During the implemenatation of the project, our primary objective was to acquire new innovative methods and apply them in the educational process at our school. The acquisition of experience was widespread and the application of new methods as well as the dissemination were continuous. 1. In August, 2014. one person participated in a two-week language course in Malta. Besides the lifelong learning process, the main objective of the course was to gain both vocational and methodological experience that can be utilised in the prospective Erasmus + programs. 2. In September 2014, the assessment of communication skills was conducted with the involvement of the 11th-grade students. 3. In September 2014, three people attended a job shadowing session in Cyprus. At the local school, they were allowed to visit language lessons as well as vocational ones. During these visitations, the colleagues had the opportunity to acquire innovative educational methods. Following the lesson, they were able to exchange views with the foreign colleagues in several cases, they either took an active part in the lessons or gave various presentations. 4. In the course of the academic year 2014/2015, our colleagues held workshops on a regular basis in order to share their arquired skills and experience with one another. 5. In May 2015, the end - of - term, assessment of the 11th-grade students was conducted. 6. In the summer of 2015, two colleagues took a language course in Malta. They were highly motivated to attend this course with a view to applying the acquired language skills in their own vocational subjects and gaining experience for further participation in future Erasmus programs. 7. In the summer of 2015, October, other three people attended a methodology course organised by ICT and CLIL. 8. At the beginning of the academic year of 2015/2016, the above - mentioned three colleagues informed the other colleagues of the skills and experience that they had acquired during the course. On the lessons, the teachers made every effort to impart their knowledge to the students and apply that. 9. In October 2015, the assessment of the oral communication skills of the students was performed. 10. In March 2016, the headmistress of the school participated in a one - week management training course in Great Britain where she became acquainted with the British educational system and gained a deeper insight into the structure of vocational and technical schools. In addition, the course enabled her to exchange views and have professional discussions with foreign colleagues. 11. In April 2016, two colleagues went to Italy to visit a comprehensive school. During the lesson visitations, they became familiar with the educational systems of technical, vocational and primary schools. On several occasions, they were invited to participate actively in the lessons. They also had the opportunity to exchange views on educational issues with the partner colleagues. 12. In April 2016, the school - leaving exam was the last phase of the language assessment of the students involved in the project. 13. In May 2016, a comparative analysis was completed and the conclusions were drawn. The outcome of the assessment of the students’ communication skills shows a marked improvement in the language performance of the students. However, in the case of a few students no significant development can be observed. The acquisition of new teaching methods has made a noticeable contribution to the improvement in language skills. 14. In the spring of 2016, the headmistress gave a presentation of the Erasmus program at the Regional Educational Authority Conference. 15. In June 2016 we compiled a methodological auxiliary booklet for the teaching of English. On professional study trips and training courses, we gained a wide range of educational and methodological experience whose application and dissemination are in progress. The personal ambition for learning and renewal and an exemplary attitude towards others have a stimulating effect on the colleagues, other teachers, the students and the parents. The teachers’ determination to study a foreign language not only increase the chances of a better international cooperation but also may prove exemplary in terms of the lifelong learning process. The school management adopt an innovative approach towards the participation and the management course was very useful. The widespread exchange of management and pedagogical experience motivate us to adopt new methods. The participation in methodological, language and management training courses served genuine and realistic purposes. Thus, the usefulness of further training courses is indisputable for both the individual and the school and in a wider sense for the whole society. The methodological renewal in a new environment acts as a preventive force against the burn-out syndrome affecting some teachers, which also has a positive impact on each participant of the educational process.