In the project of the I.E.S Serpis board for the period from 2013 to 2017, appears the subprocess of the learning of foreign languages. One of its aims is the development of international projects in the Erasmus framework with at least two European schools.In the PAF (Annual project of training) now in force, we set the following relevant guidelines for the updating and training of our teachers:-The updating of the linguistic competence of the teachers and training in methodology ( AICLE) Comprehensive learning of contents and Foreign language). The reason for this priority guideline is that our center belongs to the network of centres with multilingual programme in the Valencian Community since 2014. We designed a linguistic project based on a multilingual approach by introducing two non-linguistic subjects in English and French, which started to perform in the school year 2014-15.Nowadays he have increased in the school the number of groups of students participating in this programme and our aim will be to extend it to all the groups and levels: in the short run, two groups for each level in Secondary school; in the long run, all the groups in Secondary and High school. That’s why we need a staff well prepared and qualified in foreign languages.-Training in the use of ICTS (Information and Communication Technology studies) as an innovating and motivating tool, focussing on its application in our daily teaching and its integration in the curriculum.-School organization and involvement, creating a new cultural setting in our school aimed at a change, educational improvement and better management, encouraging collaborative work and the relationship between school members and families.-inclusive and diverse school, by developing strategies that make students express their individuality, as students and as persons, in a school where equality is the start point for integration and inclusion.Our main goal is to encourage a multilingual culture and a collaborative working environment. Besides, we want to exchange pedagogical approaches with other centres from european countries involved in innovative projects, such as those we have already worked with or the new ones we have contact with for the period 2016-18. We will focus on:-key competences for the teaching-learning process: project work learning, interdisciplinarity, integrated vision of knowledge.-inclusive school with respect for the difference.-engagement in progressively implementing use of new technologies and specially tablets in a pilot group.In this context, we suggest two activities of mobility for the learning of two types:-Observation in a partner school: teachers of non-linguistic subjects will spend some time in a partner school to improve their linguistic competence, to take models in different methodologies and approaches, and to share good practices with the teachers from the schools in which they are received in France.Teachers engaged in diversification programmes, inclusion programmes and tackling early school leaving will visit partner schools in Lithuania and Rumania.Besides, school managers or representatives will visit counterparts in France to share strategies for organization programmes and quality management. (8 mobilities during the programme development).-Training in an structured course for English language teachers who apply for a refresher course in pedagogical and linguistic competences through some innovating practice, especially TICs; for DNL teachers motivated enough to teach in French or English, who hold the B1 certificate of the MCER and want to achieve the B2/C1 level; for school managers to attend a course of quality management in the ESEN (École Supérieure de l’éducation nationale). (7 mobilities during the programme development). The teachers involved in this project will improve their command of at least one European language, will acquire flexibility in their teaching through the contact with other ways of working and organization. This fact will affect positively their teaching practice and the final result will be the improvement of the teaching-learning project and better performance and results for our students.We are determined to establish lasting bonds with our European partners so as to achieve an increase in the quality and number of the mobilities of our students, eligible candidates for training in an European school, and in the short run to establish some relevant strategic relationships to develop group projects. In the long term, our objective is the increase in the number of multilingual groups in the ESO, which could extend to the Bachillerato courses.We will inform students, teachers and parents of IES Serpis that this international framework is an essential part of the educational policy of our school.