 (0%) | 7 (1%) |
| ██ American Indian | 0 (0%) | 2 (0%) |
Dowds Elementary School Free and Reduced Lunch Assistance
Outer ring represents school district
| School | District* | |
|---|---|---|
| ██ Not Eligible | 196 (56%) | 650 (50%) |
| ██ Free Lunch Eligible | 105 (30%) | 509 (39%) |
| ██ Reduced-Price Lunch Eligible | 46 (13%) | 145 (11%) |
| * School District values based on schools that reported lunch assistance data | ||
Out of 1,788 ranked schools in Ohio, Dowds Elementary School is ranked 1,198th for total students on lunch assistance.
The percentage of Dowds Elementary School students on free and reduced lunch assistance (43.5%) is slightly lower than the state average of 52.8%. This may indicate that the area has a lower level of poverty than the state average.
Students at a participating school may purchase a meal through the National
School Lunch Program. Families with incomes between 130%
and 185% of the federal poverty level are eligible for
reduced price meals.
Schools may not charge more than 40¢ for reduced-price lunches, nor more than 30¢ for reduced-price breakfasts.
Students from families with incomes at or below
130% of the federal poverty level are eligible for free
meals.
For 2014, a family of two needs to make an annual income below $20,449 to be eligible for free meals or below $29,100 for reduced price meals.
A family of four needs to make an annual income below $31,005 for free meals or $44,122 for reduced price meals.
Dowds Elementary School Trends Over Time
Total Students Over Time
| Year | Total Students |
|---|---|
| 2005 | 340 |
| 2006 | 351 |
| 2007 | 320 |
| 2008 | 314 |
| 2009 | 300 |
| 2010 | 290 |
| 2011 | 315 |
| 2012 | 315 |
| 2013 | 346 |
| 2014 | 330 |
| 2015 | 347 |
Student Teacher Ratio Over Time
| Year | Student Teacher Ratio |
|---|---|
| 2005 | 18 |
| 2006 | 19. 5 |
| 2007 | 17.3 |
| 2008 | 18 |
| 2009 | 17.6 |
| 2010 | 16.1 |
| 2011 | 18 |
| 2012 | 18.5 |
| 2013 | 17.7 |
| 2014 | N/A |
| 2015 | 21 |
Lunch Assistance Over Time
| Year | Lunch Assitance |
|---|---|
| 2005 | 0.35882352941176 |
| 2006 | 0.35042735042735 |
| 2007 | |
| 2008 | 0.48407643312102 |
| 2009 | 0. 54333333333333 |
| 2010 | 0.52068965517241 |
| 2011 | 0.5047619047619 |
| 2012 | 0.48571428571429 |
| 2013 | 0.47687861271676 |
| 2014 | 0.42727272727273 |
| 2015 | 0.43515850144092 |
Compare Dowds Elementary School to Other Elementary Schools
Student Teacher Ratio Comparison
| 1,598.0% | 16.0:1 | |
| 1,724.9% | 17.2:1 | |
2,100. 0% | 21.0:1 |
Free and Reduced Lunch Comparison
| This School | 43.5% | |
| State Average | 52.8% | |
| National Average | 55.7% |
Top Nearby Elementary Schools
| School | Type | Grades | Students | Student Teacher Ratio | Distance |
|---|---|---|---|---|---|
| Dowds Elementary School Shelby, OH | Public | KG – 04 | 347 | 21:1 | |
| Auburn Elementary School Shelby, OH | Public | KG – 04 | 407 | 20. 9:1 | 2 miles |
| Shelby Middle School Shelby, OH | Public | 05 – 08 | 550 | 19.6:1 | 2 miles |
| Sacred Heart School Shelby, OH | Private | KG – 08 | 97 | 17:1 | 5 miles |
| Crestline High School Crestline, OH | Public | 06 – 12 | 290 | 16. 9:1 | 7 miles |
| Crestline Elementary School Crestline, OH | Public | KG – 05 | 273 | 14.1:1 | 7 miles |
| Sherman Elementary School Mansfield, OH | Public | KG – 03 | 592 | 16:1 | 8 miles |
| Ontario Middle School Mansfield, OH | Public | 06 – 08 | 467 | 20:1 | 8 miles |
| Stingel Elementary School Ontario, OH | Public | KG – 05 | 907 | 22. 4:1 | 8 miles |
| Crestline Preschool Crestline, OH | Public | PK – PK | 64 | 32:1 | 8 miles |
| Foundation Academy Mansfield, OH | Public | KG – 08 | 406 | 19.3:1 | 8 miles |
Download this data as an Excel or CSV Spreadsheet | |||||
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Dowds Elementary School in Shelby, OH
Dowds Elementary School in Shelby, OH
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East Elementary School Supply List 2021-2022 (Mc Connelsville, OH)
4265 NORTH STATE ROUTE 376 NW, MC CONNELSVILLE, OH 43756
MORGAN LOCAL SCHOOL DISTRICT
(740) 962-3361
Grades: PK-6
PLEASE CONSULT YOUR CHILD’S TEACHERS PRIOR TO MAKING ANY PURCHASES.
