The recently formed Restelo Group of Schools was created through the fusion of a Secondary School, a school for KS2 and 3, 4 primary schools with nurseries, and a nursery school. We have 2052 students, from pre-school to sixth form, who come from very diverse social backgrounds, and equally diferent expectations and educational needs. Throughout our school group, there are 200 students with SEN, ranging from severe disabilities to mild learning difficulties. We therefore feel that it is crucial to embrace this diversity in our school community, for our educational creed, based on the notion that every student matters. At the same time, it will have an effect on the implementation of a strategic plan of ours that is link to inclusion and the internationalization of the school environment.The main aims of this projecty are:- Preparing staff to embrace diversity in the school community, while working on the best possible form of education for each student; - Preparing students for post-school life as fully included citizens in the social fabric;- Innovation in educational praxis;- Implementation of a learning system that focuses itself on full inclusion in Europe.Specifically, with the courses we will be attending, we intend to:- Use tools, techniques and strategies that focus on adaptive education and the rehabilitation of SEN students;- Adopt CLIL methodology, gaining experience and new ideas and practices for teaching the various subjects using the English language;- Renew the pedagogical knowledge of the subjects involved, while focusing on the language needed for the Anglophone curricular approach of the syllabus.We have a total of 23 teachers and one education psychologist taking part in this project. Their participation will be divided into 7 stages, of which 5 different training periods. Courses that collide with classes in Portugal are only chosen when job-shadowing has been included in its contents.First, the staff participating in this project will be chosen.The second activity will be training on CLIL methodology to be held in July 2016. The teacher to participate in this mobility will be an English teacher, and without this training, the implementation process of CLIL would be seriously jeopardised.Third, an Education Psychologist will attend a course on early school leaving and alternative vocational education for SEN students (October 2016).Fourth, a course shall be attended by the Head of Inclusion on Inclusion Leadership as part of a whole school approach to school improvement (October/November 2016).Fifth, there will be a pre-course in English held in Portugal for teachers of other subjects other than English, which will take place between October 2016 and February 2017.Sixth, Special Needs teachers will attend two courses on innovative techniques in SEN (February and March 2017).Last, the mobilities for CLIL will occur between March and July 2017. In the case of English, the training course meets the needs of updating knowledge, but also taking into consideration the support these teachers need to give to other teachers for the implementation of CLIL. In the remaining subject areas, we are aware of the lack of contact with bilingual realities to implement CLIL, which will be remedied with the content linked to this methodology and its practical application in the classroom context.With this project, we expect that the impact in the long run shall be as follows:- A better understanding for the diversity within the school community, thus adopting an inclusive policy;- A renewed enthusiasm for teaching practice of a number of subjects, thereby promoting a more effective teaching praxis;- Different perspectives on teaching in various subject areas, using different strategies and materials;- A greater awareness of the multiculturality in Europe,- Greater interdisciplinary work between teachers, with a special impact on students and the school community;- The possibility of establishing strategic partnerships with schools and UK institutions and the rest of Europe.On school level, we expect a profound change in the way of conceiving education, as well as the way in which we conceive the day-to-day work with students.The benefits, in the long run, will be visible in a greater ability to work and prepare students for post-school life within an evermore united Europe. On the other hand, it gives the school, a way of life and a modus operandi ever closer to the challenges of Europe, as well as a greater proximity to other European realities. It will bring about an increasing ability to adapt and be flexible to new forms of education in Europe.