The project has been developed by Zespół Szkół 49 in Warsaw, Poland. Zespół Szkół 49 is an educational organisation comprising two secondary schools in one building - (Wojciech Górski Junior High School and Wojciech Górski High School), with 460 pupils, aged 13-19, and 55 teachers. Many students come from poor social background, which may often lead to social and European exclusion. „European exclusion” is understood as a situation in which a student or an adult does not consider themselves as citizens of Europe and cannot use the opportunities which Poland's EU membership has given them in the sphere of self-development. The main, long-term, goal of the project is counteracting the European exclusion of our students by introducing actions meant to change the attitudes of all participants in the educational process into more active ones, as well as creating an environment which could support international cooperation. In order to achieve the two main goals we have set up a list of smaller, more specific goals in the project: - to improve foreign language competences of teaching staff; - to improve teaching competences involving new teaching media such as mobile technologies, which allows teachers to make lessons more attractive to students, including those with special educational needs; - to increase teachers' motivation to work; - to give teachers an opportunity to get to know foreign fellow teachers and their educational institutions and systems; - to increase capability of group work and communication; - to broaden understanding and responsiveness to intercultural exchange. The planned mobilities are meant to produce the expected outcomes and to enable us to achieve the set goals. According to the agreed criteria, 15 teachers have been selected to take part in the project: 8 foreign languages teachers and 7 teachers of other subjects. Mobilities took place in the UK, Spain, Malta and Germany. 6 teachers of other subjects – Mathematics, History, Biology, Polish Language, PE – took part in a course of ENGLISH FOR TEACHERS OF OTHER SUBJECTS, organised by NILE in Norwich. 3 English teachers took part in the course DISCOVER CONTEMPORARY ENGLISH,Norwich. 1 English teacher took part in the course TECHNOLOGY ENHANCED LEARNING, Malta. 1 English teacher took part in the course on USING MOBILE TECHNOLOGIES, organised by Pilgrims School in Canterbury. 1 Mathematics teacher took part in the course of Spanish language for Mathematics teachers, Spain. 1 Spanish teacher took part in the course of Spanish language for English teachers entitled to teach Spanish, Spain 1 Spanish teacher took part in the methodology course for Spanish teachers, Spain. 1 German teacher took part in the course of German language for teachers, Germany. The project management was based on arranging a schedule according to which a number of particular tasks and activities have been carefully planned and then executed to cover the three stages of the project - preparatory, implementation and evaluation. The head teacher of our school appointed a project leader and two assistants to monitor the execution of the schedule. Effects: - teachers of English developed their English language competences, which enables them to meet the more and more challenging requirements; - teachers of other subjects developed their English, so that they are able to involve English, through elements of CLIL or blended learning, into their subjects lessons, and in the future they may be able to carry out international projects, including eTwinning ones; - sharing knowledge on using mobile technologies in teaching enabled more teachers to use the new method in their classes, which makes the lessons more involving to students. - both teachers and students' attitude became more active and effective towards introducing good practices and positive change; - teachers established a contact network with foreign fellow professionals, which enabled the school to start a strategic partnership ; - staff motivation to work increased; - group work and communication skills increased. - understanding and responsiveness to inter-cultural exchange and learning grew. Achieving the set goals of stage I enabled us to set up stage II of the project “Górski in Europe”, which involves a strategic partnership with another school in Europe, under the Erasmus+ Action 2 programme.