Keyword: «soft- and self-competences»

The development of full-time schools in the Federal Republic of Germany is associated with a qualitative restructuring of the general education system. So, in 2002, a boom in the development of full-time education began, which manifested itself in the mass restructuring of schoolchildren training organization principles. Hamburg became the pioneering land in the development of full-day schools, where in the mid-2000s, all secondary schools (including district schools and gymnasiums) became full-time schools. One of the key principles in the functioning of full-time schools is project work, which provides flexible educational trajectories and the rejection of traditional homework. In recent years, there has been a steady trend in the development of media and information education, which is associated with the formation of media competences, which in turn ensure the achievement of meta-subject results, such as soft- and self-competences. The article discusses key positions in the field of modern study of full-time schools in both German and Russian scientific discourses. The current legislation in the field of media and digital literacy is analyzed. Also, an important focus is the critical understanding of the practice of implementing the full-time education model through the prism of perception of students, as well as teachers and heads of educational organizations. The aim of the article is to analyze the positive experience of full-time schools in Hamburg as the land, where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular the media educational activities of schoolchildren. The key result of the article is the described mechanics of organizing project work in full-time schools in Germany, the peculiarities of implementing media educational projects, and directions for disseminating this experience on domestic soil. In particular, these methods can also be applied in the higher education sector as a part of student project activities development in the framework of media education both specialized and integrated into other areas. The theoretical significance is represented by a review of the scientific literature on the research topic, and proposal of the author’s definition of the term “full-time school”; practical significance is represented by the empirical material analyzed in the study, which gives an idea of the practice of implementing media educational projects in various full-time schools in Germany.