The main goal of this first Erasmus project of our school was to prepare our staff for implementing the new National Core Curriculum (2016). In the critical phase of a curriculum reform all members of the teaching staff, young as well as more experienced, are facing great challenges. Some of the key goals of the reform include enhancing pupil participation. Therefore our focus was on gaining skills in student centered active methods in the different content areas: 1) teaching literature and developing school library 2) developing student centered methods in teaching mathematics (Varga-Nemenyi) 3) experiental science and technology and 3) student welfare, social skills and supporting different learners. The participants were representative of the staff: nine classroom teachers, two special education teachers, one language teacher and two school assistants (10 female, 4 male). The outcome of the project exceeded our expectations. Participants increased their understanding and gained skills in using student centered methods. The team that job shadowed Varga-Nemenyi Mathematics in Hungary has continued developing student centered maths methods. They have developed and introduced hands-on materials and shared their knowledge. They have also participated in VaNe courses in Finland and shared their experience with a larger audience. The Science and technology team had two visits in Catalunyian schools and science centers. They have developed our science project Nobel Week and maintained contacts with their partners. Student welfare, differentiation and student activating methods were the focal point in four courses:1) Group Dynamics and Social Skills in the Classroom (Italy; 2) Conflict Management, Emotional Intelligence and Bullying Prevention (Italy); 3) Creativity in the Classroom (UK) and 4) Learning Differences and Inclusion in Language Teaching (UK). All the participant teachers and school assistants have shared their experience in workshops and presentations. Finally, in October with the small leftover amount of grant we still had, the last very intensive Job Shadowing mobility took two teachers to observe and learn from a school in Stockholm. That school has become the forerunner in Sweden in the use of Cooperative Learning with very diverse and challenged students. There was also a teachers' workshop with about 50 participants that took place in that school. Of our four intended areas of interest one, developing teaching of literature and school library, was not addressed. When writing the application there was one particular course we had in mind but in the end no one had a chance to participate during that time. Because of that we had an opportunity to have more people focusing in the other subject areas, which is actually even more beneficial for our school, because literature is our main focus and there is a lot of expertise in that field already. Our funding was for 14 mobilities but by optimizing the use of budget we ended up carrying out 18 mobilities. The mobilites have brought a lot of benefits not only to our organisation but also to the individuals. They have stated to have gained zest and professional skills which increase job satisfaction and motivation. One significant outcome has been the collaboration and sense camaraderie that develops among the colleagues that have a chance to take part in a mobility together. Furthermore many have mentioned a boost in self confidence as teachers and users of foreign language in professional contexts. This Erasmus+ project was the first European project at our organisation. We are now seeing new starts of international cooperation projects also in classroom level.