This project was planned in order to give our school the opportunity to get in touch with other educational environments different from the local one so to offer our teachers the opportunities of personal, social and cultural comparisons through international experiences, exchanges and contacts. It was a chance to support our school quality allowing teachers to take part in European teachers’ training courses so to improve their professional practice to help students to interact and face everyday life more correctly. The teachers interested in such European experiences were 12: 3 pre-primary school teachers, 5 primary school teachers and 4 lower secondary school teachers. The aims were: - improve French and English communicative language competences; - develop foreign language competences to better interact with partners in electronic and multilateral European projects; - be more familiar with other European cultures in order to be more aware of our own cultural identity through comparisons; - develop and enrich knowledge about CLIL Approach: learn and share new strategies useful to plan and carry out CLIL projects at school; - know how to better exploit ICT tools (iPad, tablet ecc.) in order to improve interaction and cooperation among students at school and at home; - improve students’ digital skills and competences to better use ICT tools and programmes particularly developing their critical skills; - exchange strategies useful to carry out activities to improve students’ digital competences; - know, improve, exchange and compare best practices to better involve less able/ special needs students; - compare and exchange educational experiences in order to reflect on one’s own school practices and develop a critical mind about teaching and learning a foreign language. According to the teachers’ needs, all the courses were selected accurately, two teachers took part in job-shadowing activities too in Spain and The Netherlands. These experiences have had a high influence on the involved teachers and then on our school quality. In fact, they have developed their: - communicative competences in English and French languages (pronunciation and lexis) in order to better interact with students; -knowledge about methods and strategies useful to teach English language in a natural way (TPR, story- telling…) also with less able students; - knowledge about different cultural aspects through direct contacts with colleagues from several European countries and also by the context where they had their own experience; -knowledge about CLIL Approach (strategies, techniques, materials) useful to plan and carry out projects; - knowledge about websites, programmes and ICT tools useful to carry out CLIL activities in a creative way according to specific aims. Teachers’ specific knowledge and competences have allowed our school to acquire more qualities as it is possible to notice in the PTOF and the school curriculum. This is because the pre-primary school teachers carried out a project about English language where they engaged very young students. The Primary and Lower High school teachers planned and activated projects according to the innovative approaches, strategies and tools learned during their experience abroad. Particularly, some Lower High school teachers improved their English language competences and knowledge about the CLIL Approach together with ICT tools and programmes because they needed them to do activities in some classes involved in an Erasmus+ KA2 project. The job shadowing mobilities allowed to observe and know different school realities ( organisation, classroom management, planning...), but also to collect ideas and materials to adapt and use in their classes, to compare with colleagues so to catch suggestions also on the curriculum planning and the teachers’ role. All the experiences were shared in the school departments, intersezione, interclasse and consigli di classe meetings and the school website.