CONTEXT AND BACKGROUND OF THE PROJECTThe Liceo Scientifico “E. Fermi” in Paternò has started an open and modern approach to European topics and innovative teaching methods in order to improve the use of new Teaching/Learning technologies and strategies and consequently add in Italian schools the European and intercultural educational system. The school took part to a Comenius project in the years 2013/2015, it has been collaborating with INTERCULTURA for a long time and with EDUCHANGE since last year. The CLIL methodology, even though it is school law, it can’t be well carried out in our classes, because despite our teachers’ excellent cultural and educational background, most of them who would like to succeed in its use, haven’t got the right English language competences. According to the Italian school rules and the European target needs, it is necessary to innovate and improve our Sicilian social and economical background. In this period there is a double migratory phenomenon: on one hand Sicily (Catania) has to host immigrants from different Islamic countries, on the other hand our best students have to leave to richer countries in order to find a job and live a better life. Therefore we should include international methodology in our school and a learning-educational process to manage successfully those difficulties.OBJECTIVES OF THE PROJECT AND PARTECIPANTSThe main objective of our project is the improvement and reinforcement of the involved participants’ professional profile, that is to say:1. Management staff: development of their linguistic competences to improve their professional skills in order to achieve a good professional growth in an international context.2. Informatics and English teachers: development of their competences in CLIL methodology in order to cooperate with the involved teachers; improvement of their competences in ICT and the curriculum planning; significant increase of their linguistic skills.3. Teachers of non-linguistic subjects: acquisition of a better English Language competence, particularly the speaking skill, in order to work autonomously and efficiently in CLIL labs in the graduating classes.4. Administrative Staff: strengthening of English competence to allow the whole Administration Department to operate worthily at international level.ACTIVITIES PLANWe chose Portugal and the United Kingdom following our project main goals and because we felt the need to approach our school to two different countries involved in the European process.In Portugal there will be held seven one-week courses, (four concerning the curriculum and three ICT). In England there will be held nine two-weeks English Language courses (eight for the acquisition of at least B2 level and one for specific professional competence of an English teacher).The plan will be organized in a detailed way by the Project Team, selected according to their competences, skills and personal professional involvement in the European topics. The Project Team will arrange a four-hour preparatory course for Portugal mobilities and a nine-hour preparatory course for England mobilities. It will be constantly in contact with the schools and associations in the two involved countries in order to guarantee accommodation and a fruitful course attendance. The Project Team has planned all specific activities devoted to monitoring, impact evaluation and dissemination of the project results; the acquisition of the participants’ competences will be monitored, assessed and certified as arranged by the Portuguese Association (AENIE) and the English one (NILE) with EUROPASS MOBILITY and EUROPASS LANGUAGE PASSPORT.RESULTS AND IMPACT ENVISAGED ON SCHOOL AND ITS OWN TERRITORY Our project will achieve:• Enhancement of the work quality of Management and Administration Staff linked to European curriculum planning;• Implementation of CLIL teaching in all the fifth classes in the school year 2016/2017:• Improvement of teachers’ digital competences;• Creation of an open access archive of laboratory practices;• Use in everyday methodology of digital materials and platforms (eTwinning, Moodle, etc.) to exchange and compare our school system to the European context;• Greater involvement of students and their families in the active citizenship field, participation not only in their own territory but also in a European intercultural dimension;• Increasing collaboration with other schools in the common planning of key competences activities.