Our organization “Villa Varda” is located in Brugnera, an area on the border between Friuli Venezia Giulia and Veneto, characterized by high production rates firms trading with international markets.The school organization (primary school and middle school) was established as Istituto Comprensivo in 2009 and named “Villa Varda” in February 2015; it is formed by 4 complexes in different suburbs with a total of 722 learners. The staff is composed by 97 people and its majority is female and quite young. The school organization has decided in its “Piano Triennale per l'Offerta Formativa” (from 2016 to 2019) to focus on improving innovation and inclusive teaching methodologies; for these purposes it has requested development staff. Our goal is to keep high quality education: we have started to use alternative procedures to the frontal lecture introducing interdisciplinary lessons, team-worked curriculum, open-class lessons, ITC-based activities and new teaching methodologies for Bes students.Our organization has positive effects on the social and cultural level of students: Invalsi considers the social-economic-cultural context of the school as medium-low but the Invalsi results of the last three years proved that students at the end of midlle scholl gain higher scores than those of the Italian and Friuli Venezia Giulia average. Erasmus+ staff mobility is strictly linked with our strong will to enhance and develop our profession in order to guarantee students’ formative success and maintain high quality educational offer; this application also fulfils families’ demands, which ask for English empowerment in order to give their children better working chances. The first purpose of the project is to increase motivation in our students through the improvement of teaching methologies; this will positively raise students learning results.The second purpose is to improve English competences of our students; for this aim we strategically plan to improve English competences of primary and middle school teachers who need to integrate CLIL methodology in their lessons; besides we need to develop English language level of primary teachers in order to enable them to teach English in their classes as experts as required by Italian law (L.169/2008, art.4, aim: school mprovement). Moreover we want to increase the use of technology in our lessons (aim: innovative teaching).The third purpose is to make teachers and students competent and confident in the relationships with an international, wider cultural-geographical environments using English; this can be achieved through staff mobility, twinning, use of technology, and cultural exchanges so as to let our school enter an European dimension.The main activities of staff mobility are: implementing English language level of primary and middle school teachers (from A1 level), learning how to teach subjects through the medium of English (CLIL) for teachers with B1 level or higher, training how to use technology in teaching for “Animatore Digitale” and becoming aware of different culture and traditions.Staff mobility project involves 15 teachers, the headmistress of the school and the administrative manager for a total number of 17 people.The methodology to be used in carrying out the project is characterized by the following steps: planning activities in compliance with the partner school; English, CLIL and technology courses; organizing all the practical arrangements, preparing staff before mobility, arranging learning activities at school in the UK, implementing CLIL methodology and the use of technology within our interdisciplinary lessons; setting up of evaluation and certification activities after mobility, evaluating linguistic achievement results of our students, organizing meetings to share results with stakeholders in order to build up future twinning and relationships with other European schools, e.g.job shadowing.As to the results we expect an increase of our interdisciplinary lessons in English of at least 15% in the next year after staff mobility, a development of CLIL laboratories from 2% to 10% in the three years after mobility, an enhancement of the numbers of English expert teachers in primary school (from 6 to 9), an improvement of students’ English level; an increasing use of new technologies in teaching and access to laboratories; a strengthened motivation among students and teachers; a starting point for twinning projects and network teaching contacts in Europe.In the long-term we expect to broaden staff mobility among teachers and extend it to students of middle school, an increase of Trinity certifications, a positive feedback from families, whose need of English empowerment has been satisfied, and a resulting rise in enrolments.