The project "We play, we learn" came into existence as a result of, economic and educational observation of the state of the market of Europe. The group of teachers of our school decided to enter the Erasmus Plus programme , of which a mobility of the teaching staff is a major priority. The main aim is to create a pupil who will be able to communicate in English , without any barriers and cultural, racial and social prejudices . Such pupil will also be able to cooperate and integrate with others in the United Europe . We want to be the guides for our pupils on the road towards the maturity, therefore we must begin the cooperation with the teachers from other countries of Europe, to get to know the cultural wealth of European countries and the other educational systems in order to transfer them to our school. Due to this, our school will make a lot of profit on the competitiveness for its because the development is essential in many areas. In project "We play, we learn" participates about 40 % of teaching staff of our school. They are it: 1 teacher of the preschool education, 1 teacher of the educational 1st stage , 3 teachers of the 2 nd educational stage and the tutor and the headmaster. Our school in years 2016 / 2017 will create three pilot classes at three educational stages, in which the teaching will be conducted with CLIL system. The main methods , and at the same time the tools of the project are the following : 1.The mobility of the teaching staff which relies on organised trips abroad, and the main priority is the professional profile of the teacher through training and getting the practical experience. At this point it is crucial to get to know some interesting solutions, methods and practice in the education, the exchange of experiences, and as a result , connecting the theory with the practice. 2.The institutionalism which relies on the cooperation with parents, other educational establishments, authorities and with local institutions. The cooperation between mentioned above social individuals will cause the aspiration to the common goal which is creating the young man "opened to Europe". 3. Impact, i.e. disseminating through: - taking all action for creating classes in the CLIL system - implementing elements of English in I-VI classes during educational classes - systematic articles on the website of the Project and the school, city and in the local paper all information about the project - creating multimedia presentation concerning taken action as part of the project - drawing up the guide '’Modern teacher- modern pupil' ' - organizing meetings, workshops for interested local institutions in order to promote the Erasmus Plus programme - preparing some exemplary classes for everyone interested in teaching in the CLIL system - conducting extra additional classes e.g. of special interests groups, workshops, competitions - helping teachers on every stage of the project by the teacher of English The measurable long-term benefits to all participants in the project will give action associated with the mobility of the staff. This project is a chance of the development of the personality of the pupils, their talents and their abilities. It offers many possibilities of getting a further education, but first of all , it improves language skills. A bilingual school is an alternative to the traditional teaching. The classes with elements of English will cause, that pupils will speak foreign language without any barriers . The major aim of the bilingual classes will be the development of the linguistic competences of pupils. Those linguistic competences are going to be higher than in traditional schools. Many parents hope that the bilingual school will provide much better future for the child. Nowadays , the knowledge and the usage of a foreign language is a great significance. The ability of using a foreign language can provide more chances on the labour market and facilitate to establish social contacts in the future.