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.

"My World - Your World - Our World' Due to many modern world challenges, as a partnership, we have decided that our main motivation for this project will to develop outdoor learning opportunities for our students. In line with national and International guidelines we have a joint understanding about the importance of outdoor activities within the educational setting.We plan to awaken our student's curiosity and desire about the world around them. We aim to:-develop their understanding of local and global Eco Issues, so that they can make a difference within their local community and beyond.-develop the student's knowledge and understanding about environmental issues in the modern world, so that they can develop their own answers to problems that the modern world faces.-develop their use of participatory approaches and ICT, so that their level of digital competence increases. -Encourage friendship, cooperation and understanding amongst teachers and pupils in participating schools. As many students don't feel a responsibility towards the environment and the world around them, we aim to change this attitude within our schools. Staff and pupils will be able to increase their competence in foreign language as well as increase their level of digital competence, as we collaborate during project, via letters, e.mails, Skype, TwinSpace and mobility meetings. As we are aiming for a whole school approach with the provision that will be developed, we will reach out to over 1000 students across the 5 participating schools - 2 schools from Wales, 2 schools from Romania and 1 school from Spain.At least 3 teachers from each school will participate in the proposed 5 visits across the 2 year timescale.These visits will be an excellent professional development opportunity for the participants.They will:Share good practiceDevelop ideas.Develop long and short term plans.We have decided to focus on 4 main learning areas during this project:1. My World / Your World - where the students Introduce their world (outside my window)to the other participating students2. Develop outdoor learning areas within each school, which will develop the students basic skills. Explore RRR - Reduce, Reuse and Recycle - within the outdoor learning areas.3. Develop the concept of 'Beach School' or 'Forest School' within each school - dependant on landscape. 4. Develop each school to be an Eco School. Making a difference locally and globally by becoming confident, responsible change ""agents"".Each school coordinator will be responsible for implementing the activities within their schools, however there will be consistent collaboration via our ELearning Platform /Email contact. We also aim to use Facebook / Skype to ensure as many communication opportunities as possible. The 5 planned visits - one visit to each participating school - will ease the planning and evaluation processes.This project will have a long lasting effect on the outdoor education provision that each school can offer in the long term, as the learning areas will be developing continuously. This partnership will ensure that future learners engage in high quality activities within established outdoor learning areas. Sharing expertise within each school will also encourage further collaboration and developments.As all schools aim to fully engage with the wider learning community, this will also ensure that a long lasting successful relationship is established locally and across Europe. These partnerships will encourage further developments and learning opportunities.The main impact of this project will be the effect on our students as they become independent, confident, global citizens - who care for the world round them. As recommended by Donaldson: ‘Children develop as ethical, informed citizens of Wales and the World and show their commitment to the sustainability of the planet.’"