Proficiency Foundation Intermediate Levels 12 34 Competence area 4: Safety 4.1 Protecting devices At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have a due regard to reliability and privacy. • identify simple ways to guidance where needed, I can: well-defined and I can: tine problems, I c protect my devices and • indicate well-defined digital content, and • identify simple ways to and routine ways to • organise ways • differentiate simple protect my devices and protect my devices and my devices and risks and threats in digital digital content, and digital content, and content, and environments, • choose simple safety • differentiate simple • differentiate well-de- • differentiate r and security measures, risks and threats in digital fined and routine risks threats in digita and environments, and threats in digital ments, • identify simple ways environments, to have due regard to • follow simple safety and • select safety a reliability and privacy security measures. • select well-defined measures. and routine safety and Examples • identify simple ways security measures. • explain ways t of use to have due regard to regard to reliab reliability and privacy • indicate well-defined privacy 01 and routine ways to Employment have due regard to relia- bility and privacy Scenario: Use of a Twitter account to share information on my organization Examples of use 02 Learning Scenario: Use of the school’s digital learning platform to share information on interested topics
Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • apply different ways to complex contexts, I can: • create solutions to • create solutions to s to protect protect devices and digital complex problems with solve complex problems d digital content, and • choose the most limited definition that with many interacting appropriate protection are related to protecting factors that are related risks and • differentiate a variety for devices and digital devices and digital con- to protecting devices and al environ- of risks and threats in content, and tent, managing risks and digital content, managing digital environments, threats, applying safety risks and threats, applying and security • discriminate risks and and security measures, safety and security • apply safety and security threats in digital environ- and reliability and privacy measures, and reliability to have due measures. ments, in digital environments. and privacy in digital envi- bility and ronments. • employ different ways • choose the most appro- • integrate my knowledge to have due regard to priate safety and security to contribute to pro- • propose new ideas and reliability and privacy measures. fessional practice and processes to the field. knowledge and guide I can protect the corporate • assess the most appro- others in protecting Twitter account using differ- priate ways to have due devices. ent methods (e.g. a strong regard to reliability and password, control the recent privacy logins) and show new col- leagues how to do it. I can detect risks like receiving tweets and mes- sages from followers with false profiles or phishing attempts. I can apply measures to avoid them (e.g. control the privacy settings). I can also help my col- leagues to detect risks and threats while using Twitter. I can protect information, \" data and content on my \" school’s digital learning platform (e.g. a strong password, control the recent logins). I can detect different risks and threats when accessing school’s digital platform and apply measures to avoid them (e.g. how to virus-check attachments before downloading). I can also help my class- mates to detect risks and threat while using the digital learning platform on their tablets (e.g. controlling who can access the files).
\" Proficiency Foundation Intermediate \" Levels 12 34 Competence area 4: Safety 4.2 Protecting personal data and privacy At basic level and with At basic level and with On my own and solving Independently, accord- To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that guidance, I can: autonomy and appro- straightforward prob- ing to my own needs, digital services use a “Privacy policy” to inform how personal data is used. priate guidance where lems, I can: and solving well-de- • select simple ways needed, I can: fined and non-routine to protect my person- • explain well-defined problems, I can: al data and privacy in • select simple ways and routine ways to digital environments, to protect my person- protect my personal • discuss ways to pro- and al data and privacy in data and privacy in tect my personal data digital environments, digital environments, and privacy in digital • identify simple ways and and environments, and to use and share personally identifiable • identify simple ways • explain well-defined • discuss ways to use information while to use and share and routine ways and share personally protecting myself and personally identifiable to use and share identifiable informa- others from damages. information while personally identifiable tion while protecting protecting myself and information while myself and others • identify sim- others from damages. protecting myself and from damages. ple privacy policy others from damages. statements of how • identify sim- • indicate privacy poli- personal data is used ple privacy policy • indicate well-de- cy statements of how in digital services. statements of how fined and routine personal data is used personal data is used privacy policy in digital services. in digital services. statements of how personal data is used in digital services. Examples of use 01 Employment Scenario: Use of a Twitter account to share information on my organization Examples of use 02 Learning Scenario: Use of the school’s digital learning platform to share information on interested topics
