In this article the author describes the development and implementation of the experimental program "Travelling around English-Speaking Countries" in the course of humanitarian training of school students in teaching a foreign language in the modern system of additional foreign-language education. She contributes to the development of pupils’ abilities to work independently, to activization of their productive abstract thinking and the highest intellectual processes.

The article is devoted to the problem of creating and conducting a language quest in the institution of additional education of children. A retrospective analysis of the development of the system of additional education of children demonstrates the principles of extra-school (additional) education of children: assistance in socialization, teaching skills in a form that will be interesting, the moral upbringing of the child.

In the article several principles of teaching schoolchildren, who are non-Russian speakers, different disciplines at secondary school are described. The author also reveals some areas for school teacher professional development while teaching non-Russian speakers non-philological subjects. The students referred to in the article are carriers of not only another language, but also of a different culture, which must be taken into account when working with them. Subject teachers should master socio-cultural competence.

Currently a huge number of adults are undertaking efforts to continue their education in the language direction, beginning study foreign languages in the adulthood. Actual problems of motivation in the teaching of foreign languages for the adult audience of students are considered under this article. The teacher's experience of working with the students of the intensive language training courses and the Presidential program is generalized; the main reasons that complicate the learning process are identified and analyzed.

To develop engineering education in schools, classes specialized in engineering and technology (the engineering classes) are being organized. The problem of the education content in the engineering classes is relevant.

The article presents the authors’ point of view on the competence of the future engineer and its components, it considers the concepts of soft, hard and digital skills and their importance in the education of a professional. The experience of forming these skills in "Engineering Lyceum NSTU" can be taken as a typical example.

The article presents the authors' experience in the development, testing and implementation of projects of interdisciplinary educational modules. The work was carried out on the basis of the Educational center "Sirius" in the city of Sochi, in which profile educational programs are implemented in one of three directions: "Sport", "Art", "Science". The principles and general approaches to the formation of educational programs are briefly described, including the use of an integrative approach.

Junior school age is one of the most important periods in a person's life. At this time, there is a primary socialization, the formation of the personality, the beginning of the formation of self-esteem, the formation of the basic features of personality and qualities. The formation and development of the child's personality is influenced by physiological and mental characteristics, environmental characteristics, social environment. At children of younger school age there is an improvement of cognitive processes and the higher mental functions.

This article presents the experience of the "student-teacher-parent" community, its role in organizing and conducting virtual tours with the goal of forming representations of a holistic picture of the world, increasing cognitive activity, forming various types of universal educational activities in the context of standard. The authors of the article analyzed the conceptual field on the topic of the article, established the connection between the needs of the modern student and the state's regulatory requirements.

Professional standard today requires the teacher's ability to form children's and adult communities, to know their social and psychological characteristics, patterns of development. The creation of adult-child communities helps to solve the problem of socialization of primary school students, i.e. their inclusion in public life. In this article, the authors present their experience in creating adult-child communities for the purpose of socialization of students.

In the article there is an argumentation about the necessity to develop communication skills of students through the implementation of operational activity and substantial inter-subject relations, which leads to qualitative changes in ways of cognitive activity of students, their competency. The interdisciplinary is done in the study of similar objects and concepts (culture, communication, arguments).