*Note*: The supply lists provided below are a general recommendation of supplies. The listed items may not exactly match the supplies requested by your child’s school.
2021-2022 School Supply Lists By Grade
Preschool Supply List
Parents Get a Copy of the Preschool Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your Preschool Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | Bottle of No Run White Glue | |
| 1 | Bottle of Unscented Hand Sanitizer | |
| 2 | Box of Facial Tissues | |
| 1 | Clean Change of Clothes | |
| 2 | Disinfectant Wipes | |
| 4 | Glue Sticks | |
| 1 | Ice Packs for Lunch Box | |
| 1 | Labeled Zip-Lock Bag | |
| 1 | Nap Sak or Rest Blanket With Pillow Attatched | |
| 1 | Package of Crayons | |
| 1 | Picture of Family & Student | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
Kindergarten Supply List
Parents Get a Copy of the Kindergarten Supply List By Clicking Below
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Teachers/Administrators Add Your Kindergarten Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | Back Pack | |
| 1 | Blunt Tip Scissors | |
| 1 | Box of #2 Pencils | |
| 1 | Box of Disinfectant Wipes | |
| 1 | Box of Washable Crayons | |
| 2 | Boxes of Facial Tissues | |
| 1 | Change of Clothing | |
| 1 | Dry Erase Marker | |
| 4 | Glue Sticks | |
| 1 | Labeled Bag | |
| 1 | Large Pink Eraser | |
| 1 | Pencil Case | |
| 1 | Picture of Student | |
| 3 | Pocket Folders | |
| 1 | Spiral Bound Notebook | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
1st Grade Supply List
Parents Get a Copy of the 1st Grade Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your 1st Grade Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | 12″ Inch Ruler | |
| 1 | Blunt Tip Scissors | |
| 1 | Box of Crayola Crayons | |
| 1 | Box of Disinfectant Wipes | |
| 2 | Box of Facial Tissues | |
| 1 | Box of Thick Crayola Washable Markers | |
| 2 | Boxes of #2 Pencils | |
| 1 | Elmer’s Washable School Glue | |
| 4 | Glue Sticks | |
| 2 | Highlighters | |
| 1 | Medium Sized Shoe Box for Diorama Project | |
| 1 | Pack of Colored Pencils | |
| 1 | Pencil Box | |
| 1 | Pencil Sharpener | |
| 1 | Pink Eraser | |
| 2 | Red Ballpoint Pens | |
| 1 | Rolling Backpack | |
| 4 | Sets of Pocket Folders | |
| 2 | Spiral Notebooks | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
2nd Grade Supply List
Parents Get a Copy of the 2nd Grade Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your 2nd Grade Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | 12″ Inch Ruler with Both Inches and Centimeters | |
| 1 | Bottle of Elmer’s Washable Glue | |
| 1 | Box Disinfecting Wipes | |
| 1 | Box of Crayola Crayons | |
| 2 | Boxes of #2 Pencils | |
| 1 | Composition Notebook | |
| 2 | Highlighters | |
| 1 | Large Box of Facial Tissues | |
| 1 | Large Pink Eraser | |
| 1 | Medium Shoe Box for Project | |
| 1 | Pack of Pocket Folders | |
| 1 | Pair of Blunt Tip Scissors | |
| 1 | Pencil Case | |
| 1 | Pencil Sharpener | |
| 2 | Red Pens | |
| 1 | Rolling Backpack | |
| 1 | Set of Colored Pencils | |
| 1 | Set of Index Cards | |
| 1 | Set Washable Markers | |
| 4 | Spiral Bound Notebooks | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
3rd Grade Supply List
Parents Get a Copy of the 3rd Grade Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your 3rd Grade Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | 12″ Inch Ruler with Both Inches and Centimeters | |
| 2 | Black Dry Erase Markers | |
| 1 | Bottle of Elmer’s Washable Glue | |
| 1 | Box Disinfecting Wipes | |
| 1 | Box of 24 Crayola Crayons | |
| 2 | Boxes of #2 Pencils | |
| 4 | Glue Sticks | |
| 2 | Highlighters | |
| 1 | Ice Pack for Lunch Box | |
| 1 | Large Box of Tissues | |
| 1 | Large Pink Eraser | |
| 1 | Medium Shoe Box for Project | |
| 1 | Packages of Loose Wide-Ruled Paper | |
| 1 | Pair of Scissors | |
| 1 | Pencil Case | |
| 4 | Plastic Folders With Pockets | |
| 2 | Red Ballpoint Pens | |
| 1 | Rolling Backpack | |
| 1 | Scholastic Children’s Disctionary | |
| 1 | Set of Index Cards | |
| 4 | Spiral Bound Notebooks | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
4th Grade Supply List
Parents Get a Copy of the 4th Grade Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your 4th Grade Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | 12″ Inch Ruler with Both Inches and Centimeters | |
| 1 | 3-Ring Binder | |
| 1 | Assignment Book | |
| 1 | Box Disinfecting Wipes | |
