School with no frontiers: training and sharing for a common European future. Our school is the local seat of the new Eramus+ program: it is also the eTwinning pedagogical representative and it has been active for years in European projects (cultural exchanges, Comenius and eTwinning projects). Most of our teachers have a strong interest in the European and intercultural themes and in testing new didactic techniques. Our candidates’ profile: • Teachers of any subjects except the teachers of foreign languages. They would like to improve their knowledge of a foreign language in order to test the Clil teaching in our school. Our school is the only one in town to have obtained the Esabac course in 2013, whose aim is to give the students a high school diploma both in Italian and French. • Foreign languages teachers who want to improve their competencies in the foreign language they usually teach or to learn another European language. • Teachers of various subjects who are already changing their didactic approach and who would like to improve their knowledge about the use of digital and multimedia sources (2.0 Classes representatives, Lim classes, etc.); • Teachers who are interested in the teaching techniques in partner countries and who would like to deepen their knowledge through a job shadowing experience for an effective result both in the subject they teach and in their curriculum. • The linguistic-methodological-didactic training has been made attending courses at accredited international institutions or through job shadowing experiences at partner schools, joining a theoretical training with a full immersion in the real didactic of the host countries. The partner schools, strongly characterized by a wide European vision and by a task planning teaching, are already collaborating for projects providing high level experiences and competences to the project. The experiences acquired by the teachers after their training have had an immediate and deep effect in all the different subjects involved. As a positive consequence, the following dissemination has been very wide because about twenty teachers have asked to be involved in this project. They belong to different didactic fields: Humanities, Science, Law, Sports. Our teachers have reported to their colleagues what they have learnt about their own subject but they have played an important role also in disseminating their competences at a school level as well as good specific and transversal methodological practices, concerning strategies to upgrade and to vary the school offer, which has lead to a self evaluation of the entire school system (through RAV and PdM). Furthermore the eTwinning platform has been used to develop the whole training project, from the theoretical planning to the teachers' training to the execution and the dissemination of what they have learnt. The main activities that our school has developed are as follows: 1. Linguistic training for teachers of not-linguistic subjects for a Clil teaching activity 2. Linguistic updating for the teachers of foreign languages to acquire new techniques to teach a foreign language. 3. Methodological-didactic training for the teachers of different subjects. 4. Updating trainings about digital and multimedia tools to manage the classes involved in national plans (PNSD, Classi 2.0, etc.) 5. Experiences of job shadowing to enrich the competences and the comparison of methods and didactic strategies of the partner schools. The activities were chosen for a didactic and methodological enrichment of the single attendees. The experiences and the inputs collected during the different experiences abroad have improved the linguistic competences of the involved teachers and have provided important tools to develop new teaching methodologies and to give our students new tools and educational inputs. The experiences of the different teachers involved have also influenced the organization of our school about sharing the experiences and reflecting on the school management. Our school have received several advantages: 1. Short term advantages: the first who have taken advantage from courses and job shadowing experiences have been the students who have enjoyed the new techniques acquired and then used by the teachers who did this experience. 2. Medium and long term advantages: the different experiences linked to the project activities, uploaded on the web site of our school, shared with the local administration and the eTwinning community, have had a multiplying effect so that all the subjects involved (parents, students, other teachers, different organizations) have been able to glean any information from this experience with a chain dissemination effect.