Advanced 6 Higly 5 Specialised 78 As well as guiding At advanced level, according to my own needs and At highly specialised level, At the most advanced and others, I can: those of others, and in complex contexts, I can: I can: specialised level, I can: • apply different ways • choose the more appropriate ways to protect • create solutions to • create solutions to protect my person- personal data and privacy in digital environ- complex problems to solve complex al data and privacy in ments, and with limited defini- problems with many digital environments, tion that are related to interacting factors and • evaluate the most appropriate ways of using protecting personal data that are related to and sharing personally identifiable information and privacy in digital protecting personal data • apply different spe- while protecting myself and others from dam- environments, using and privacy in digital cific ways to share my ages. and sharing personally environments, using data while protecting identifiable information and sharing personally myself and others • evaluate the appropriateness of privacy policy protecting self and identifiable information from dangers. statements on how personal data are used. others from dangers, and protecting self and privacy policies to use others from dangers, and • explain privacy policy my personal data. privacy policies to use statements of how my personal data. personal data is used • integrate my knowledge in digital services. to contribute to pro- • propose new ideas and fessional practice and processes to the field. knowledge and guide others in protecting per- sonal data and privacy. I can select the most appropriate way to protect the personal data of my colleagues (e.g. address, phone number) when sharing digital content (e.g. a picture) on the corporate Twitter account. I can distinguish between appropriate and inappro- priate digital content to share it on the corporate Twitter account, so that my privacy and that of my colleagues are not damaged. I can assess whether personal data are used on the Corporate Twitter appropriately according to the European Data Protection Law and Right to be Forgotten. I can deal with complex situations that can arise with personal data in my organisation while on Twitter, such as removing pictures or names to protect personal information in accordance with the European Data Protection Law and Right to be Forgotten. I can select the most appropriate way to protect my personal data (e.g. address, phone number), before sharing it on the school’s digital platform. I can distinguish between appropriate and inap- propriate digital content to share it on my school’s digital platform, so that my privacy and that of my classmates are not damaged. I can assess whether the way my personal data are used on the digital platform is appropriate and acceptable as regards my rights and privacy. I can overcome complex situations that can arise with my personal data and those of my class- mates while on the digital education platform, such as personal data is not used in accordance to the “Privacy policy” of the platform.
Proficiency Foundation Intermediate Levels 12 34 Competence area 4: Safety 4.3 Protecting health and well-being At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments guidance where needed, I can: well-defined and (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion. • differentiate simple I can: tine problems, I c ways to avoid health • explain well-defined -risks and threats to • differentiate simple and routine ways to how • explain ways t physical and psychologi- ways to avoid health to avoid health -risks and to avoid threats cal well-being while using -risks and threats to threats to physical and physical and ps digital technologies. physical and psychologi- psychological well-being cal health relat cal well-being while using while using digital tech- use of technolo • select simple ways digital technologies. nologies. to protect myself from • select ways to possible dangers in digital • select simple ways • select well-defined and self and others environments. to protect myself from routine ways to protect dangers in digit possible dangers in digital myself from dangers in ments. • identify simple digital environments. digital environments. technologies for social • discuss on digi well-being and social • identify simple digital • indicate well-defined technologies fo inclusion. technologies for social and routine digital well-being and well-being and social technologies for social inclusion. well-being and social inclusion. Examples of use 01 Employment Scenario: Use of a Twitter account to share information on my organization Examples of use 02 Learning Scenario: Use of the school’s digital learning platform to share information on interested topics
Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • show different ways to complex contexts, I can: • create solutions to • create solutions to avoid health -risks and complex problems with solve complex problems to how threats to physical and • discriminate the most limited definition that with many interacting s to my psychological well-being appropriate ways to are related to avoiding factors that are related sychologi- while using digital tech- avoid health -risks and health -risks and threats to avoiding health -risks ted with the nologies. threats to physical and to well-being while using and threats to well-being ogy. psychological well-being digital technologies, to while using digital tech- • apply different ways to while using digital tech- protect self and others nologies, to protect self o protect protect myself and others nologies. from dangers in digital and others from dangers s from from dangers in digital environments, and to the in digital