1. Context and background of the projectSecondary School Dr. Joaquim Gomes Ferreira Alves, Valadares, Vila Nova de Gaia, teaches from year 5 to year 12. In 2015-2016 there are seven classes using the Content and Language Integrated Learning (CLIL) methodology. One class in year 5, two in year 7, three in year 8 and one in year 9. The quality of the methodology delivery highly depends on theoretical and practical awareness of CLIL educational approaches by teachers. Quality training for subjet teachers becomes a central issue to develop the project at school and colaborate with other schools, in a consistent and incremental way. Therefore, we need to improve human resources to succeed in this socially recognised multicultural and linguistic project. The project is part of our European Development Plan, and is central to improve quality in learning not only in our school, but also as a headlight to other schools. 2. Objectives of the projectThe aim of the project is therefore aimed at revising and strengthening the professional profile of the following participants:Teachers of non-linguistic subjects: improving their knowledge of English in the perspective of delivering content lessons in English according to CLIL methodologies.Specialist English Teachers: providing them a professional development of CLIL methodologies and practices to become future CLIL trainers and dissiminate results.Provide teachers with a framework for reflection adding to the impact of the experience through jobshadowing. 3. Description of the activities For each of the selected groups two week training courses in UK has been planned as well as one week courses in Lapland (Finland). Specifically, an intensive language training course for non-linguistic subject teachers and structured courses on CLIL practices for the both non-linguistic subject CLIL teachers and specialist English teachers. The plans of mobility will be arranged and managed by a Group of Project selected according to the principles of skills and competences in the field of education and training. This team will organise a preparatory course of fifteen hours and it will keep regular contacts with the course providers to support the participants to ensure a successful learning pathway. This team will be in charge for monitoring the whole project and arranging tutoring/mentoring activities. It will also assess the results and the impact of the project. A jobshadowing period was also negotiated and arrangements made directly with a Spanish School already involved in CLIL for 8 years. The activities will imply observing classroom practices, meetings with teachers to share experiences and materials, training in mentoring. 4. MethodologyLanguage training and structured courses or training events on CLIL methodological approaches will be delivered by accredited language centres/schools. The monitoring of the results acquired by students will occur along the entire course of the training and after by the provider training centres and by the Project Group. The skills acquired will be certified by documents such as Europass Mobility and Europass Language Passport. 5. Results and impacts envisaged Dissemination and exploitation to the objectives will be:- Implementing CLIL teaching in at least 21 classes in our school each school year by 2018. - Implementing CLIL teaching in 200 classes in other schools (involving about 4.500 students). - Improving the quality and the variety of methodological strategies to promote the exchange of good practices- Promoting the open access to material, documents and media through the eTwinning platform and the website www.esdjgfa.org and others. - Greater involvement of students and families in the field of active citizenship and international dimension of culture- A positive synergy between school and its own territory on the themes of active citizenship, European dimension of culture and internationalization.6. Long-term benefits- A further strengthening of the school as a reference point in the territory to develop initiatives addressing to internationalization and planning European projects. - The use of professional resources of the school in non-school projects with active involvement of other components of the territory (other schools, civil society, local authorities and institutions).