A school where teachers do not learn Is not a school . This statement is known and we have painted it in our school on the wall . Teachers must be constantly willing to learn. From a variety of situations , from healthy curiosity, from observing their pupils as well. No one has a monopoly on truth and that is why we feel it is important to collect diverse perspectives to compare and develop our own educational plan which we are most confident that it will help to make our school a school where children and staff feel good , motivated and therefore automatically put steps forward . We changed in this project, the above statement to " A school where teachers do not learn a language Is not a school ." With this we want to emphasize the importance of learning and using a variety of foreign languages, an absolute value in the world of tomorrow , today even . We want this for our children but also for our teachers. Through the promotion of languages, our contacts are suddenly hugely much broader , our view much wider and the language center in our brains more active . This will also improve the native language for young children more smoothly . We bet in this project in the first place on the use of foreign languages and on an innovative model to teach foreign languages to young children. To make the use of foreign languages of the participants more functional we put it in a context that makes part of a priority educational project of our school : the outdoor learning . Children work too much in their classrooms while many objectives pursued in the event class can be good or even better achieved in the outdoor area . This provides an absolute added value in terms of motivation and creativity, but also in terms of health : fresh air and movement . We want to compare playing outside in the four corners of Europe - all weather conditions and cultural identities thus addressed - and to create incentives and inspiration for our teachers in preprimary school . By the enthusiasm of the six participants ( four teachers , coordinator and director) , we are counting on all colleagues thinking in plotting out outside activities with appropriate targets and that they are able to use and develop outside playground in any weather - away with the Flemish prejudices against cold and rain . This new pedagogical approach must be subsequently reflected in the lesson plan for each preprimary school class and lead to a digital and / or paper manual / Ideabook Through markets of good practice or other forums such as management courses , teacher training institutes , or training initiatives we want to spread this new approach . To teach foreign languages to young children we work with the innovative method 'Hocus e Lotus' which was developed at the University of Rome . But since no teacher in our school has really ever rehearsed the basis of this method and the theoretical background, the method threatens to dilute . We like to boost the early language learning in our school and to give it a solid foundation. We want a dedicated teacher to follow a course in Rome at Traute Taeschner , the professor who developed this method. After she will do an intensive training course in an Italian school with experience in foreign languages . In this way we intend to embedding the Hocus e Lotus method in our school . With the correct pedagogical approach we expect a greatly increased motivation among children and therefore more efficiency in the outcomes as well. Moreover, we want through this competency-based strategy in which a teacher makes the know-how of this teaching model all its own , to profile our institute as an anchorschool for Hocus e Lotus in Flanders , and by extension in Belgium . We believe in this method and is meant to be a sign of the importance of language learning and citizenship in our school and beyond.