| 1 | Box of Kleenex Tissues | |
| 1 | Box of Loose Leaf Wide Ruled Paper | |
| 1 | Box of Thin Markers | |
| 2 | Boxes of #2 Pencils | |
| 1 | Calculator | |
| 4 | Folders with Brads | |
| 2 | Highlighters | |
| 1 | Pair of Scissors | |
| 1 | Pencil Box or Bag | |
| 1 | Pencil Sharpener | |
| 1 | Rolling Backpack | |
| 1 | Set of Black Pens | |
| 1 | Set of Blue Pens | |
| 1 | Set of Index Cards | |
| 1 | Set of Red Pens | |
| 4 | Spiral Bound Notebooks | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
5th Grade Supply List
Parents Get a Copy of the 5th Grade Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your 5th Grade Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | 12″ Ruler displaying inches and centimeters | |
| 1 | 3-Ring Binder | |
| 1 | Box of Colored Pencils | |
| 1 | Box of Crayons | |
| 2 | Boxes of #2 Pencils | |
| 1 | Calculator | |
| 4 | Glue Sticks | |
| 2 | Highlighters | |
| 1 | Ice Pack for Lunch Box | |
| 1 | Large Pink Eraser | |
| 1 | Pack of Blue or Black Pens | |
| 1 | Pack of Red Pens | |
| 1 | Pack of White Copy/Printer Paper | |
| 1 | Pack of Wide-Rules Notebook Paper | |
| 1 | Package of Ruled Note Cards | |
| 1 | Pair of Scissors | |
| 1 | Pencil Sharpener | |
| 4 | Plastic Folders with Pockets | |
| 1 | Rolling Backpack | |
| 1 | Scholastic Children’s Dictionary | |
| 4 | Spiral Bound Wide Ruled Notebooks | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle |
6th Grade Supply List
Parents Get a Copy of the 6th Grade Supply List By Clicking Below
E-Mail Me a Copy of the Supply List
Teachers/Administrators Add Your 6th Grade Supply List By Clicking Below
Add Supply List
| Quantity | Item | Notes |
|---|---|---|
| 1 | 12″ Inch Ruler with Both Inches and Centimeters | |
| 6 | Book Covers | |
| 1 | Box Disinfecting Wipes | |
| 1 | Box of #2 Pencils or Mechanical Pencils | |
| 1 | Box of Black or Blue Pens | |
| 1 | Box of Kleenex Tissues | |
| 1 | Calculator | |
| 5 | Composition Notebooks | |
| 5 | Folders with Pockets | |
| 1 | Handheld Pencil Sharpener | |
| 1 | Ice Pack for Lunch | |
| 1 | Pack of Dry Erase Markers | |
| 1 | Package of Loose Leaf Paper | |
| 1 | Package of White Ruled Index Cards | |
| 1 | Pad Lock for Locker | |
| 1 | Rolling Backpack | |
| 1 | Scissors | |
| 1 | Scotch Tape | |
| 1 | Set of Colored Pencils | |
| 1 | Set of Index Cards | |
| 1 | Set of PE Clothes | |
| 1 | Set of Red Pens | |
| 1 | Thermal Lunch Box | |
| 1 | Thermal Water Bottle | |
| 2 | Three Ring Binder | |
| 2 | Yellow Highlighters |
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Primary School Magazine
The journal “Primary school” – the oldest monthly scientific and methodological journal in Russia (created in 1933) The journal “Primary school” is a unique methodological guide, universal in nature: it publishes materials on all subjects and courses for each grade of primary schools, official documents of the Ministry of Education of the Russian Federation.
The monthly circulation of the Primary School magazine and its Supplements exceeds the circulation of all pedagogical periodicals for primary schools.The magazine was awarded a Diploma of the Association of Printed Products Distributors for record results in subscriptions among federal publications.
According to teachers, “Primary School” is a handbook for primary school teachers, educators, teachers and students of pedagogical colleges, universities, parents of junior schoolchildren. The magazine is also read by subject teachers. The pedagogical community in different parts of Russia regularly discusses the magazine.
The journal “Primary School” through the efforts of everyone involved with its preparation, and the efforts of the authors, reflects the main thing that is happening in education in general and in its important link – primary school, in the professional training of teachers. The journal timely acquaints the pedagogical community with new ideas, problems, recommendations in the field of primary education, the achievements of pedagogical and methodological science, thereby contributing to the formation of high-quality upbringing, development and education of primary schoolchildren.
In modern conditions of education renewal on the pages of the journal there is an active discussion of the content of primary education and its methodological support, new teaching systems, subject programs, courses, textbooks, the results of the experimental work of teachers.
