Students choose a historical period (e.g., Ancient Egypt, the Middle Ages) or a distant, exotic place (e.g., rainforest, desert, North Pole). They then take an imaginary journey there and describe, draw, or narrate what they would see and experience. activity primarily fosters curiosity, a sense of wonder, and openness. The activity develops these transversal skills by allowing students to choose a historical period or exotic place based on personal interest, the activity stimulates their intrinsic motivation and encourages them to explore unfamiliar times and cultures with openness and fascination.

Skill focus

Primary Skill Focus

• Curiosity, sense of wonder and openness

Complementary/ Secondary Skill Focus

• Flexibility
• Creativity 

Age group	Student number	Duration
6 -10 years old	whole class working in pairs or small groups	whole lesson

Proposed step by step implementation of the learning activity

1. Introduction and Engagement (10–15 min): The teacher introduces 3–4 historical periods (e.g., Ancient Egypt, medieval Europe, early 20th century) or exotic locations (e.g., jungle, desert, polar region, deep sea) using multimedia tools (images, music, short videos, or audio clips). The aim is to help students connect visually and emotionally with these unfamiliar worlds.
2. Selection (5–10 min): Students choose one period or place that particularly captures their interest or with which they can connect. The choice may be made individually or through a brief discussion in pairs, but it must be based on personal interest.
3. Planning the time and space adventure (5–10 min): The teacher supports the students’ imagination with guiding questions (e.g., “What kind of vehicle would you use?”, “How do people dress there?”, “What sounds do you hear around you?”, “What smells do you notice?”).
4. Creation – Drawing or Short Writing (15–20 min): Students can choose between: drawing what they saw during the journey (e.g., cities, people, animals, buildings, natural environment), or writing a short composition (approx. 5–7 sentences) narrating their experiences: who they saw, what they felt, what adventures they had.
5. Presentation and Reflection (10–15 min): Students present their drawings or read aloud their compositions to each other. The teacher and peers provide positive feedback and ask questions. This step also fosters language and presentation skills, empathy, and attentive listening.
6. Conclusion (5 min): The teacher summarizes what students have learned about different cultures and time periods and how it felt to imagine themselves in another world. Reflection questions deepen the understanding (e.g., “What was the most exciting part for you?”, “Would you like to visit there for real?”, “What did you learn about your imaginary self?”).