We have achieved significant results after the completion of the project. The project aimed to guarantee students the acquisition of useful skills to be successful in the 21st century. The project was of relevant quality at all levels. Not only students, but also families had the possibility to improve their language skills, increase cultural and social awareness, become more active participants in school and community life. The programmed objectives, such as motivation to study, the strengthening of one's self-esteem and the increase in one's ability to overcome the difficulties encountered at school have been achieved. In the classroom we also noticed increased student motivation, a development of creative competence, critical thinking and problem solving skills of students and teachers; all have collaborated in the construction of the common good by expressing personal opinions and developing personal ways of exercising civil coexistence, self-awareness and respect for diversity.
Ours was a small-scale project that focused on 21st century skills. It has helped students to acquire and share these skills, it has supported the professional development of our colleagues and our students precisely to overcome the problems identified in our school and among our pupils. Through the various activities proposed, we have tried to build effective paths, aimed at reconciling disciplinary knowledge with the development of transversal and citizenship skills. During the project activities, the teachers measured themselves against the daily practice of "doing school", welcoming a high level of flexibility, pursuing the constant participation of learners, rethinking the separation between formal, informal and non-formal learning. Through a collaborative way of working (inspired by team building), the school was able to really act as an educating community, transforming itself into a permanent educational laboratory in which the principles of transversality and experimentation have prevailed – as added values. Our project also involved pupils with physical and intellectual disabilities and learning difficulties, as well as those from disadvantaged backgrounds.