Teaching is particularly challenging when it comes to subjects that are not as “high tech” as Languages or History. Several learning platforms propose “tips” to make teaching and learning of those subjects more interesting, however they tend to suggest the same activities: to write a book or a song in order to “nurture creativity”. Moreover, those platforms hardly propose a structured methodology to guarantee that the teacher can collect data, compare it to previous results and reflect if the approach is truly effective for the learning process. In order to tackle these issues, in our school the Portuguese and History departments have worked together to put in place an interdisciplinary project to nurture Year 7 pupils’ scientific approach to the Humanities by using common methods and skills. The project has established a common methodology and shared apparatuses and terminology to help pupils identify a source, analyse its bias, reflect on it and use it to come up with their own conclusions. The same methodology is used in both subjects. While in History pupils analyse the multiple aspects of historical sources, in Portuguese they conduct their own research project using the same structure. Based on the Universal Grammar Principle, pupils were asked to observe and analyse how 3 years old toddlers use verbs in their sentences (source). As a result, not only pupils were engaged with the topics and were able to successfully analyse the collected data, creating hypothesis and coming up with conclusions, they showed better understanding of the topics than pupils who were thought the “traditional” way.  In order to measure the results, we compared the grade from a formative test of the entire year group, and it was verified that the pupils who took part in the research project had better achievement on the same assessments.