This article presents a viewpoint upon the integration as a notion, in accordance with the school curriculum. By accepting this research, the definition of integration becomes one of a combination of study objects, which will lead to a result that is based on the life experience of the pupil, as a primordial method of turning knowledge into values. Functioning as existential situations, cross-curricular subjects are recommended, while, attributing integration in the context of curricular structure, may start from the following concept: a problem – vital situation – learning/forming sequences – knowledge fields and their contribution – the concept/notion of transdisciplinary valorification.