The magazine “Primary School” has a powerful, highly professional asset of authors, reviewers, experts, which includes teachers, educators, methodologists, teachers of colleges and universities, parents, librarians, employees of regional and federal educational authorities, academies and institutes for advanced training of educators, etc.At the center of this large circle of specialists are the editorial staff, the editorial board and members of the editorial council who are in contact with the regions. This is the strength and advantage of the journal, living with the problems of education of our entire boundless multinational Russia.
methods and principles of education of primary schoolchildren, educational programs of teaching in primary grades
Problems of modern primary education
The education system dictates the rules that schools are forced to adhere to.
Teaching in primary grades becomes a problem: you need to keep up with the program, organize extracurricular time and not leave the federal state educational standards. There is practically no time left to track the successes and failures of each child – the main thing is that the “average temperature in the hospital” is normal.
Therefore, parents are not ready to send their child to such schools. We looked at five main problems and found a solution for each.
Much depends on the teacher
There is even an expression “go to the teacher”, which is applied to future first graders.Moms and dads send their children to a specific school and class, guided by a recommendation about a teacher. “In the 109th school in the future, 1” A “Zinaida Gennadievna does not shout and calmly explains!” – this is enough for the parents to hurry up to submit the baby’s documents.
The peculiarity of primary school is that it depends on the teacher more than on the program.
Even if there are many absurd requirements or absurd tasks in the curriculum, a competent teacher will try to minimize this.Conversely, some teachers cling to and find fault with everything, raise their voices and break the bad mood on the students. A negative experience with a teacher in elementary school leaves traumatic memories for a lifetime, and the child quickly loses interest in learning and falls into severe stress.
Source: freepik.com / @pressfoto
Solution
There are two ways out of the situation. The first is to accept the rules of the game and “go to the teacher”. But this is not always possible – there is always a queue for good teachers.
The second option is to send your child to a school where teachers instill in children a love of learning. But, as a rule, this is a rarity for traditional schools. Irina Fomicheva, mother and former teacher, formulated the problem as follows:
There are a lot of random people at school.
First, they accidentally end up in a pedagogical institute, which often becomes an alternate airfield for those who did not score in top universities, then they also accidentally start teaching.
First, they accidentally end up in a pedagogical institute, which often becomes an alternate airfield for those who did not score in top universities, then they also accidentally start teaching. The school system dampens children’s natural curiosity
The peculiarity of elementary school students is the desire to learn new things.There is so much unknown and interesting going on around! I would like to endlessly torment mom and dad with questions “Why?” and why?” But at school you have to sit at your desk all the time, look at the back of your classmate’s head. At recess, you can’t run, and in class – ask again, you can only speak by raising your hand, walk in a line into the dining room, do not paint a notebook with felt-tip pens. When you are 6-11 years old, it makes you bored, and you don’t want to torment adults with questions from fatigue.
Decision
Enroll your child in sections, circles, and extra activities that suit his interests so that the child can be distracted from the routine.
The child is demotivated
Another feature of teaching in elementary school is that the child is often not perceived as a person. Everyone is familiar with the phrases from childhood: “Keep quiet – you’ll go for a clever one”, “They don’t argue with the elders”, “Call for the teacher”. Teachers put pressure on authority, instilling pessimistic predictions in the child: “Mathematics is not yours”, “You don’t try at all.” And the written work, in which the kid has invested labor, time and energy, carefully writing out the letters and underlining the members of the sentence with a pencil, can be sharply crossed out in red and added in the margins something like: “Very bad!”
The teacher corrected one suitable word for another and lowered the grade
Decision
Constant nagging or unflattering remarks about a child can lead to low self-esteem and self-doubt. Careless, rude words heard in childhood leave a deep mark.
Make sure that the student is not overwhelmed by the feedback – regularly ask how he is with the teachers, who likes and who does not, and why. If the teacher not only demotivates, but also exceeds the authority – for example, speaks louder when swearing – inform the school administration, bring the question to the parents’ meeting.
Emphasis on design, not solving problems
A peculiarity of teaching in elementary school – teachers attach tremendous importance to writing and designing work in a notebook. This slows down the learning process – instead of writing a solution in a few minutes, the tired parents, together with the child, try to figure out how the teacher demanded to formulate the problem. After all, if you write the right solution, but do not comply with the design requirements, they will reduce the points.
They find fault with everything – the wrong number of cells in the indentation or the formula, which I remembered only at the end and attributed in the wrong place.
The result is that the child is afraid to write something wrong.
Not counting the cells – you get a comment
Solution
Alternative education is anything that does not fit into the framework of the traditional school system. For example, in Montessori schools, children do a lot with their hands and develop fine motor skills. Much more interesting than poring over the copybooks! And in the Waldorf school there are no grades, you can write with a pencil or sit right on the floor. All this keeps the young schoolchildren keenly interested in what is happening.The absence of meaningless requirements and formalism is the key to successful learning.
A feature of the programs in primary school is that the number of hours for first and second graders can be up to 21-23 per week. It is difficult to sit for five lessons at a desk, when not long ago I frolicked on the playground. Such training is not always effective – children get tired, begin to get bored and count the crows outside the window.
