In 2006 the EU recognised Digital Competence (DC) as one of the 8 key competences along with literacy and basic skills in science and maths. DC should not be confused with ICT skills rather the ability to apply ICT in a creative and/or critical way. This could be at home, in education, in social interaction, education and the world of work. There are 3 participating countries. Led by a local authority in each country, primary and secondary schools have been given the opportunity to participate. This project aims to upskill young people to prepare them for the world of work but also aims to offer targeted professional development opportunities for teachers and prepare them fully for the classroom and their own professional advancement. Coupled with this we aim to upskill parents and members of the wider community by actively involving them in the planned activities. We aim to meet the individual needs of participating countries whilst ensuring EU priorities are met.The European Commission Digital Competence in Practice document highlights that digital competence requires understanding in a number of fields. Digital Competence Frameworks around Europe have adopted these areas and through this project we will discover practical ways of implementation. The DC fields of focus are: Information management -Collaboration -Communication and sharing -Creation of content & knowledge -Ethics & Responsibility -Evaluation & Problem solving -Technical operations Each participating country has identified its own needs. Our digital frameworks offer guidance as to how one might develop a focused digital approach to education, this project will allow education authorities and schools the opportunity to unpick the theory and put it into practice, trialling methodology with young people at the fore.

International Links Global, acting as coordinators, together with its partners: Kokoro in Portugal and University College Lillebaelt in Denmark and Norway, have created an association for a three year KA2 project focused on the creation and implementation of Game Based Learning (GBL) materials for students using GBL (including the development of a Board Game), Project-Based Learning and Digital Competence tools as a focus in order to teach a number of subjects, although focusing on the Climate Emergency as a cross-curricular element.The main objective has been creating and experiencing materials to provide teaching training materials, resources and content for Primary education where pupils work on projects in the areas of Language, Mathematics, Social Sciences, Natural Sciences and English, among others, encouraging critical thinking, teamwork and the development of creativity. The material can be used as part of their curriculum as a complement for the basic subjects mentioned. As a cross curricular element in the materials 21st Century Skills will be used widely. The final product will be made available for the wider teaching community, and a Good Practice Guideline will be also compiled and published in order to multiply the effect of the project.These cross curricular materials, as a primary output of the project, are based on a learner-centred approach to empower learners to help developing a game that would be used by many more pupils, to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. We want to integrate learning in a wide range of subjects and areas, create a collaborative and democratic environment and involve learners in self-directed learning. At the same time other results are expected as an outcome in pupils learning such as motivation and engagement in the activities, self-assessment, progress measurement, and last but not least, GBL as a pedagogical base of the curriculum. All materials created will be translated into English, and into the partners’ mother tongue to ensure a higher interest from primary teachers in those countries, so two goals can be fulfilled at the same time. On one hand, materials can be used for all the students in their mother tongue and on the other for bilingual (CLIL) education which is one of the objectives in the countries involved. It is important to mention that the European Linguistic Policy under the Horizon 2020 programme is to launch measures and resources to allow 50% of the population under 15 to reach a B1 level in a second language.The number and profile of partners ensure a distribution of roles that involve all educational stakeholders have a say in the project, primarily teachers and schools, but also the country coordinators involved and the educational authorities that define the priorities in the curriculum in the countries involved. All resources will be made available online in order to guarantee dissemination to a potential audience that includes teachers of students of other regions in the association. Directly involved are 5 Welsh schools, 3 Danish schools, 1 Norwegian school and a group of 3 Portuguese schools that are linked to Kokoro in Portugal. One educational authority per country will be coordinating those groups of schools, and responsible of the delivery of the project objectives and dissemination of its results.For this end, a range of activities and outputs have been proposed: training in GBL methodology and 21st Century Skills (including PBL, Digital Competency, Robotics/Coding and Problem-Solving Based Education), development of a Board Game in order to tackle the Climate Emergency, job shadowing in each of the countries of the association, a pupil Exchange in each of the countries of the Association, an eTwinning Project Twinspace as main platform to share resources, and a number of Transnational Project Meetings to allow correct management and coordination, plus Multiplier events in each of the countries involved.The impact of these outputs and the activities along the three years of the association are several: materials that are updated and easy to implement, training in cutting edge methodologies and lesson plans and tools that are the most sustainable outcome of the project and the methodology it is inspired on.