environments, tal environ- environments. • adapt the most appro- use of digital technologies and to the use of digital priatee ways to protect for social well-being and technologies for social ital • show different digital myself and others from social inclusion. well-being and social or social technologies for social dangers in digital environ- inclusion. well-being and social ments. • integrate my knowledge inclusion. inclusion. to contribute to pro- • propose new ideas and • vary the use of digital fessional practice and processes to the field. technologies for social knowledge and guide well-being and social others in protecting inclusion. health. I can create a digital cam- paign of possible health dangers of using Twitter for professional reasons (e.g. bullying, addictions, physical well-being) which can be shared and used by other colleagues and professionals on their smartphones or tablets. I can create a blog on cyberbullying and social exclusion for my school’s digital learning platform, which helps my classmates to recognise and face up to violence in digital environments. \" \"
Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independent guidance, I can: autonomy and appropriate straightforward problems, my own nee guidance where needed, I can: well-defined • recognise simple en- I can: tine problem vironmental impacts of • indicate well-defined digital technologies and • recognise simple en- and routine environ- • discuss w their use. vironmental impacts of mental impacts of digital the environ digital technologies and technologies and their impact of their use. use. ogies and Examples of use 01 Employment Scenario: Use of a Twitter account to share information on my organization \" Examples \" of use Competence area 4: Safety 4.4 Protecting the environment 02 To be aware of the environmental impact of digital technologies and their use. Learning Scenario: Use of the school’s digital learning platform to share information on interested topics
Advanced Higly Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • show different ways to complex contexts, I can: • create solutions to • create solutions to protect the environment complex problems with solve complex problems ways to protect from the impact of digital • choose the most ap- limited definition that with many interacting nment from the technologies and their propriate solutions to are related to protecting factors that are related digital technol- use. protect the environment the environment from the to protecting the environ- their use. from the impact of digital impact of digital technol- ment from the impact of technologies and their ogies and their use. digital technologies and use. their use. • integrate my knowl- edge to contribute to • propose new ideas and professional practice processes to the field. and knowledge and guide others in protect- I can create an illustrat- ing the environment. ed video which answers questions on the sustaina- ble use of digital devices in organisations of my sector, to be shared on Twitter, and to be used by staff and by other professionals in the sector. I can create a new eBook to answer questions on the sustainable use of digital devices at school and home, and share it on my school’s digital learning platform in order to be used by other schoolmates and their families.
Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a guidance where needed, I can: well-defined and • identify simple technical I can: tine problems, I c problems when operating • indicate well-defined devices and using digital • identify simple technical and routine technical • differentiate t environments, and problems when operating problems when operating problems when devices and using digital devices and using digital devices and usi • identify simple solu- environments, and environments, and environments, a tions to solve them. • identify simple solutions • select well-defined and • select solution to solve them. routine solutions to them. Competence area 5: Problem solving 5.1 Solving technical problems Examples Helped by a colleague from of use the IT department: To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems). 01 I can identify a simple tech- Employment nical problem from a list of those that can arise while Scenario: using a digital learning platform, and Use of a digital I can identify what type of IT support would solve it. learning platform to improve my career opportunities Examples Helped by a friend: of use I can identify a simple tech- 02 nical problem from a list of Learning those that can arise while Scenario: using a digital learning platform, and Use of a digital I can identify what type of IT support would solve it. learning platform to improve my math skills
Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • assess technical prob- complex contexts, I can: • create solutions to • create solutions to lems when using digital complex problems with solve complex prob- technical environments and operat- • appraise technical limited definition that lems with many n operating ing digital devices, and problems when operating are related to technical interacting factors that ing digital devices and using digital problems when operating are related to technical and • apply different solutions environments, and devices and using digital problems when operating to them. environments. devices and using digital ns to them. • resolve them with the environments. most appropriate • integrate my knowl- solutions edge to contribute to • propose new ideas and professional practice processes to the field. and knowledge and to guide others in solving technical problems. \" \"