After school, it is also impossible to relax – the evening is spent on homework. As a result, it takes all day to study.
Decision
Parents can transfer their child to family education and independently regulate the load, program and degree of learning. If it is difficult for a parent to teach himself, you can use the services of online schools. For example, in the Foxford online elementary school, the curriculum is structured in this way: children go through everything that is required by the Federal State Educational Standard, but young schoolchildren have enough free time for games and hobbies.
In grades 1 and 2, the teaching load is 9 and 10 hours per week, respectively.And the load in grades 3 and 4 is 12 and 13 hours a week with lessons of 45 minutes. The gradual increase in hours ensures a smooth and gentle addiction to school.
Features of the educational process in primary school
Distinctive features of the lesson:
- lessons are held 5-6 days a week, depending on the class;
- in the first grade they use a “graduated system”: in September-October, three lessons of 35 minutes each, usually starting from the second, from November – four of 45 minutes;
- on the outside world the class often goes on excursions, watches natural phenomena in real time;
- in the first grade do not give grades, do not keep diaries, and all homework is purely advisory in nature;
- first graders have an extra vacation week in the middle of the third quarter;
- from the second grade a foreign language is introduced, usually English;
- In the fourth grade, the basics of religious cultures and secular ethics appear in the timetable.
Features of the pedagogical process:
- the teacher keeps records of the extracurricular activities of each child;
- at the beginning, middle and end of the school year, the psychologist conducts testing, identifies the difficulties of adaptation;
- The teacher can lead an after-school class.
what children it is useful for – Rossiyskaya Gazeta
Schools are switching to accelerated learning – a three-year “beginning”. Scientists told which children it is useful for, and which is better to stay at the age of four.
Some schools have been recruiting classes of “effective” beginnings for the second year. The experiment is not particularly advertised, but there is information for parents on the schools’ websites. year instead of four? The main differences are in the first year of study. Students must pass the material of the first grade before December, and from January to May, the material of the second grade.
Irina Shapovalenko, Head of the Department of Developmental Psychology named after Professor L.F. Obukhova, Faculty of Educational Psychology, Moscow State Psychological and Pedagogical University, told RG: “The very idea of reduced, accelerated education in primary school does not cause rejection in me.
Most likely, these are children who are intellectually developed enough, as if they are quite capable of starting school according to their mental abilities, but having different kinds of difficulties.For example, a child is hyperactive, with difficulty concentrating. Or children are anxious, sensitive, vulnerable, find it difficult to communicate with peers. Or children are physically weakened, often ill. They get a chance to spend extra time in kindergarten, in a freer atmosphere of preschool activities, to overcome some of their weaknesses (especially since the period from 6 to 7 years is very important from the point of view of brain maturation). And then go to school on a three-year program.
In this case, their parents will be less worried about the fact that a smart, but having some difficulties, the child will “sit out”, will be late compared to their peers … At the same time, the four-year primary school program has advantages that allow most children to pace, relying on their own strength to assimilate the necessary content.What worries me about the implementation of the model of a three-year, “reduced” or “accelerated” “beginning”? Have new programs been worked out? Will it not turn out that the four-year program will be mechanically squeezed into three years? If some classes are transferred to three years of study, then the school should have programs for both four and three years of study. You cannot just throw out some sections or shorten the time; the content of the training must be thought out and restructured. And the textbooks should be brought in line with the new conditions, but has this been done?
Three pieces of advice from Irina Shapovalenko to the parents of future first graders:
1. Under no circumstances should you seek to send your child to a three-year elementary school program “to save time” or for reasons of prestige. If your child, according to teachers, is not ready to study for three years instead of the usual four, this does not mean at all that he will be less successful than others.
2. It is not worth spending energy on coaching a child to successfully pass the entrance test at any cost – forcing him to learn numbers and letters by force, slip off the recipe.This can only damage and alienate the child from school, cause disgust for the very process of learning.
3. Please note that if a child already knows how to read, possesses numeracy skills, this does not mean that everything is absolutely in order with his “school maturity”. There is a concept of psychological readiness for school. The child should be positively disposed towards school, motivated to take this important step, perceive the teacher, accept the task, be able to get involved in the common work … In all children, this readiness is formed at different times, and not without the participation of interested and caring parents!
What parents need to know about the three-year “start”
With a three-year study, children will start a foreign language in the first year of study, and so will homework.While in ordinary classes there is no homework in the first year of study, and a foreign language is taught only from the second year of study, in the second grade. If in the usual “beginning” the obligatory load is 21 hours, then in the accelerated one – 23 hours.
