There exist methodological differences in the evaluation of job market demands and of the reproductive potential of systems that train professionals who use information and communication technologies. The article discusses various approaches to the modeling of the advanced study of informatics and ICT in schools. It is noted that ICT support facilities for the projects carried out by students are the principal tools for analyzing and solving problems as well as for interacting with their advisors. The possibility of using cognitive models for the study of informatics at school is considered. The development of the information infrastructure at schools is discussed. The objective of schools with an advanced informatics and ICT curriculum is to overcome the technocratic nature of this education and to encourage the formation of a healthy communicative culture in the school.