Keyword: «global competencies»

This article describes the results of the 5th grade students' performance of functional literacy assessment tasks compiled according to the PISA model. Some problems were identified, the features and mistakes made during the work of the students were analyzed. In addition, recommen-dations were proposed for municipal education management.

The problem of the formation of functional literacy and individual forms of its development have become extremely relevant today. This is determined by the fact that the modern world is in continuous dynamic movement, and the comprehensive life aspects of a person, his self-realization, must strictly correspond to this constantly changing world. If we analyze functional literacy from the point of view of operational transformation of information and the formation of its progressive products, then the level of abilities for functional literacy, as a qualitative characteristic of a mandatory skill of the 21st century, is somehow used to solve problems in all areas of human activity, whether it is professional employment, public communications and thought processes.

This article includes tasks in various areas of functional literacy (reading literacy, mathematical literacy, natural science literacy, global competencies and creative thinking). All materials are united by a common theme: "Photosynthesis". The tasks are designed for students of grades 5–7, taking into account the age characteristics of children. The work is aimed at developing the indi-vidual's abilities to formulate, apply and interpret knowledge in a variety of contexts. The illustra-tions used in the work are taken from open sources on the Internet.

The proposed case of tasks is formed taking into account the age group of students (5–7 grade) and is aimed at checking the level of formation of functional literacy of students. Of course, tasks designed to assess functional literacy differ in a number of characteristics. First of all, students are offered tasks set outside the subject area, but it is assumed that they are solved with the help of subject knowledge, as well as the student's life experience. Tasks differ in their formulations: they are always problematic in nature, assume a possible multiplicity of solutions and are presented in simple, "non-academic", understandable language. At the same time, the "trick" is that in order to solve the task, the student needs to independently find the angle of the solution – to "translate" the task from an ordinary language into the language of the subject area (mathematics, geography, biology, physics, etc.). Naturally, a significant part of problematic situations are contextually close to situations from everyday life. Subsequently, the task completion diagnostics allows each student to see their individual development trajectory, evaluate their results, adjust their approach to studying subjects, and form their own skills.

The article provides examples of tasks aimed at the formation and development of functional literacy of students, namely reading, natural science, mathematics, global competencies and creativity.