Marie Curie Vocational High School is located in Clermont-Ferrand and offers its students trainings in four fields of services to the person and companies: Hairdressing, Beauty-Cosmetics-Perfumery, Hygiene and Sterilization, Social and Health Care. There are 572 students among whom 160 are school boarders. The students can get qualifications with degrees from level V to level III. The MELMAC project was the first mobility project by Marie Curie Vocational High School. Modest as a first attempt, our aim was to start a dynamic among the students and teachers of our school. A European class was created in 2013-2014 and is opened to all our students in their first year of Bac Professionnel (equivalent to the British B Tec National). Yet this class has not been a real success since from the initial group only four students have completed the three years courses. Through this project we wanted to motivate our students, open them to other cultures, make them get better chance to find a work later, make the European class durable and develop students and teachers mobility. As the mobility of the mind and the body are linked together, we think that knowledge, skills and behaviours have definitely been impacted. a) A European class was created in September 2013. b) In November 2016 and with the help of a private service organisation, our first four students did a work placement in Dublin in the beauty therapy and childcare fields. Before their mobility they had worked on the new culture and daily life there were about to discover and wrote a professional glossary. Once In Dublin they lived in host families and did a three-week work placement linked with their professional studies. Then when back to France, they had to write different documents such as a thank you letter to their host company in Dublin, testimonials -published on the blog-, share and report their experience with their schoolmates and family, write an internship report in English with a part about the professional and cultural differences between Ireland and France c) The two teachers mobilities to SOSU Herning in Denmark , in November 2015, have allowed to : c.1. increase and vary the numbers of our future student moblities, since 7 students are to be placed on internship in 2016-2017. c.2. develop our teaching mobility team and open it to all the vocational training fields offered in Marie Curie Vocational School - two more teachers qualified in DNL and one chief education advisor have joined the team. c.3. compare different teaching techniques and build strong connections with the partner school teachers . c.4. inform and train Marie Curie Vocational High School’s teachers about Europe and mobility in order to make them want to go on mobility. The two teachers were showed around the partner school ,the professional classrooms and equipment. They watched and exchanged about the professional teaching techniques used in both schools . They visited various internship places and met the professionals. They also watched classes, met and talked with the Danish students. Once back to France, they worked on several documents to report about their mobility, the partner school and teachers as well as the equipment and techniques . Documents about the two school systems and professional teaching techniques used in the social and health care field have been written and put in common. d) In February 2016, our school welcomed two teachers and the Deputy Principal of the Danish partner school in order to go on and strengthen the work started in November with the French teachers. e) A second Erasmus + application form was written to help to carry on the dynamic of the European opening created in our school. f) A work about the European class and our student mobilities as well as some help in the writing of their Erasmus+ application have been completed with the vocational high school ‘next door’ -with which Marie Curie Vocational School is due to mix . g) future mobilities are planned with our partners h) If moving in Europe is still not usual for our students, it has become a motivation and a wish for most of them and some direct and indirect impacts have been noticed: • motivation of the students to carry on their studies after their degree. • increasing of team work inside the school : students from different professional fields working together, teachers from different subjects and professional fields working together, more communication and team work between teachers, management and administration. • European opening ... • strengthening of the student’s language skills and confidence • advantage in finding a work • making the teaching mobility team sustainable and enlarging it to other teachers • exchanging teaching techniques with European partners.