1. The Project’s Context The organic law of 3rd May discussed in article 2 in regards to education notes that the Spanish education system aims to facilitate the acquisition of communicative competence in the official and co-official language (where one exists), as well as in one or more foreign languages. This educational objective is regulated by the Valencian Community through Multilingualism directive 127/2012 of 3rd August, which modifies the current linguistic model in order to achieve it through either the PIP (Progressive Incorporation Programme), PIL (Linguistic Immersion Programme) and PEV (Programme for Teaching in Valencian); all of them relating exclusively to the co-official language. From this directive, gradually a Multilingual model will be introduced into education programmes either through the PPEC (Multilingual Programme in Castillian) or PPEV (Multilingual Programme in Valencian). In accordance with this directive, this model will be implemented in secondary education region-wide beginning with courses starting in 2018. The ministry provides select schools the opportunity to bring forward this process as a trial to schools which apply and fulfil the criteria laid out in directive 19/2011 of 5th April, for which the Multilingual School Network has been set up. As of this current course (2013/14), IES Antontio José Cavanilles forms part of the Multilingual School Network, making it one of the few schools in Alicante that offers this model, with CLIL students taught either French or English as their foreign language in addition to their multilingual programme lessons. At the same time, as a school we continue to develop different European projects (namely Comenius, Leonardo and Erasmus this year) which are related to training, and consequently we are not only the only school offering training in Italian in Alicante, but also we are among very few doing so in the whole region. This unique offering allows students to exchange between our school and others in Italy. Additionally, we offer training in German in order to facilitate opportunities for students to undertake work experience at German businesses. All of these opportunities support the European-wide objectives to which we are committed. 2. Participants As of today, the multilingual program at Cavanilles is made up of 3 English teachers and one French teacher all of whom receive support of the school’s other language departments. This allows us to offer Multilingual teaching in English in EPV (Art and Design), CCNN and FO (Natural Sciences, Physics and Chemistry) and CSG (Social Sciences and Geography), as well as Music in French. All of these are offered as part of students’ obligatory secondary education. Two of the teachers in the multilingual programme have a minimum qualification of B2 in the respective language and they also have qualifications in multilingual teaching. In relation to European projects, our teachers are currently exploring and developing opportunities for further international co-operation. In the case of Italian, the language is optional for study at Baccalaureate level and in the case of German, both German and English can be studied (it’s important to note that in this case an external teacher qualified in this area is brought in to the school to teach this programme). This programme offers participants: • Improvement in their language training • The acquisition of competencies in multilingual teaching methods • The school’s continued commitment to developing the project 3. Justification based on this year’s experience In relation to student performance in multilingual classes in the current course year (2013/14), we are pleased to report that students are performing exceptionally based on measurements against the performance of other students not participating in the programme. Drawing results from the first evaluation, while typical pass rates are around 35% for standard non-CLIL programmes, the CLIL programme courses have seen pass rates in excess of 80%. In addition, difficulties experienced during the first term are being ironed out and teachers are increasingly seeing the benefits of their efforts in this programme in the student response. In regards to the European Mobility Projects, we have 6 students spending three months in Sardinia in the MAC program who have obtained excellent results and additionally 14 students will travel to Germany from 21st March to carry out the FCT within the Leornado and Erasmus programmes. All of this is having a positive impact both internally and externally with the press and official bodies seeing the school in a very positive light which continues to benefit our image. 4. Short and Long Term Impact The impact we expect to see from the multilingual programme is as follows: a. An improvement in the language and methodological learning of participants b. Consolidation and increase in the number of teachers at our school with the ability to participate in and de