The main aim of the project was the development of innovative teaching methods and strategies, to help teachers to deal with complex classroom realities, and foster inclusion and diversity. It was designed to support the integration of students from different cultural backgrounds, and with different language needs. It brought different communities together, to learn from each other; and combat discrimination, and promote understanding, between communities and groups. The project explored a different way of teaching history in schools, based in Narrative Inquiry. This is a groundbreaking model of learner-centred and enquiry-based education, which has been developed by Midland Actors Theatre for use in schools. It places an emphasis on individual stories and experiences, as a way of exploring wider trends and developments in history. There was a particular focus on the issue of migration, in terms of both the historical patterns of migration in Europe, and the experiences of migrant communities, and people’s individual stories and memories. The project has addressed a number of key questions: ‘How can we help young people to recognise the ways that migration has shaped the modern world? Can we develop new ways to teach history, to connect more with young people’s lives, and help them understand complex current realities? How can we build greater trust and understanding between communities – both within the school environment, and beyond?’ The project has placed an emphasis on raising awareness of the local community as a space which different communities call ‘home.’ Partners have carried out a range of activities and projects, which have encouraged young people to find out more about the places where they live; and which have also engaged people from the local area, brining people from different groups and communities together. In this way, over the course of the project, partner organisations have increasingly turned ‘outward,’ and taken on a new and leading role in the community, helping to foster a greater sense of community identity, and breaking down cultural and social barriers.The project has developed new strategies to enhance the participation and learning performance of disadvantaged learners, particularly young people from a migrant / refugee background; and to promote open and innovative practices and pedagogy in the digital era. There was a particular focus in the project on using different technologies in the classroom. Partners received training in digital storytelling, and introduced this method in the classroom. They also developed the innovative education application of other digital technologies including: Instagram; the creation of new ‘apps’; and the use of digital teaching resources.The project was led by Midland Actors Theatre and brought together: a UK secondary school, George Dixon Academy; two UK arts-in-education organisations, MAT and Kala Phool; an arts-in-education organisation in Italy, melting pro; a primary school in Italy, Istituto Comprensivo Simonetta Salacone (via Ferraironi); a primary school in Portugal, Projeto Schole; a middle school in Turkey, Mehmet Akif; and a university in Poland, Collegium Balticum.Each partner institution developed a number of schemes of work, using the Narrative Inquiry method, which were trialled in classrooms. A selection of these schemes have been published on the project website, breaking-down-barriers.org. The website includes other resources which have been produced through the project (as intellectual outputs), including a Guide to Narrative Inquiry; Schemes of Work; a Digital Storytelling Toolkit; together with a series of films featuring examples of the method in practice, as well as interviews with partners, and records of training sessions. Together, these materials will ensure the project has a lasting legacy, serving as model for other teachers and practitioners. The films we produced have also been compiled and issued as a dvd, for distribution at multiplier events. Partners have also developed resources in their own languages, including booklets and online publications. The Narrative Inquiry method has been embedded as a teaching method in partner organisations, and is being rolled out to other schools and institutions. We have also raised awareness of the project through national and international networks.