The project planned meets priorities highlighted in the Erasmus+ Programme Guide. International educational approaches and ICT-based methodologies with be focal points of the project. The local communities will also share their culture and enjoy learning about our exchanges. During mobilities, local people may come to share their knowledge e.g. on the first mobility to Wales an archaeologist known to school will share her knowledge with our visitors. Through our project we will address the Welsh curriculum's and Spanish local authorities' demand for international, caring, knowledgeable and culturally aware pupils. We will encourage the pupils to learn some of the language of our partner schools, thus opening doors for the children now and certainly in their adult years. Co-operating with and respecting others will develop the holistic child and support them into a co-operative and employable future. There will be four schools involved in the project. Two of those are primary schools in Wales, and two are in Spain. School work, to take place over the 2020-2022 academic years:-Nov 2020- Culture boxes to be created by each school. The culture box will be 10 items that best describes the locality we live in. These boxes will be exchange in person on the first mobility. During this term we will also create and send language mats introduce each other to our languages. Opportunities to develop relationships will be in place by schools e-twinning/ emailing. Schools could also send half termly newsletters to keep in touch and share the good practice that has been taking place.-Feb 2021- Myths and Legends of our area. Each school will explore the stories told in their regions for many a year. These will then be made into small story books, a selection of which could be sent to our partner schools to share and explore. During the creative process each school may want to plan and enjoy a 'myths and legends creative that should be planned by each individual school.-May 2021- Food week- Children can explore and cook using their own local recipes and then exchange recipes for partner schools to cook and enjoy.-Nov 2021- We will explore the history of our localities as a heritage week. Each school will exchange an ICT project such as a film or a presentation to help partner schools delve into the times gone by. Traditional dances- share films and instructions with our partner schools. -Feb 2022- Eisteddfod (cultural festivals) taking part in festivals and celebrations of our culture. Partners will share information about our cultural celebrations and there will be an opportunity to explore the arts and poetry in our own country as well as our partner's country.-May 2022- Exploring our own environment through photography with each school taking a selection of photographs and making them into presentations to share around the time of our last mobilities as a way of celebrating the project.Mobilities for teaching staff, to take place over the 2020-2022 academic years:1) Mobility from Wales to Spain (Valladolid) - November 2020, C1.After the first project coordination meeting, there will be a presentation of the activities and a school visit. Activities for teachers will involve pupils in that school and will deal with gastronomy in the area, wine-making craft, traditional songs, dances, history and games. Job-shadowing experience for teachers of different age groups.2) Mobility from Spain to Wales (Mold)- Feb 2021, C2.After a coordination meeting there will be activities for teachers and pupils, involving a geology talk, Welsh history including visits to Conwy castle and historic places such as Llandudno, Erddig (a victorian stately home), Llangollen, job-shadowing experiences and participation in an inter-school cultural festival: Eisteddfod. 3) Mobility from Spain to Wales (Mold)- Oct 2021, C3.During the mobility there will be a coordination meeting plus job-shadowing experiences. School themed activities will deal with the Iron age in Wales and Spain, more recent history including the close-by Beatles, Welsh folk dancing and local visits.4) Mobility from Wales to Spain (Cádiz) - March 2022, C4.Our last exchange will be a collection of digital art which can be exchanged as a last exchange and celebration of the area, together with a wrap-up project meeting. All pupils in school will take part in producing a piece of digital art to share. There will be also job-shadowing and work on the Spanish language and cultural heritage of the area.

It is of growing concern for all countries that future generations live healthy lifestyles. Healthy eating contributes to an overall sense of well-being, and is a cornerstone in the prevention of a number of conditions, including heart disease, diabetes, high blood pressure, stroke, cancer, dental caries and asthma. For children and young people, healthy eating is particularly important for healthy growth and cognitive development. Eating behaviours adopted during this period are likely to be maintained into adulthood, underscoring the importance of encouraging healthy eating as early as possible. Guidelines recommend consumption of at least five portions of fruit and vegetables a day, reduced intakes of saturated fat and salt and increased consumption of complex carbohydrates. Yet average consumption of fruit and vegetables in the UK is only about three portions a day. A survey of young people aged 11–16 years found that nearly one in five did not eat breakfast before going to school. Recent figures also show alarming numbers of obese and overweight children and young people. Discussion about how to tackle the ‘epidemic’ of obesity is currently high on the health policy agendas, and effective health promotion remains a key strategy. This picture isn't just confined to the UK but is of concern across the EU. However, it is not just diet alone that promotes Healthy lifestyles. Exercise, wellbeing and an awareness of self-image are just as important.Getting this message across to young children at an EARLY age is important in order to develop these positive habits. We believe such messages are more effective when delivered by children just a little older than the recipients, rather than by teachers. This is why we are using older secondary students to teach these behaviours to younger primary children through a Theatre in Education Project. This project is rooted in the most effective ways in which children learn, which isn’t always the way teachers want to teach. It therefore contains a considerable proportion of staff training/ development and then trying out the hypothesis with real Theatre in Education packages taken out into primary schools.Each mobility will deal with ONE aspect of Healthy Lifestyles. By the end of the project each school will have a package of 4 performances which combined give a full programme on Healthy Lifestyles that can be delivered to younger children by their slightly older peers. Teachers will be trained in the concept and processes of Theatre in Education at short term staff training events. These will be further developed through short term staff training events in partner schools working with older children to plan and rehearse a performance based upon one aspect of Healthy Lifestyles - for example Exercise; Body Image; Obesity; The media; Healthy Eating....These performances will then be taken out into primary schools and follow up work based upon the performance seen will be left with the primary school for them to follow up if they so choose. It must be emphasised that the performance will be very interactive and primary children will NOT be passive observers in the events that unfold. Teacher training will be done in English, the performance planned in English but performed in the mother tongue.We would wish for all involved to:- •See creativity as a powerful tool in it’s own right to challenge, engage and motivate students.•Understand the power of theatre as a learning medium.•Establish education communities and learning groups across the school and across schools in the area.•Establish education community groups across the EU through this project.•Raise the profile of the teaching profession by engaging with parents and marketing the project as effectively and as widely as possible.•Use ICT to promote the work we are doing.•Provide staff with a methodology, philosophy and skill set that will help them develop future projects of a similar nature.•Create a risk taking culture within staff in the way they approach topics and work.•Appreciate how Healthy Lifestyles are of major concerns to all communities participating and in fact across the globe.•Consider what changes may need to be made at an organisational level to facilitate such work on an ongoing basis.We believe such a project would require educators to take risks and senior leaders to be innovative in the ways they organised learning. The approach adopted is very powerful and provides challenge for both creator and recipient but it is VERY flexible and can be used to explore a variety of difficult contexts and allow for some highly effective teaching and learning to take place. For example such areas could include bullying; cyber safety; migration and mental health. It can be used across ALL departments in schools.Actively and Practically Involve - 60 staff; 270pupils; 12 schools; 4 countries.

