Our high school has shown a clear European vocation since it was born, beginning with the foreign exchanges “Languages and Youth” with several high schools in France, and later, the creation of the Bilingual French Section, eight years ago, and the participation in two Comenius Programmes. Totally, 24 teachers out of 57, have the B1, B2 or C1 certificates or are getting training in the EOIs (Official Languages Schools). Moreover, we have educative projects in which the use of French and English is a clear objective, the Theather Workshop, the Coeducation Programme, the meetings with other bilingual or plurilingual centres or the Workshop to prepare students to pass the DELF tests. In relation to the European Development Plan and according to the “Europe 2020” strategy, our centre, feels the need to continue adapting itself to the new profile that is supposed to the teachers in relation with languages, multiculturalism, development of key competences, gender questions and coexistence, students diversity, school failure prevention and the use of new technologies. And all this, with the goal of improving the social conditions, cultural concerns of the educative community and the neighbourhood, with high unemploment level, broken homes, and, at the same time, with a enormous capacity to overcome adversity. Our needs depend directly on the step from an academic distribution of two bilingual and one non-bilingual groups to a system where all the lines will be plurilingual. And for the next course, the province adminstration has assigned us 4 plurilingual lines in the 1st ESO (Compulsary Secondary Education). And secondly we have to consider that we receive more and more students with special needs: hiperactivity, attention deficit disorders, etc. Because of this and, after eight years of experience in bilinguism, we believe we are in the best conditions to face the challenge of giving and answer to the following needs: 1.- To improve the competences in foreign languages of our staff. 2.- To introduce, experiment and validate an active methodology, interdisciplinary and attractive, with a bigger use of the TIC (Information and Communication Technologies) for the students, and an assesment system based on the seven key competences, that becomes effective for their training. Specially in subjects as Mathematics, Plastic Arts or Physical Education, that sooner or later will join the plurilingual teaching. 3.- A better understanding of the practice, the policies and the European education and training systems with the goal of integrating the competences adquired in the studies plan of our centre and our community and a bigger capacity to rouse the updating and international openness of our centre. 4.- A better understanding and answering capability to social, intelectual, linguistic and cultural diversity of students. 5.- Bigger capacity to address the peculiarities of students with special needs or with little interest in their academic and human training. We suggest 11 teachers movements which include structured courses of training and updating in languages, in methodology for the teaching-learning of different subjects, in TIC (Information and Communication Technologies) approaching and in diversity outreach; and a watching stay for the management and organization of a plurilingual centre. The impact that we hope to achieve will result in facilitating the active learning, individually and in groups, combining resources, materials, new CLIL methodologies and assesment systems based on key competences; in a more efficient organization of the groups; in designing and solve didactic situations successfully; in adapting tasks to the group facing this way the diversity; and as a natural consequence, in improving coexistence and school dropout rate of the less favoured groups. In any case, the team work of the participants in the teaching-learning process will be essential to accomplish a suitable assesment and improve the students training.The results will be debated in different forums after the movements and will be analysed by the teachers in the long run, specially the satisfaction level with the new resources and skills used. And in students, the attention, motivation and satisfaction levels, in their capacity to use other languages in their training process; in the coexistence improvement, in the falling of the failing school figures, and definitely, in the academic results and in the efficience of an integral, human, solidary and European training.