The objectives and operational values ​​of the interdisciplinary approach are to help the student develop self-regulation skills (learning to learn and metacognition) and learning throughout the course. life as well as effective training. democratic citizenship skills (Alahiotis & Stavlioti, 2006; Stavlioti, p. 61; Koustourakis, 2007 p.133; Vars, 2007, p.7). In order to cope with modern realities, it is necessary to move from a traditional organization of the curriculum into separate subjects/discipline areas offering fragmented knowledge, to a more linked and unified approach to knowledge in a holistic manner (Alahiotis & Stavlioti, 2006). ;Marshall, 2005, p.229). In relation to psychology, the child must be treated as a whole entity and this must therefore be reflected in the way children learn (stavlioti, p. 54; Stavlioti megalo, p. 4). Studies have shown that links between different disciplines and connections with real situations strengthen brain synapses, in this way learning is favored by the multiple stimuli that these connections send to neurons (stavlioti megalo, p. 5-6 ). “According to Piaget (1963), learning occurs when new information is attached to prior knowledge and placed into existing compartments or conceptual schemes” (cited in Marshall, 2005, p. 229). This integrative and alternative program would "include curriculum objectives and be grounded in powerful learning environments" that include problem-based and project-based tasks and promote student autonomy and control of the learning process. learning (Alahiotis & Stavlioti, 2006, p.122). It is important that interdisciplinary and intradisciplinary knowledge is included in the teaching materials. Furthermore, it should be noted that this approach is both content and process oriented and that is why it is in such demand...... middle of article ......h Association (pp.645-655). Nicosia, Cyprus: University of Cyprus. Pavón Vázquez, V. & Rubio, F. (2010). Teachers' concerns and uncertainties regarding the introduction of CLIL programmes. Porta Linguarum, 14, 45-58. http://www.ugr.es/~portalin/articulos/PL_numero14/3%20Teachers%20Concerns%20and%20Uncertainties_V%20Pavon_F%20Rubio.pdfSerra, C. (2007). Assessment of CLIL in primary school: a longitudinal study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. http://dx.doi.org/10.2167/beb461.0Stavlioti, KE and Alahiotis, Nova Scotia (2007). Evaluation of a transthematic curricular innovation: teacher attitudes and flexible zone (FZ). The International Journal of Learning, 14 (3), 267-276. Vars, F.G. (2001). Can curriculum integration survive in an era of high-stakes testing?. College Journal, 33(2), 7-17. do I: 10.2307/23043475