A Teaching Approach of the Digital Competence into the School Curriculum

European introduction of the eight key-competences and implicitly, the educational curriculum restructure at primary level by redefining educational outcomes and the introduction of the general and specific competences, led to the development in the Romanian educational system of the educational policy focused on skills training. The training based on competences has as premise the focus of the teaching on the finalities and on student, assuming the shift in emphasis from the transmission of content to skills training by identifying the learning basic elements and the elements which ensure the student's academic progress; also involves designing and building customized training routes individualized learning. From the perspective of educational approach, stands out the predominant transdisciplinary character of the competence and the close relation between competences and educational content. The curriculum design approach to the operational level, namely the development of learning situations is carried out following the training and development of digital competence through coherent integration of knowledge, skills and attitudes and their proper relationship with cognitive, acting and attitudinal contents transmitted through the curricular areas/disciplines of education contents. The design based on development of digital competences focuses on the active role of students to select alone, or guided, according to their own interests and needs, different topics/contents, and deepen certain contents or to recover any difficulties encountered in learning. It is carried aut the premises of developing an educational trail accessible to all students, respecting individual characteristics, age, cognitive and affective-emotional characteristics. This perspective has the role to facilitate students' independent and effective learning, developing critical - reflective thinking, their organizational skills to their learning and problem solving. The study conclusions highlight the dynamic procedural character of the competences centered design, involving various stages and recovered in a systemic manner, and also the importance of correlating the curricular design for teaching activity of general competences of an curriculum area with transversal competences.