At our school we believe that a viable curriculum sets the basis for effective and enjoyable education and life-long learning. In designing our school development plan for the next couple of years we have therefore decided to put a strong focus on curriculum development which resulted in a comprehensive re-organisation of our upper school classes. This implied the installation of the WIKURS - System where we offer a large variety of elective courses to our pupils thus giving them the freedom to pursue their particular interests. In the attempt of re-structuring our curriculum and adapting it to the new requirements (= introduction of new standards, changes in subject content, advances in technology, changed laws and procedures, student learning needs) the educators at our school firstly concerned themselves with two main questions: 1) How do we make upper school more appealing to our students (What do we offer them, which makes them want to continue their school career at our school? How can we stay ahead of our competitors?) 2) How can we improve our teaching to meet students learning needs better ( where do we need additional professional development?) Based on these two questions we carried out a needs analysis on our staff’s current skills, knowledge and aspirations in each department. In the foreign language department we agreed that teaching quality is one of the most important factors in raising student achievement. For teachers, to be as effective as possible, they need to continually expand their knowledge and skills to implement the best educational practices. In addition to district or school-initiated professional development for all staff, it was therefore decided to engage three of our educators in further, more advanced, professional development abroad in order to reflect and support our teaching and learning objectives and to help the school meet its goals. Thus our project involves three major steps: Step 1: Staff mobility: In order to develop their language and teaching skills and to gain intercultural experience, three teachers, which have been chosen by a selection committee in the individual language departments, will attend individual language courses in England and France. Step 2: Teaching/ Dissemination: After successful trainings the participants will be able to teach their classes more effectively, offer new courses for students and share their newly-acquired knowledge with colleagues by giving a training session and/ or by informal sharing of ideas and materials. They will also network via eTwinning, thus more people will benefit from the trainings. Step3: Evaluation: will be carried out among teachers and students, the learning outcome will be presented in staff meetings to enable sustainability of the project results The three participants, which have been chosen for this project are highly motivated, qualified and experienced teachers, who are constantly trying to upgrade themselves in order to keep up with the latest developments in language teaching. Furthermore they are committed to, and passionate about, providing a motivating learning experience to their pupils and sharing their experiences with colleagues. One of the participants intends to attend the International Business English Training (IBET) at International House London, which enables the teacher to acquire the necessary skills and qualification (=IBET Certificate) to help her students become versatile, confident users of English who are “at home” with specialized business terminology and command a wide range of communicative skills that they might need in today’s global business environment. Another educator has applied for the “Advanced Language, Material and Methodology” course at NILE’s in Norwich, to gain new teaching methods, and the third teacher wants to improve her language skills and get an insight into French culture and regional studies by attending the course “Perfectionnement en langue, communication et civilisation pour enseignants” at CAVILAM in Vichy. The mobility project will have a major impact on the successful implementation of our WIKURS System. We are expecting the following benefits to the individuals and our school: The trainings mentioned above will allow our educators to keep up with developments in the TEFL field The new knowledge acquired will be applied in the classroom thus helping our school to stay ahead of competitors by offering new courses (i.e. IBET) that our pupils might not find elsewhere. After the project has been successfully carried out we will measure the success of the project by Individual evaluation ( project staff ) and Stakeholder analysis and feedback. The long-term objective of this project is to further the professional development of our language teachers in order to improve the quality of teaching and learning, to motivate students, and to disseminate the experiences and to raise awareness of European cultural diversity and similarity.