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.

<< Objectives >>O1. Students' development as active citizens for a responsible resource management O2. Students' development in the field of environment preservationO3. Students' development for a better integration as citizens in an intercultural social environmentO4. Personal development in the field of communication of students participating in the transnational activitiesO5. Students’ personal development focused on self-esteem and confidenceO6. Students’ involvement in education.<< Implementation >>A1. Saving souls and thingsA2. Preparing for life, ready to helpA3. Me and my necessitiesA4. Social and environmental awarenessA5-A8. Management and local activities (an activity like this for each partner country)<< Results >>Increased/ improved: students' understanding and tolerance,students' awareness about the responsible use of resources and also tolerance and empathy,students' knowledge about animal life and the connection with a friendly environment,students' life style to a healthier onestudents' self-esteem and confidencestudents communication in English School's code of conduct to raise responsible citizens (e-booklet and posters), Good practice e-toolkit for responsible resource management

"In 2012 the European Union was awarded the Nobel Peace Prize for its contribution to the advancement of peace, democracy and human rights in Europe. A continent once marked by war, and the centennial remembrance of the Great War, has been transformed to a continent of peace. In this time of peace it is however essential, that we focus on educating future generations of Europeans to strengthen their understanding and tolerance of each other.""A Peace of Europe"" is a cross curricular, developing project , where six countries; Denmark, Wales, France, Cyprus, Spain and Ireland via professional learning communities want to set up a radical, creative learning initiative for students to raise awareness of Peace in our time, to reflect and remember the conflict in Europe and celebrate the success of the Union in making the community a more peaceful and integrated society. The peace project will develop learners literacy, communication and ICT skills through an authentic and motivating education and at the same time raise the awareness of the lives, cultures and history of our neighbours in Europe and the importance of friendships and peaceful solutions in a globalized world. It is important not to forget about one's own cultural heritage as well as to gain knowledge about other's history and cultural values. By focusing on an ever important topic which has influenced our history, identities and defined our culture both in the past, present and also in the future, we wish to bring our students together in a collaborative unit, where they will learn about themselves, their European friends and at the same time strengthen their academic skills in a coherens of authentic and motivating education. Within the theme of the project, all participating schools wish to raise the literacy, communication and ICT skill levels of all pupils.During the project period of three years, the theme Peace will be emphazised in four levels:=>=Peace of mind : individual perspective. Perception of peace within our communities : how to deal with stress and conflict on a daily basis. Collaborative collages and posters will be made.=>Story of peace : historical perspective : a wider scope of peace through our own country's history and the UE history. Timelines, stop motion films, Nobel prize winners' biographies, treasure hunts.=>Peace in our time : global perspectives. To help learners realise that the European Union is part of a global issue and that countries within the community are active within the United Nations as well as involved in areas of conflict.=>Peace forever. Within the European community we will listen to the Young ambassadors of tomorrow on how peace can develop within their own country, Europe and therefore globally, by using the model of the United Nations model.We will work with various activites during the project period like; diaries, jigsaw cubes-literacy, logo designs, Prezi workshops, peace quotations, Google Hangout sessions, angry boxes, wordle posters, time lines, ICT communication, stop motion films, historical research, children' s rights, design a peace charter and dream boxes-peace in the future. All activities are easy to integrate into the school's curriculums and they all lead on to further detailed learning sessions on all schools in order to gain knowledge and understanding of each other. All activities cover multiple intelligences and lead the students towards the development of skills which are essential for learning autonomy. This project will become a living, developing theme within all schools visualized by a great amount of dissemination strategies on behalf of the creative processes within the project such as; installation arts, a project logo, posters, timelines and musical activities.There will be ongoing evaluation of the impact of the Partnership at school level by each of the partners. Evidence in the form of children’s class work, plans, school website, schools database on skills, and school notice boards and display boards will be shared at the online partnership meetings each term and the partner meetings. The success and evaluation of the project will be assessed by pupils progress and the teachers will develop their professional skills collaborating with different teaching strategies.Last but not least , as citizens of the European Union, pupils, teachers, parents and other associated at the schools will find out, through project work, what being a part of a large European family means, and their multicultural understanding will be intensified. Schools will gain prestige and will be an educational institution which introduces its pupils to the European forum. The final results will enable to promote the school on a local stage and an European/world one and the communities of the partner schools will gain a great insight in each other's cultures and develop long lasting connections for a future with friendships in peaceful environments."