"As teachers we see how difficult it is for many subjects to initially engage or enthuse students. The sheer mention of Physics to a student sees many drop their heads in desperation on to the desk. Arts subjects rarely have that problem. This project is attempting to find ways of engaging, enthusing and motivating students in non-arts subjects by taking what might appear to be an 'off the wall' approach to engaging students but which is in fact a well-considered, well planned and well executed attempt to fire up students in the classroom.The project is innovative because it is using an Arts Approach and Content as a way into NON-Arts subjects on the curriculum. We shall be using a variety of famous and influential Works of Art to explore and respond to a variety of real issues that affect partner countries within the European Union. Having consulted all partners, areas of concern for us all are - Child Protection; Migration; Safeguarding; Racism; Cyber Safety; Mental Health Issues across all age groups; the aging population and associated issues; Gang culture and modern society; the role of the Family in communities; Employment. Suggested Art Works to look at, at the moment, The Sistine Chapel (The Creation); Guernica; The Scream; Work; The Vitruvian Man; Th Disintegration of the Persistence of Memory and Starry Night.The main innovation in this project will not necessarily be the content but the methodology, techniques and strategies that will be used and shared to achieve the goals of the project. However, the MANNER in which the content is used will be quite innovative – Michael Angelo's ""Creation"" and Quantum Physics.The project will enhance transversal skills in our students by developing communication skills through practical work; through face to face meetings, and also through online communication throughout the project for different purposes. It will also introduce new skills, not only through modern foreign languages and content, but adding the development of high order interpersonal skills. We intend to use famous Works of Art not only as a means of engagement, motivation, stimulus and challenge to the wider curriculum - Physics, Chemistry, Maths etc, but we also wish to use them as a stimulus to explore shared concerns regarding issues that impact upon the European Union. In doing so we will establish an environment rich with cooperation and values from a young persons' perspective, and at the same time consider how this might impact upon future generations; this will be a strategy to enhance basic skills. Such awareness of serious and important issues will prepare todays students, as leaders of the future and for what to be aware of for the EU in years to come. In the current EU political climate, it could not be more relevant.Students will work in mixed multinational teams on the project before , during and after each mobility. Therefore effective communication becomes a pre-requisite. Digital competency is already a basic skill necessary for young people to seek employment and everyday life, so the project will exchange good practice in ICT and computing methodologies in the teaching and learning process. This will be further developed by using it to share real concerns and creative ideas through the development and reflective stages of the project. During mobilities ICT will be used to support the presentation of ideas using ICT in it's broadest sense - digital sound, images, lighting and recording as well as basic ICT skills to acquire and present information.Pupils will be equipped with many transferable skills to prepare them for the world of employment. There will be a great emphasis on co-operation and collaboration in order to achieve desired outcomes. Often, individuals and groups will have to be prepared to make difficult decisions about content, ways forward or the ways in which people are working and how effective that is. These are very much people skills, but highly delicate and quite sensitive and something which many adults struggle with on occasion.The project will promote entrepreneurship in it's widest sense for all participants. With the help of Manchester Metropolitan University staff, we will equip teachers and schools with drama techniques and strategies for the development of the English language.Pupils will have to be entrepreneuring in their approaches to the solution to tasks and projects that have been set. Invention and creativity will be the hallmarks of the content of the project. Finding alternative ways to address an issue will be crucial to it's success through the communication of ideas and views to other people. The approach is transferable to a lot of difficult content but the opportunities it creates for collaboration in the future is immense. It will challenge schools as institutions in the way they organise learning and experiences for students. Can they be innovative in finding solutions?"