Knowledge of EU history, awareness of the cultural and historic values, of the UNESCO patrimony values help us analyze the past, understand the present and efficiently manage the social, cultural and identity problems confronted by present day society in order to build a better future.

In the same time, knowledge of contemporary history helps students better understand Brexit, the recent refugee crisis, their causes and consequences on the EU, the impact on our society and develop their tolerance and respect for human rights and boost their desire to eradicate racism and xenophobia.

By joint effort, the six schools focused on finding the most efficient and attractive strategies towards an integrated approach of history at formal/non-formal, curricular and extracurricular level as well as on the best solutions to motivate students to comprehend their belonging to the common historical and cultural European space.


  1. To stimulate the interest of 150 students in knowing the national and common European history, art and culture
  2. To raise awareness and motivation in 150 students through knowing, respecting and protecting the UNESCO cultural heritage at European level by placing it centrally in a transdisciplinary teaching approach
  3. To develop the skills of 40 teachers from the six schools to use modern transdisciplinary methods of teaching-learning-evaluating history and other subjects.
  4. To improve the quality of education at school level by efficiently integrating cross curricular elements of formal, non-formal and informal education to prevent early school leaving.

All activities within the project involved in a direct, indiscriminating manner, 160 students between 13-18 years old and 48 teachers from the six partner schools, interested in the theme of the project.

The project activities focused on:

  • Students – in order to develop their interest in history, art and culture from the past-present-future perspective so that they become capable of managing the problems of a future society and make them aware of their belonging to the common European space without discrimination, racism and xenophobia (visits/thematic trips, documentation activities, curriculum integrated activities within different school subjects, putting together thematic exhibitions, collecting information about painters, musicians, writers, famous inventors, parades, plays, humanitarian performances, conferences on historical topics, elaborating materials about the town history, UNESCO objectives, traditions, customs, myths, legends, development of educational games, logos etc.)
  • Teachers – who diversified/developed/practiced their competencies by sharing their experiences, comparing/exchanging ideas and good practices with students( at national and international level) so as to approach and integrate history by means of communicative teaching-learning methods and develop critical thinking and creativity.

The products realized during the activities:

  • Students: the project logo, quizzes, puzzles, educational games, brochures, virtual libraries, virtual albums, films, the materials made by students for conferences on history themes, the refugee crisis, human rights, equity and inclusion, the UNESCO patrimony, etc. from within the LLT, the plays, the collections of information about inventions, inventors, discoveries, photography exhibitions, etc.)
  • Teachers: the methodological guide, workshops on the topic of communicative methods, formal and non-formal activities, curricular and extracurricular activities, the site of the project, the project diary, etc.

The webpage of the project, the project diary, the eTwinning platform, the EU dissemination platform, Youtube incorporate the most eloquent results that can be used without restrictions by a large audience interested in the project topic.

The project had a positive impact on students, teachers, school and community: the development of respect regarding the history of Europe and UNESCO culture, the feeling of belonging to the EU, of the attitude of fighting against racism and xenophobia, critical thinking, creativity, social, civic, digital competences together with those of communication in English, access to freedom of speech, spirit of initiative, active citizenship, motivating students to carry on studying, to improve their school performance, motivate teachers to train students in the spirit of critical thinking, development of inter institutional collaboration relationships, consolidation of the school-community-parent triad.

The exchange of good practices among teachers at European level, the student inter-cultural exchanges, the opportunity of both teachers and students for national, inter-sectorial and international cooperations brought numerous long-term benefits to the partner schools which became more capable of providing qualitative education at European standards.

The project envisaged the development of student interest in history, art and culture as well as the development of teachers’ competences in approaching history in a transdisciplinary formal and non formal framework by using communicative methods.

All the goals of the project were achieved according to the initial plan

In order to attain the proposed aims and obtain the projected results, the partner countries engaged in a unitary approach to the project activities following the implementation plan presented by the coordinating school during the first transnational reunion in Romania, and the Gantt diagram. Therefore, all partners:

  • organized documentation visits to museums, to historical, cultural objectives of the town and used IT instruments to create different Power Point presentations, films, documentaries, quizzes, virtual libraries, brochures containing stories told by elders, magazines etc.
  • developed various documentation activities for the study of the biography of certain celebrities (writers, painters, musicians, sportsmen, inventors, historical personalities etc) as well as their impact upon the evolution of the modern man and created albums, ppt presentations, films, leaflets etc
  • organized fashion parades with 1920-1970 garments made of recyclable materials
  • arranged exhibitions with photos of the previous century, thematic exhibitions on the occasion of the national days of the partner countries
  • created plays on historical topics or the refugee crisis
  • organized humanitarian performances to gather and donate funds to different institutions/disadvantaged persons (hospitals, people with disabilities, children with low financial resources, old people etc)
  • organized documentation visits, thematic trips to historical objectives, to UNESCO objectives in their countries which resulted in the development of students’  interest in history and of their cultural and knowledge horizon
  • informed themselves regarding the material and immaterial UNESCO objectives and collaborated to create a common virtual library, puzzles, educational games etc.
  • made different presentations for LLT activities on different topics (city history, material and immaterial UNESCO patrimony, myths, legends, Easter and Christmas traditions and customs, inventions, discoveries, inventors etc)
  • organized international student conferences during the LLT activities (Latvia, Portugal, Greece); “EU History”, “Human Rights”, “The impact of the refugee crisis on the present day society”, “Equity and inclusion”, “The impact on the society of the entry into/exit from the EU of some countries”
  • delivered five local workshops with the purpose to develop teachers’ competences to use communicative teaching methods: brainstorming, projects, experiments, role play, the mosaic method, investigation method, conceptual map, the cube, singles, the tour of the gallery, the tree of ideas, Wenn-Euler Diagram, 6-3-5 method, I know- I want to know- I learned, the Quintet
  • implemented lesson sequences with the studied methods
  • participated / organized common activities with Europe Direct
  • elaborated logos for the selection of the project logo
  • projected and implemented activities integrated within the curriculum at different school subjects, also non-formal, more attractive activities by means of a transdisciplinary approach, from the point of view history as well as from the perspective of the UNESCO patrimony
  • developed activities on the occasion of the national days of the partner countries
  • projected and tested locally formal activities at different school subjects, and non-formal as well, integrating history and using communicative acquired/developed/practiced methods which were improved after the feedback given by the implementation and collected within a common methodology guide
  • implemented at school level ideas implemented by the partner schools and acquired through the exchange of  good practices during LLT activities