The article reflects the latest transformations in the domain of teaching school subjects at Technical and Vocational Education and Training (TVET), which is being modernised along with acquiring new characteristics targeted by the state. In this regard the authoress has set the task to work out theoretically grounded, viable, complex methodological system of teaching school subjects at TVET. Consolidating the systems and activity theoretical approaches in education with student-oriented and competence approaches, the authoress designs the methodological system of teaching school subjects at TVET taking into account the upgraded state imperatives. Studying the requirements for the learning outcomes of the educational programmes of the National Curriculum (Federal National Educational Standard) of high education, of the National Curriculum of TVET as well as the targeted characteristics of teaching school subjects at TVET, namely: being vocational, practice-oriented, and integrative — has allowed defining the objectives of teaching school subjects at TVET. The latter along with special conditions like specialisations and levels of learning a foreign language have guided the design of the learning content component. The authoress regards each condition in detail for she believes they are prerequisites for the successful performance of the learning content. The design of the third, activity component of the methodological system covers not only the targeted characteristics of teaching school subjects at TVET, but also the necessity to modify the teacher’s role, which in turn will inevitably transform the students’ position as well. A set of methods, forms and means of teaching capable of assisting in achieving the targeted outcomes is suggested. The article may be of both theoretical and practical interest to the teachers of school subjects at vocational schools, education coordinators and other staff members of vocational educational establishments.
Keywords: technical and vocational education and training (TVET), school subjects, foreign language, methods of teaching, vocational component, practice-oriented component, integrative learning module