In recent years, the Graf-Anton-Günther School of Oldenburg, an active “European School“ (Europaschule), has organised many student projects in cooperation with its seven international partner schools. This illustrates how important international issues are at our school.The aims of our application for staff training are twofold: 1. We would like to intensify our work on international projects by acquiring expertise in the domains of project management and ICT-tools. 2. We would further like to introduce bilingual teaching or, more precisely, content and language integrated learning (CLIL) in English at our school.Ad 1: Activities related to student exchange programmes help our students’ to acquire intercultural competence, which is why we would like to focus on initiating web-based projects (eTwinning) as an addition to our exchange programmes. The number of students and teachers participating in our international projects could thereby be substantially increased and their work embedded more efficiently in our school’s daily routines because students would not be required to travel as much.In order to initiate projects resulting from existing partnerships in an effective and economical fashion and simultaneously involve as many people as possible directly or indirectly, staff training in the domains of project management and employing ICT-tools is important and necessary. Our coordinator for “European School / International Affairs” will participate in project management training as it is her duty to coordinate projects, ensure suitable conditions for these and to support colleagues when planning and initiating international projects.A further teacher interested in technology, willing to pass on skills and knowledge obtained during training to our staff and ready to initiate or support future web-based projects will take part in the ICT-tools training.Ad 2: Content and language integrated learning (CLIL) (or bilingual teaching) in English puts emphasis on English as a working language, thus facilitating second language acquisition and international encounters and preparing students for the requirements of an increasingly culturally and economically connected world. Both teachers and students of our school will gain new perspectives on their subjects and the English language. Although we have many teachers of English and a suitable subject for CLIL, additional expertise is needed. On the one hand, we need to further our knowledge on the teaching methodology of CLIL, which will help us to design curriculums and syllabuses; on the other hand, concrete examples of CLIL lessons will help teachers of our school to understand the intricacies of bilingual teaching and to develop ideas on how to plan concrete lessons and teach students at our school.This is why two colleagues (teachers of English and a suitable further subject) will take part in a special training in the methodology of CLIL. Two further teachers of English and suitable subjects will visit our partner schools in Finland and Poland and sit in on CLIL lessons. Both partner schools are pioneers of bilingual teaching, which is why their teachers’ experience will be a priceless asset to planning and introducing CLIL at our school. It is our strong belief that introducing CLIL to our school will help humanities and sciences to get involved in future international projects more easily. Ultimately, we hope to enable as many teachers from different departments as possible to take part in these projects.We are applying for a project with a duration of 13 months because we believe that this period is best suited to organise staff training sufficiently on the one hand and to effectively pass on acquired expertise on web-based projects and CLIL to our colleagues on the other hand. The introduction of CLIL at our school is scheduled for the school year 2017/2018.