The title of our project, FROM SIERRA DE CÁDIZ TO EUROPE: AN ATTEMPT TO IMPROVE OUR EDUCATIVE OFFER AND TO OPEN OUR REDUCED COMMUNITY TO A MORE EUROPEAN ATMOSPHERE, is in itself the perfect summary for the context in which this project was created. We are a secondary school located in an area called Sierra de Cádiz, in a small town called Prado del Rey(5,000 inhabitants approximately). Its European repercussion is low, so we consider it´s time to start changing this through education of its youngest inhabitants. Furthermore,this town is going through hard times because of a deep economic crisis which affects most of its population. Our school has around 500 students and 50 teachers. This project includes 5 teachers who work for different departments in the school( Physical Education, History, Arts, Natural Science, English), but who have a feature in common: either they are members of our Bilingual team or they have a strong intention to join it in the near future. Apart from that, all of the participants included here share the same point of view about what teaching involves: we know we are teachers, but we are also aware that we will be students for our whole life too, since we want to continue learning how to teach, and we want to teach others what we have learned. The applicants´profile is as follows: - A Physical education teacher, 32 years old, who is part of the bilingual programme since 2010, level of English B1, and who is currently preparing for B2 exams. He needs training in CLIL methodology, but also in Language reinforcement. - An Arts teacher, 39 years old, who is part of the bilingual programme since 2010, level of English B1, and who is currently preparing for B2 exams. He needs training in CLIL methodology, but also in Language reinforcement. Both teachers are really motivated and have already done a training about bilingual teaching methodology and using English in the classroom. -A Geography teacher, 47 years old, with a level of English B2, who started working in the bilingual project last year, and who needs to update his knowledge of English and also to acquire CLIL strategies for his subject. -An English teacher, 40 years old, level of English C1, who wants to recycle her knowledge of the language and her methodology of TESL. She wants to keep on doing lifelong learning abroad, because she knows how important it is in order to teach a foreign language accurately( 4 years ago she enjoyed one of the former Comenius grants for teacher training, and it has proved to be quite useful for her lessons and for some of her colleagues´lessons too). Apart from that, she needs to make contacts with other European colleagues to find partners for a KA2 action ( school association) we are preparing. - A Natural Science teacher, 44 years old, who started working in our school two years ago, level of English B2( though he wants to continue improving his knowledge of the language, mainly listening/ speaking skills) and who is eager to become a part of the bilingual project in the next years. He has never heard of CLIL methodology, so he should get some training on that before he joins the bilingual group of teachers. PROJECTED ACTIVITIES: our school wants to apply for teacher training courses in Ireland and England during the summer 2014, focused on CLIL methodology and refreshment of the language(4 courses), and on innovative methodological approaches to teaching English as a second language(1 course). METHODOLOGY USED TO CARRY OUT THIS PROJECT: it hasn´t been necessary to establish selection criteria or a selection process for possible participants, since, after giving all the relevant information about this type of action to all the departments, the teachers who were interested in teacher training activities agreed who were to be included in this year project, and who would prefer to wait for next year´s call. Afterwards, the bilingual coordinator showed the applicants a variety of courses which could suit them, depending on the needs they had already expressed, they chose one, and then the coordinator , the manager and the deputy manager started analysing each of the sections of this form, and filled it . EXPECTED RESULTS AND IMPACT, AND LONG-TERM BENEFITS: to summarise, theexpected impact/ results and the long term benefits would be these: - an improvement in the quality of teaching English and the other non-linguistic subjects mentioned above in our school. - More motivated teachers, willing to keep on working hard in a short and long term period. - Improvement of the teachers´linguistic knowledge, and as a result, a higher number of lessons in English for students in bilingual and non-bilingual groups. - Creation of own CLIL materials/ resources, improvement in the working methodology of the bilingual team. - Internationalization of our school and students through new contacts made. - Higher number of teachers and students willing to receive training in Europe.