\" Proficiency Foundation Intermediate \" Levels 12 34 Competence area 5: Problem solving 5.2 Identifying needs and technological responses At basic level and with At basic level and with On my own and solving Independent To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility). guidance, I can: autonomy and appropriate straightforward problems, my own nee guidance where needed, I can: well-defined • identify needs, and I can: tine problem • indicate well-defined • recognise simple digital • identify needs, and and routine needs, and • explain ne tools and possible techno- logical responses to solve • recognise simple digital • select well-define and • select dig those needs. tools and possible techno- routine digital tools and possible te logical responses to solve possible technological responses • choose simple ways to those needs. responses to solve those needs. adjust and customise needs. digital environments to • choose simple ways to • select wa personal needs. adjust and customise • select well-defined and and custom digital environments to routine ways to adjust environme personal needs. and customise digital needs. environments to personal needs. Examples With the help of a colleague of use from the Human Resource department who I can con- 01 sult whenever I need: Employment From a list of online courses Scenario: that the Human Resources department has prepared, Use of a I can identify those that fit digital with my career improve- ment needs. learning platform While reading the study to improve material on the screen my career of my tablet, I can make opportunities the font larger to help the readability. Examples In the classroom with my of use teacher who I can consult whenever I need: 02 Learning From a list of digital math Scenario: resources prepared by my teacher, I can choose an Use of a educational game that digital can help me to practice my math skills. learning platform I can adjust the game’s to improve interface to match with my math my mother tongue. skills
Advanced Higly Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • assess needs, complex contexts, I can: • create solutions to • create solutions to complex problems with solve complex problems eeds, and • apply different digital • assess needs, limited definition using with many interacting tools and possible techno- digital tools and possible factors using digital tools gital tools and logical responses to solve • choose the most appro- technological responses, and possible techno- echnological those needs. priate digital tools and and to adapt and custom- logical responses, and to solve those possible technological ise digital environments to adapt and customise • use different ways to responses to solve those to personal needs. digital environments to ays to adjust adjust and customise needs. personal needs. mise digital digital environments to • integrate my knowledge ents to personal personal needs. • decide the most appro- to contribute to pro- • I can propose new ideas priate ways to adjust fessional practice and and processes to the field. and customise digital knowledge and guide environments to personal others in identifying needs needs and technological responses.
Competence area 5: Problem solving 5.3 Creatively using digital technology Proficiency Foundation Intermediate Levels 12 34 To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments. At basic level and with At basic level and with On my own and solving Independently guidance, I can: autonomy and appropriate straightforward problems, I can: my own need • identify simple digital guidance where needed, well-defined a I can: • select digital tools and tine problems tools and technologies technologies that can be that can be used to • identify simple digital used to create well-defined • differentia create knowledge and to tools and technologies knowledge and well-defined tools and te innovate processes and that can be used to innovative processes and that can be products. create knowledge and to products. create know • show interest individ- innovate processes and innovate pro ually and collectively products • engage individually and products. in simple cognitive collectively in some cognitive processing to understand • follow individually and processing to understand and • engage ind and resolve simple collectively simple cogni- resolve well-defined and collectively conceptual problems and tive processing to under- routine conceptual problems processing t problem situations in stand and resolve simple and problem situations in and resolve digital environments. conceptual problems and digital environments. problems an problem situations in situations in Examples digital environments. environmen of use By myself: 01 Employment I can use a MOOC’s forum to ask for well-defined infor- Scenario: mation on the course I am following and I can use its tools Use of a (e.g. blog, wiki) to create a digital new entry for exchanging more information. learning platform I can engage in a collaborative to improve exercise with other students my career using the mind map tool of the opportunities MOOC in order to understand a concrete issue in a new way. Examples of use I can fix problems such as iden- tifying that I am introducing 02 a question or comment in the Learning wrong place. Scenario: By myself: Use of a digital I can use the MOOC’s forum to ask for well-defined infor- learning mation on the course I am platform following, and I can use their to improve tools (e.g. blog, wiki) to create a my math new entry for exchanging more information. skills I can engage in exercises of the MOOC that use simulations to practice a math problem that I failed to solve correctly at school. Discussing the exercises in chat with other students helped me to approach the problem differently and improved my skills. I can fix problems such as iden- tifying that I am introducing a question or comment in the wrong place.
