Our project, called Ecopraxis, is part of the mission we confined when our institution won a previous tender in 2014, and so our school won the title of ‘eco-school’. The title, Ecopraxis, tightly reflects our tenor and aims we have already achieved and we want to in the future. Our team is committed to both eco-thinking and professional development. Our aims are: • development in defined part of education by the mobility of school staff • forming our students’ and their surroundings’ (parents, fellow institutions etc.) economically most advantageous viewpoints in accordance with environmental protection and sustainable development • economical actuation and maintenance of our school • reduction of the ecological footprint of our school • development of our staff’s language competence. Our objectives reflect a short-, middle- and long-distance project. In both, selecting our partner institutions and the participating staff in mobility we took in consideration all the previously mentioned viewpoints. In case of our teachers we took account of their subjects taught, their special examinations and activities outside the classroom. As selecting the partner institutions we kept effectiveness of ecological viewpoint in sight, which is reflected in their local syllabus and their innovations working well. Our target audience is primary school students who are educated from the beginning how to form their viewpoints in ecological thinking. Accordingly, there are both lower class and upper class teachers taking part in mobility. There are two main activities in our project. One is the job shadowing activity with 8 persons visiting 4 countries (Romania, Latvia, Finland, Turkey). It gives possibility for our teachers to travel to the institutions providing the most appropriate and profitable exchange of experience and they can visit lessons and partner schools. They can observe new ideas, compare and share experiences and acquire methods working well and finally, they can build their experiences into the work of their team and into the programme of the local curriculum at home. The other activity we competed for is the organised foreign course or further education. Two-two persons can take part in a-one-week language course of two countries, Malta and England, to establish or improve their language competence. Our teachers’ level of language knowledge is varying. Their aim is to obtain functional vocabulary and grammar and so eventually, acquire communicative language knowledge.