By implementing the project, we aimed to contribute to the innovation and quality of secondary education by developing and testing a teaching/learning strategy based on collaborative cultural production and intercultural exchange also through a meaningful, stimulating and interactive use of digital technology. The identified concrete objectives of PERFECT were: to stimulate and support the development of autonomous learning and basic research skills, creative thinking, collaborative attitudes and skills through the creation of cultural products based on local history; to organise and reward digitally-enhanced international collaboration of partner schools by supporting the exchange of good practice and cultural products originated locally by students' groups, interacting among them through digitally supported project work; to develop a review of the experiences conducted and produce a set of methodological instruments to support the replicability and dissemination of the PERFECT "open model" of action; to set up and promote a network of primary and secondary schools committed to participate in exchange of cultural products developed by their students and in an European Festival. The project was developed through a transnatio
We applied for this project to address the need to innovate traditional teaching methods and place transversal key skills at the heart of teaching and on the front line of learning objectives. In particular, the needs of engaging students, of overcoming disciplinary barriers and enabling teachers to work together were at the centre of the project concerns. The Project proposed and experimented a holistic method to develop key transversal competences (cultural awareness and expression, citizenship, multilingual, digital, entrepreneurship, personal, social and learning) through a transnational experience of developing a cultural product including historic research, literature and art history, music, performing arts and digital skills. Starting from the analysis and reconstruction of the life and works of local celebrities, secondary schools of different countries collaborated in the development of parallel cultural products. The students learned from each other, were helped by specialized partners, were supported by their families to learn about performing arts and to develop intercultural and democratic citizenship skills. Each of the chosen histories presented to each other school to allow the understanding of the history of oth