Cultural heritage in primary school

The project has designed a new teaching practice based on cross-curricular integration, presenting the material of different subjects through examples of cultural heritage.


Designing new learning practices

Study visit of Norway

5 day visit

In Flekkefjord, Norway, and in the Magma Geopark area, we learned about methods of teaching cultural heritage in Norwegian primary schools through workshops and field visits.

Curriculum analysis


Through analyses of curricula and activities, we have shown that primary school subjects can be successfully integrated, including in the field of cultural heritage.

Analysis of good practices


We have collected and analysed good practices of integrating cultural heritage in the primary school curriculum in Slovenia and Norway.


To support learning practice

Gallery under the Homan lime tree


In the Ivan Grohar Primary School, we have created a space dedicated to cultural heritage for learning, exhibiting and socialising in the ambience of the architectural elements and images of the old town centre of Škofja Loka.

Learning Laboratory


In the former Škofjeloš town hall, we renovated and equipped the premises, which are primarily intended for primary school teachers to transfer knowledge about immovable cultural heritage.

Heritage Chest


We made 9 wooden chests that look like traditional didactic tool chests. The content of the boxes complements the learning of new content according to each grade level.


Testing students’ responses to heritage through neurotesting

Using an innovative neurotesting approach, we measured students’ brain activity in different learning environments when learning through cultural heritage examples, when learning regular content in an interactive way, and when learning content in a traditional way. This led us to scientifically valid findings that guided us in designing new learning practices.


Carrying out a teaching practice with examples from heritage

In the Ivan Grohar Primary School in Škofja Loka, together with teachers, we conducted 18 lessons with examples from the immovable cultural heritage. The lessons were based on 18 new didactic lesson plans adapted to the different subjects in each of the Triads.