This article was devoted to determining the main parameters of predicting the success of education and professional and pedagogical activity in the formation of natural science literacy in secondary school. To date, there is a need for highly qualified specialists capable of professionally and professionally training and strengthening the Kazakh nation on the basis of special pedagogical natural science training.

The relevance of this study is related to the need to improve the quality of domestic education in the formation of natural science literacy at the secondary level and to the definition of PISA international education.

Kazakhstan's National Strategy for Educational Development for 2012-2016 emphasizes the formation of students' natural science literacy as one of the tasks of education.

This regard, the content of secondary school standards includes information about the modern natural science picture of the world, the role of modern theories and ideas in the formation of a scientific worldview. The main method of implementing the standard is activity - based and practice-oriented approaches, as well as the formation of natural science literacy at the secondary level.

Essential to the formation of teachers' natural science literacy in secondary education is the formation of the pragmatic component of literacy: special pedagogical natural science skills, the experience (skills) of successfully performing theoretical and practical actions to maintain the unity and integrity of the student body in the face of possible dangers based on existing knowledge.

To fix the primary importance of the educational result associated with the ability to act in a real- life situation is already beginning to gather like-minded people around them, consciously subordinating the educational process to the actual task under consideration.

The content of educational standards in secondary schools includes information about the modern natural science picture of the world, the role of modern theories and ideas in shaping the worldview of scientific knowledge