St. Peter's School bases its educational project on the philosophy of internationalization of its practices in order to offer its students a fundamental basis for full inclusion in a European and global context. This school is already international, not only in the student body, but also in particular in its modus operandi. Proof of this is the 2014/2015 implementation of the International Baccalaureate (IB) in a Year 10 class, as a preparation year. The Key Stage Three and Secondary Education are also a contact with this reality, as all students are expected to write an Extended Essay. The number of hours per week for foreign languages on students' schedules, and the international certification of these languages also prove the importance given to the effective preparation for inclusion in Europe. Thus, it is ever more clear the need to adhere to a CLIL methodology, so that this way of working in education in an international context is fully, whilst having an effect on the implementation of a strategic plan of ours that is based on the internationalization of the school environment. The main aims of this projecty are: - Innovation in curriculum development; - Implementation of a learning system that focuses itself on full inclusion in Europe; - Student preparation for integration in post-school life as European citizens. Specifically, with the courses we will be attending through this mobility, we intend to: - Adopt CLIL methodology, gaining experience and new ideas and practices for teaching the various subjects using the English language; - Explore teaching materials, and evaluate, adapt and create materials for teaching in English; - Renew the pedagogical knowledge of the subjects involved, while focusing on the language needed for the Anglophone curricular approach of the syllabus. Taking part in this project we have a total of twelve teachers of secondary education, all of them trained teachers in Portuguese universities, and with experience in teaching at secondary level. Their participation will be divided into three different training periods. The dates of the courses were chosen so as not to interrupt normal classes in the school. The first activity will be training on CLIL methodology "collegiality in CLIL" to be held in July 2015. The student to participate in this mobility will be the coordinator of the entire project, and without this training, the implementation process of CLIL is seriously jeopardised, given that contact with this form of education has been merely theoretical. Second, there will be a pre-course in English held in Portugal for teachers of other subjects other than English. Two groups will be formed: one at a A2 / B1 level, and another at B2 / C1 according to the CEFR. This activity is consistent with a possible lack of continued use of the English language by the teachers involved. It will take place between October 2015 and May 2016. Third, the mobility for training will happen in July 2016. In the case of English, the training meets the needs of updating knowledge, particularly bearing in mind the certifications of the University of Cambridge and the inherent curriculum. We also take into consideration the support these teachers need to give to other teachers for the implementation of CLIL. In the remaining subject areas, we are aware of the lack of contact with bilingual realities to implement CLIL, which will be remedied with the content linked to this methodology and its practical application in the classroom context. With this project, we expect that the impact in the long run shall be as follows: - A renewed enthusiasm for teaching practice of a number of subjects, thereby promoting a more effective pedagogical praxis; - Different perspectives on teaching in various subject areas, using different strategies and materials; - A greater awareness of the multiculturality in Europe, - Greater interdisciplinary work between teachers, with a special impact on students and the school community; - The possibility of establishing strategic partnerships with schools and UK institutions and the rest of Europe by means of the contact with the other teachers participating in courses to be attended. On the school level, we expect a profound change in the way of conceiving education, as well as the way in which we conceive the day-to-day work with students. The benefits, in the long run, will be visible in a greater ability to work and prepare students for post-school life within an evermore united Europe. On the other hand, it will bring to the school, a way of life and a modus operandi ever closer to the challenges of Europe, as well as bringing the school closer to other European realities. It will bring an increasing ability to adapt and be flexible to new forms of education in Europe.