Advanced Higly 56 Specialised 78 y, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and ds, and solving I can: ing to my own needs and I can: specialised level, I can: and non-rou- those of others, and in s, I can: • apply different digital complex contexts, I can: • create solutions to • create solutions tools and technologies complex problems to solve complex ate digital to create knowledge and • adapt the most with limited definition problems with many echnologies innovative processes and appropriate digital tools using digital tools and interacting factors e used to products. and technologies to technologies. using digital tools and wledge and to create knowledge and to technologies. ocesses and • apply individually and innovate processes and • integrate my knowledge collectively cognitive pro- products. to contribute to pro- • propose new ideas and dividually and cessing to resolve differ- fessional practice and processes to the field. in cognitive ent conceptual problems • resolve individually and knowledge and guide to understand and problem situations in collectively conceptual others in creatively using digital environments. problems and problem digital technologies. e conceptual situations in digital nd problem environments. n digital nts. \" \"
Proficiency Foundation Intermediate 4 Levels 12 3 \" At basic level and with At basic level and with On my own and solving Independently, ac \" guidance, I can: autonomy and appro- straightforward problems, needs, and solvin Competence area 5: Problem solving 5.4 Identifying digital competence gaps priate guidance where I can: non-routine probl • recognise where my needed, I can: To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development own digital competence • explain where my • discuss on whe and to keep up-to-date with the digital evolution. needs to be improved or • recognise where my digital competence competence ne updated. own digital competence needs to be improved or or updated, needs to be improved or updated, • identify where to updated, • indicate how to seek opportunities for • indicate where to seek to develop thei self-developments and • identify where to well-defined oppor- tence. to keep up-to-date with seek opportunities for tunities for self-devel- the digital evolution. self-developments and opments and to keep • indicate where to keep up-to-date with up-to-date with the nities for self-de the digital evolution. digital evolution. to keep up-to-d evolution. Examples I can discuss the of use I need to be able for my profession 01 employment advi Employment I can tell her whe MOOCs to develo Scenario: proficiency level o tences to improve Use of a career. digital I can deal with an am doing these a learning evaluate whether platform vironments that I to improve are appropriate m my career my digital compe opportunities level. Examples I can discuss with of use competence I nee of a MOOC for my 02 I can show my tea Learning and use MOOCs a Scenario: learning needs. I can tell her whic Use of a and pages I surf i digital digital competenc I can profit the m learning learning platform platform needs. to improve I can deal with an my math doing these activi uate whether new skills ments that appea appropriate for im competence and profit from the MO
Higly Advanced Specialised 4 5 67 8 ccording to my own As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and ng well-defined and I can: ing to my own needs and I can: specialised level, I can: lems, I can: those of others, and in ere my digital • demonstrate where my complex contexts, I can: • create solutions to • create solutions eeds to be improved own digital competence complex problems with to solve complex needs to be improved or • decide which are the limited definition that problems with many o support of others updated, most appropriate ways are related to improving interacting factors that ir digital compe- to improve or update digital competence, and are related to improving • illustrate different one’s own digital compe- to find opportunities for digital competence, and e to seek opportu- ways to support others in tence needs, self-development and to find opportunities for evelopments and the development of their to keep up-to-date with self-development and to date with the digital digital competence. • assess the development new developments. keep up-to-date with the of others’ digital compe- digital evolution. digital competence • propose different tence. • integrate my knowl- to use MOOCs opportunities found for edge to contribute to • propose new ideas and nal career with an self-development and to • choose the most ap- professional practice processes to the field. iser. keep up-to-date with the propriate opportunities and knowledge and to ere I find and use digital evolution. for self-development and guide others in identi- op and update my to keep up-to date with fying digital competence of digital compe- new developments. gaps. e my professional ny issue while I activities, e.g. I can r new digital en- find while surfing means of improving etence’ proficiency h a friend the digital ed to use the tools y studies in math. acher where I find according to my ch digital activities in order to keep my ce updated so that most from digital ms for my learning ny issue while I am ities, such as eval- w digital environ- ar while surfing are mproving my digital getting the most OOC.
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