December – April – independent diagnostics. Didn’t pass the diagnostics? As stated in the documents, “in case of unsatisfactory results of independent diagnostics or non-liquidation of academic debt within the timeframe established by the school, the number of years for mastering the educational program can be increased to the indicator approved in the standard.”How it will look in practice is not clear. It turns out that a first-grader, apparently, should be transferred from, say, 1 A, who is engaged in an accelerated program, to 1 B, if he is a regular student. And if the whole parallel in the school moved to an “effective” start, go to another school? Or switch to individual or home schooling? What if, following the results of diagnostics, 5-10 students had to be transferred to other classes? 5 A will have 25 students , and in 5 B – only 15? If a whole year is deducted from primary school, then less teachers are needed.Let it be 1-2-3 teachers, but will they have to be fired?
There are other questions as well. The main goal of accelerated learning is to support motivated children who are very well prepared for school. Yes, there are children who read and write from the age of 4, know the basics of phonetics and know what a phraseological phrase is. But there are very few of them! Here are the parents’ feedback on what is changing in the accelerated beginning: “copybooks and the alphabet are shrinking, increased homework”, “mathematics – at a gallop across Europe”, “since January, the main language is English and the multiplication table, and English textbooks are designed for those who who already knows how to read decently, write and study lasts not six months, but a year. “
What should a first grader at accelerated school know and be able to do by December? (an example of the diagnostic work of MCCO)
Russian language
1. Mark the words with a consonant at the beginning (berry, iris, nut, peony, ear) 2. Mark the word in which the second syllable is stressed (skirt, luck, mouse, pies) 3. Mark the line where all the words answer the question “what?”
– writing, cook, good-white, red, blush-pencils, toys, houses – colored, soft, school
Mathematics
1. Kolya had 5 books on a shelf and 7 books in a closet. How many books did Kolya have? 2. There were three apples, 7 candies and 5 pears on the table. How many fruits were on the table? Write down the solution and the answer. 3. Look at the picture (there is a ruler with two segments marked with different colors). To answer which question do you need to perform the subtraction action? Mark the correct answer. How many centimeters is the length of the lower segment greater than the length of the upper segment? How long is the top segment? How long are the two lines? How do you find the length of each line?
Reading
Read the text and complete the tasks (there are eight of them)
At a break at the animal school, the first-graders began to get acquainted.They said where they lived, what they loved. “I live in the field,” said Rabbit. “I love mom and carrots more than anything else.” “My apartment is on a palm tree,” said the Monkey. – And I really like bananas. Then the Elephant and the Hedgehog spoke. Only the Kangaroo was silent, as if he had taken water in his mouth. – Where do you live? Rabbit asked him. – Maybe you’re homeless? – Not homeless. I live in my mother’s bag … – Kangaroo was offended. – In the bag? – the Elephant was surprised. – And when your mother jumps, jumps, do you sit there too? – Of course. I sleep in this bag, – answered the Kangaroo.- So you live in a jumping house! – the Hedgehog was delighted.
Tasks, for example, are as follows:
Mark with a sign the book that is more suitable for the read text (poems, fairy tales, stories, songs).
Choose the most accurate text name. (“In the Forest”, “Jumping House”, “Break”, “Animal Conversation”).
Primary school
Primary school is an intrinsically valuable, fundamentally new stage in a child’s life, associated with a change in leading activity, the development of a new social position, the expansion of the child’s interaction with the outside world, the development of needs for communication, cognition, social recognition and self-expression at a new level.
Primary general education is designed to meet the educational needs and the needs of the spiritual and moral development of a person of primary school age and is aimed at:
- spiritual, moral, social, personal and intellectual development of students;
- preserving and strengthening the physical and mental health and safety of students, ensuring their emotional well-being;
- creation of a basis for the independent implementation of educational activities that ensure social success;
- the formation of key competencies of the student;
- development of creative abilities, self-development and self-improvement.
Education received in primary school is the basis, the foundation of all subsequent education. A feature of the content of modern primary education is not only the answer to the question of what a student should know (remember, reproduce), but also the formation of universal educational actions (personal, communicative, cognitive, regulatory) that ensure the ability to organize independent learning activities.
Primary school parameters that are set in LIEN for the successful implementation of the key tasks of modern education:
- two teachers in each class;
- lessons in one shift in the mode of a five-day school week;
- each class – up to 24 students;
- comfortable classrooms equipped with high-quality multimedia equipment;
- competition for admission and the qualitative composition of students.
The educational process in elementary school is provided by a team of professional teachers – winners and prize-winners of the Professional Skills Competition “Successful Primary School Teacher”, which was held by LIEN in 2019 and 2020.
The methodological basis of teaching in the primary grades of the Lyceum is the educational complex “School of Russia”.
This educational and methodological complex ensures the achievement of the results of mastering the basic educational program of primary general education and fully complies with the requirements of the Federal State Educational Standard.The basis of the EMC “School of Russia” is the modern achievements of pedagogical theory and practice and the best traditions of the national school, with their exceptional value and significance.
Undoubtedly, in the conditions of globalization and the “erasure” of state borders, knowledge of foreign languages is acquiring, thanks to which the possibilities of communication and intercultural communication are extremely expanding. In our lyceum, starting from grade 1, students study English as part of extracurricular activities, and from grade 2 on a program that provides additional training in a foreign language according to the textbook Vereshchagina I.N. “English”.
