Requirements

Personalistic approach in education implies the development of the content of education, which includes not only theoretical knowledge, but also meta-knowledge (tools and methods of cognition) and special forms of interaction of the participants in the educational process (learners, teachers, parents). This approach refers to special procedures for tracing the character and direction of learner development, the creation of favourable conditions for forming his personality and defining child’s development dynamics in comparison to himself/herself, not to others.
Integrated approach means proportional blending of the language learning material relevant to various spheres of life related to the learner: adaptive, personal, intellectual; balanced ratio of language and speech material; attaining integratively and interrelatively the required and realistic levels of language competence in the four language skills.
Competence-based approach is targeted at attaining certain outcomes and developing tangible competences. Competences are developed in action and for the sake of the future profession. The learning process in this approach is regarded as acquisition of knowledge, skills, abilities and experiences with an aim of achieving professionally and socially significant competences in independent, study and learning, social and cultural-leisure activities.
Foreign Language Teaching at secondary special, graduate and postgraduate stages of education is based on key principles (taking into account professionally oriented requirements of these stages of education) of “Foreign language for specific purposes” in the use of communicative, personalistic, integrated and competence based approaches.
Based on the present standard benchmarks for state attestation, curricula and syllabi on foreign languages (English, French, German and others) are to be developed taking into account features of an educational establishment and approved by relevant resolutions of the Ministries.