In a context of regular Comenius projects, our school has not yet got full European opening because about 40% of teachers are involved in these projects.Fluency in English is a key component of this opening (to Europe). School climate and environmental education are two key points in the future, more and more recommended and we must train a resource person in the school who can then develop his knowledge in these fields. For this project, we have planned two lines of improvement that would underlie broader goals. A first action is to improve the English spoken (and written) of the school teachers to conduct new approaches or improve current ones. It will take place over a week in London and Dublin during the French holidays of school years 2016-2017 and 2017-2018. A better fluency for teachers would allow an easier, quantitative, and qualitative implementation that benefits the students.Other structured courses (Slovenia and Spain) include theoretical and practical contributions in personal development that can be implemented in the future work on the school climate and in the project of education for sustainable development, possibly with four other European schools if the future strategic partnership is accepted. The immersion stay in Greek, Sicilian and Finnish schools have different purposes but are more or less strongly related to structured course of this project (teaching English, environmental education, enlargement of the European network of our school). Returning the stay, the head teacher will seek to stimulate, with colleagues, greater European dimension to school. In the medium term, these experiences will encourage the other colleagues (as it was the case for the current KA1 project of our school) to apply for training periodsduring next Erasmus + project, mobilities, but also school partnerships, KA2 project we submit in March 2016.