An integral part of the educational process and one of the forms of organizing students’ free time is extracurricular activities. It is organized in the lyceum in all the main areas of personality development:
- spiritual and moral;
- general intellectual;
- general cultural;
- sports and recreation;
- social.
Psychological and pedagogical support in primary school
The primary school at LIEN has its own psychological and pedagogical support service, its work is carried out by a psychologist of the highest category N.C. Teachers, students and their parents have the opportunity to receive timely and qualified help from a psychologist.
Preparatory courses for future lyceum students
Preparatory courses for future lyceum students are conducted at LIEN, their work is organized from September to April and allows you to reveal the potential of each child during this period, provides an opportunity to adapt to new living conditions and become successful not only in competitive tests, but also in subsequent education.
As L.A. Wenger: “Being ready for school does not mean being able to read, write and count. To be ready for school means to be ready to learn all this ”. The willingness to learn is what children come to us with. Our task is to give them an OPPORTUNITY! Teaching others, we learn ourselves … L. Seneca
RUSSIAN CLASSICAL SCHOOL – Russian Classical School
RUSSIAN CLASSICAL SCHOOL – Russian Classical School
Project manager
Like many mothers, I once faced the problem of schooling my grown up children.It was insanely sorry to send them to school. I knew for sure that they would feel bad there, although I could not then clearly formulate why …
Developer of the philological block
Are there miracles in life? ..
At the very beginning of 2008, I received a call from Yekaterinburg.One and a half thousand kilometers from Moscow, a wealthy mother with many children, puzzled by the education of her children, found my publications dedicated to KD Ushinsky, his educational books, and turned to me for advice. It was a gift from above!
Math block developer, Cand.physical and mathematical. Sci., Associate Professor
More than 140 published works – scientific and mathematical, scientific and methodological, historical and pedagogical, including a textbook on the theory of probability (published in 2004 and 2012) and the monograph “The problem of the quality of mathematical education in the light of historical retrospective” (2013 G.).
Math block developer,
trainer-methodologist
I have been working at the Russian Classical School as a mathematics teacher and methodologist for over eight years.I got to this school by a miracle, otherwise you will not say. I remember my interview with the founder of the school – Tatyana Anatolyevna.
History Programmer
I am a lawyer by training. Graduated from the Sverdlovsk Law Institute with a degree in jurisprudence.After graduation, he worked at the Institute of Philosophy and Law of the Ural Branch of the Russian Academy of Sciences. Then fate brought me to school, and I became a history teacher.
Primary school teacher,
Trainer-Methodist
I have been working as a primary school teacher for over 20 years.
Started teaching under the traditional education program (mathematics M.I. Moro, G.V. Beltyukova; Russian language by T.G. Ramzaeva, reading by M.I.Goretsky). I also worked a little on the School 2100 program.
Teacher of philology,
trainer-methodologist
To choose the profession of a teacher is to take upon oneself a huge responsibility for the young souls of your students, and a language teacher is doubly responsible for what kind of people his students will become, with what attitude to life, to people, to the Motherland they leave school.
Preschool and primary teacher education,
trainer-methodologist
I started this program ten years ago. By this time, I had many years of experience working in a general education school behind my back.And I think that it was he who prevented me from immediately accepting and evaluating the new program.
Teacher
Church Slavonic languages
By education I am a trainer-teacher. Before working at the Russian Classical School, he was a children’s karate coach.He achieved a lot both himself, as an athlete, and in the coaching field, and believed that sport is a vocation for my whole life …
Teacher of Philology
By profession I am a teacher of English and German.I have been working at the Russian Classical School since 2011. My acquaintance with RKSH began with the schedule of lessons, which I accidentally saw while visiting.
Secretary
Russian Classical School
Russian Classical School became a part of my life very rapidly, literally within one day.
August 2012. I have been working as a school secretary for half a year – orders, documents, certificates. And the school is not ordinary, secondary, but Russian classical.
Municipal educational institution “Primary school of the village of Dubovoe, Belgorodsky district, Belgorod region”
Municipal educational institution “Primary school p.Dubovoe, Belgorod District, Belgorod Region “
Full / abbreviated name:
Municipal educational institution “Primary school in Dubovoye, Belgorod district, Belgorod region” / MOU “Primary school in Dubovoye”
Legal and business address:
308501, Belgorod Region, Belgorodsky District,
p. Dubovoe, st. Lunnaya, house 5
Director: Olga Nikolaevna Kladova
We are glad to welcome you to our website.We hope each of you will find useful and necessary information here. The “News” section will keep you informed of all the latest or just upcoming events.
We hope that by our joint efforts we will turn this site into an educational portal of the Belgorod region. We are ready to cooperate with all interested parties.
Best regards,
Kladova Olga Nikolaevna, director.
Dear parents (legal representatives)!
