Our schools are located in an interior mountain area in Spanish Alicante province. Its economy is mainly based on the agricultural sector, although lately the services sector (tourism) has become more and more important. Our schools are rural and incomplete, that is, we have more than one grade in the same classroom. This means we face everyday difficulties and shortages and our teachers are always trying to take advantage of any available resources that may improve the teaching-learning processes in our classrooms. The four head teachers involved in this projects have given their support, well aware of our need to find new resources and to implement more efficient methodologies.Our main objectives are:- To research on new methodological approaches that the schools with which we want to stablish partnership succesfully apply- To expand our knowledge on classroom organization, didactic materials and reflect on documents thedaily work that takes place in our classrooms.- To optimize the use of ICT - To know and apply new tutorial approaches (proactive tutoring)- To gather information on family involvement in children’s education and how it can be improved.- To improve cooperative learning in our students.- To communicate to the rest of our staff different useful and effective aspects that we have had the opportunity to learn during this project (using recordings, notes, pictures, etc.).Our project will take place from November to May during 2016-2017 school year (one week). The Erasmus monitoring committee will supervise the travel arrangements and the teacher’s stay. The teachers involved in this project are 4 Principals and one teacher (all of them with a degree in early childhood education). Before mobility takes place, we have created a Rural Schools Exchange Committee and we have shown the rest of the staff the application devolepment plan in a Powerpoint in order to keep record of the steps to follow.Prior to our parcipants’ mobility, our staff will take part in training courses on cooperative learning, active education and project based learning (PBL).From November ( 21-25)the participants will take part in a jobshadowing /observation period for one week.After mobility, we will carry out the following activities:--- To elaborate a Power Point to communicate the information on the project and the acquired knowledge and information during the experience. - To register on the e-Twinning platform- To carry out training courses for the rest of our teaching staff. A course by CEFIRE on CLIL in the primary classroom: resources and ideas. The final activities are related to the improvement of our teaching practices, assessment of results, the impact on our schools and the spreading of the acquired information and knowledge to other schools that have not been directly involved in the project. The application of knowledge gained from training efforts will have a far-reaching impact. Besides affecting the mobility teachers and the rest of the teaching staff in their schools, it will also have an effect on similar nearby schools that regularly participate with us in teaching training projects. Mobility teachers will personally make public the acquired knowledge from their experience through courses, always following CEFIRE’s advice.This training will have a direct impact on the students and the rest of the teaching staff. The families will also be informed of this project and its effect on the improvement of their children’s learning processes. This way, we pretend to imply the whole educational community on the implementation of the new knowledge and skills. This feature is particularly important in our schools where we have a more direct and closer contact with all members belonging to our educational communities.