Informatics is profoundly reshaping social relations and changing pupils’ education. A goal was set to offer the pupils an integrated informatics learning content, orientated to develop an emotionally and intellectually equilibrated and harmonic personality. The aim of the paper is to characterize the integration in the content of the subject of informatics and research the realisation of integrated learning material in educational practice. Subjects in the school curricula provide concrete guidelines on knowledge, skills and attitudes that should be taught and what goals and purposes their education program follows. To establish the understanding of pupils on development of taste in integrated informatics subject, an educational experimentation was conducted. The data are obtained by using a pretest-post-test design and analysis of teaching-learning informatics in classroom. Pupils at Lielvarde secondary school were asked to involve for learning a new integrated informatics material for developing their understanding of taste. The method of analysis of aesthetic and pedagogical literature and data processing and analysis by Wilcoxon signed-rank Test and Chi-square test are used. Pupils undertook independent practical tasks at the computer with the aim of developing their knowledge and cognitive skills (understanding, selection, reflection). Learning integrated informatics material is a pedagogical condition for fostering the development of pupils’ understanding of taste. Learning integrated informatics material executed diverse practical tasks with choice of color match, ethnographic characters and making a portfolio which enriched pupils' experience of taste and effectuated as acquisition of their cognitive skills.

Mediation process promotes conflict solving, contributes to a higher level of positive solutions and decreases the number of litigation cases. The aim of the study is to outline the usage of constructive approach in mediation process, analyse conflict and its solving models and to find out the opinions of secondary school students on dialogue and conflict, as well as parties’ assessments after the mediation process. The theoretical method of the study is the analysis of conflict, conflict resolution, mediation process and long-standing mediator practice. The investigation of constructivist approach, conflict elements and strategies are outlined in the study. Conflict solving models are analysed in the Methodology part of the study. Empirical methods were a structured group interview of secondary school students and questioning of conflicting parties. The results of the study confirm that knowledge on conflict and mediation should be developed at school and mediation models should be improved on the basis of constructive approach.