CONTEXT. IES Cayetano Sempere is a school offering Secondary Education, A Level, Higher Education and Vocational Training studies, with 92 teachers and 940 students during the course 2014-15. It is located in an area quite close to the city centre of Elche, a city with a large tourist flow. Our students come from different social backgrounds and different countries, mainly South America and North Africa, being the immigration percentage a 10 per cent. We also deal with some ethnic minorities, especially gypsies. These data make cohesion with one of the pillars of the school?s education. Our school is also involved in many innovative and educational quality projects as the Plurilingual Project, for which we try to combine the teaching of three languages: Spanish, Valencian and English through different subjects. Therefore, our KA1 Project stemmed from our commitment to successfully develop those programs of innovation and quality as well as the Plurilingual Project and also from our teacher?s interest and necessity in training. BACKGROUND. Our school has stepped up the teaching of English and the internationalization of the school. In the last five years, we have been awarded three times with language assistants and since 2013 we have been working in a bilateral Comenius project with a Danish school. Furthermore, teachers from different departments have been working using the eTwinning platform with schools from Northern Ireland (they visited us twice), Germany, Sweden, Poland and Norway. The proposed OBJECTIVES to help addressing the needs identified in our school are the following: - To acquire new teaching methods to motivate our students when learning different languages. - To develop new education techniques adapted to current times and to our students needs. - To improve teachers competences, especially communicative competence so that they can be part of the Plurilingual Project, and the digital competence. - To promote the European dimension. - To find partners form other European countries to develop future projects. The number of the PARTICIPANTS is ten, nine female teachers and one male teacher. Their profiles are as follows: - Five female teachers from the English dept. who are highly involved in several innovative education projects, Erasmus+ Projects such as Comenius and Portfolio, and the eTwinning platform. - Three female teachers from the Natural Science dept. who are gradually incorporating into the Plurilingual Project to teach their subject using English. - A male teacher from the Social Science dept. whose subject is also part of the Plurilingual Project. - A female teacher from the Spanish dept. is working together with the English dept. in a multilingual project. The English language level of the teachers, who don?t belong to the English dept., at the beginning of this project is B1-B2 of the CEFR. These teachers have already taken a training course in B2 English level organized by the Department of Education in the Valencian Community. The ACTIVITIES carried out by the participants have been the following training courses: - Effective Communication Skills and Fluency Course plus Teaching Methodology, an Introduction to Edinburgh, the Scottish Arts and the Edinburgh Festival, Edimburgo, July 2014, Inlingua. - Effective Communication and Practical Teaching Skills with an Introduction to Scottish Culture, Edimburgo, August 2014, Inlingua. - CLIL: An Inquiry-Based Approach for Teachers, Limerick, July 2014, English Matters. - English for Educators and Administrative Staff-A1, Praga, July 2014, ITC International. - Creativity in the English Classroom, Londres, September 2014, The Stay Academy. - Creative Methodology for the Classroom, Canterbury, October 2014, Pilgrims. - ICT in Education, Londres, June 2015, ITC International. The RESULTS have been positive: the improvement of teachers communicative and digital competence, an increased training to teach different subjects through English, more specialized knowledge of teaching methods, teaching techniques and materials, and new contacts with European teachers. Regarding the IMPACT of the project, not only the participants but also the rest of teachers in our school and students from Higher Vocational training are now highly motivated to participate in European projects. Some students groups have been the main beneficiaries of the application of these new approaches. We have contacts with other European teachers to develop future projects which imply a greater dynamism and the growing internationalization in our school. Our environment has shown interested in the activities we have done. Students awareness of the importance of using different languages and the possibility of training and working abroad.