For your convenience, a certificate of a child’s schooling can be ordered via e-mail: dub424236 @ yandex.ru.
To do this, you must fill out an application according to the attached form (Download). A notification that the certificate is ready will be sent to your e-mail.
From April 6, 2020, we are switching to distance learning. The school uses the ISOU “Virtual School” NES, YaKlass, Uchi.ru.
All information you can find on our website in the section “Distance learning” .
Dear parents! We will solve any problem together!
If you have any questions, I will be glad to help, my phone: (4722) 42-42-36
Best regards,
Kladova Olga Nikolaevna
Working hours:
Monday-Thursday: Friday: Lunch break: | 08.00 hrs – 16.15 hrs 08.00 h. – 16.00 h. 13.00 h. – 14.00 h. |
Reception on personal matters
(by appointment by phone 8 (4722) 42-42-37):
| Tuesday | 16.00 h. – 18.00 h. |
| Thursday | 16.00 h. – 18.00 h. |
Weekends: Saturday, Sunday
Contact phone:
+7 (4722) 42-42-37 – reception
E-mail: dub424236 @ yandex.ru
RESULTS OF PARTICIPATION IN THE SECOND CYCLE OF INDEPENDENT QUALITY ASSESSMENT OF EDUCATIONAL SERVICES
MBOU “Primary School No. 3” – Main page
Welcome to the Municipal Budgetary Educational Institution
“Primary comprehensive school No. 3”
Our school is a question school where students learn to find the correct
answers themselves.Each student develops as a creative, independent person,
internally capable of evaluating himself and respecting others.
News.
08.09.2021
The Ministry of Education and Science informs that the Department of the Federal Service for Supervision of Consumer Rights Protection and Human Wellbeing in the Republic of Khakassia from 6 to 17 September provides thematic advice to citizens on catering in educational institutions.
Parental control checklist for organizing hot meals at school
08.02.2021
In connection with the increase in the incidence of students in grades 1 in MBOU “Primary School No. 3” additional holidays for students in grades 1 are postponed from 02/09/2021. until 15.02.2021
Order on the transfer of additional vacations in class 1 No. 18 dated 02/08/2021. (202.4 Kb)
All-Russian “Lesson of numbers”
Fire prevention measures on a vehicle (413.39 Kb)
International Mother Language Day (273,13Kb)
Methodological recommendations for the prevention of catching among minors ( 1.35Mb)
16.06.2016
The Ministry of Education and Science of the Russian Federation reports on measures taken to reduce the burden on teachers in terms of their reporting and responses to information requests .
09.03.2016
Dear Parents, Students!
In connection with the change of the existing IP addresses of the Government of the Russian Federation, the address of the “Electronic School” system has changed. The new address is https: // school.r-19.ru/
During its operation, the school has experienced many interesting events.
1965 – full-time school, subject training system.
1969 – teaching of children according to the system of L.V. Zankova
1978 – teaching children a five-day working week with a sixth developmental day. (The only school in the Krasnoyarsk Territory)
1986 – a kindergarten for children of 6 years old was opened.
2001-2005 – Russian experiment on working out the structure and content of education in a 4-year variable primary school
2006-2010- municipal experimental site on the topic: “School of Individual Choice”
2007-2009 – experimental and experimental site at GOU DPO “KHRIPKiPRO” on the topic “SHIV”
2010-2015. – the base site of the GOU DPO “KHRIPKiPRO” on the topic “School of individual choice”
From 2011 to 2015 a project for the prospective development of MBOU “Primary School No. 3” was developed for the implementation of the initiative “Our New School”.
Since 2013 – a municipal innovation platform of the city’s educational institution.
In 2013-2014 entered the list of educational organizations participating in the project for approbation of the educational program of the subject “Music” in the Republic of Khakassia.
In 2014-2015, she won a grant in the republican competition to support gifted children and teachers working with gifted children.
Useful links:
Ministry of Education of the Russian Federation
Internet portal of the Ministry of Education of the Russian Federation
Ministry of Science and Higher Education of the Russian Federation
Internet portal of the Ministry of Science and Higher Education of the Russian Federation
City Education Department of the City AdministrationChernogorsk
Russian education. Federal portal.
The most relevant news, announcements of events, information materials for a wide range of readers: students, their parents, teachers.
The portal contains exclusive materials, interviews with leading experts – teachers, psychologists, scientists, reports and analytical articles.
Russian educational portal
Catalog of resources on pedagogy, education and training of preschool children.Regional directories. Official documents. Collections and projects. Forums.
Center for work with gifted children “Altair-Khakassia”
The Center organizes educational programs and accepts up to 30 schoolchildren of grades 7-11 from all districts and cities of the Republic of Khakassia for specialized shifts in various educational areas
Children’s Technopark “Quantorium”
A unique environment for the accelerated development of a child in relevant research and engineering areas
Portal of state services of the Russian Federation
Reference information for individuals and legal entities on the procedure for the provision of public services.
