The title of our project was ""A Holistic Approach to Teaching in the Digital Age"" According to the registration figures of new students in 2014, Friedrich Ebert Secondary School is one of the three most popular Berlin secondary schools, which also received an overall outstanding evaluation in the last school inspection (2011). Only in the area of curriculum development did we obtain average ratings. The aim of this European development plan was to improve the high quality of the educational offers at our school as we continue to improve our teaching, specifically in the subjects of English, Spanish and Drama. The project involved seven teachers from the Spanish, English, and Drama departments. One of the participants is also a member of the extended school management team and co-ordinator of the so-called steering group; responsible for school development. The focus was on more advanced training (each totalling 4-12 days) at institutions in England, Scotland and Spain, which all have an excellent reputation in their respective fields. The training activities were selected so that the participating teachers could gain new skills in holistic didactics focussing on different types of learners, which consistently allow student-centred teaching. In tangible terms, the following priorities were set: - Elements of improvisation and theatre in foreign language teaching (Spanish) - Using the internet as a source for creative and student-oriented teaching (Spanish) - Cultural expressions (theatre, cinema, literature, comics...) and their impartation in foreign language teaching (Spanish) - Creative didactics and methodology in language teaching (English) - Mindfulness meditation and its potential to transform teaching, learning and school in general The project was supported by the departments of modern foreign languages and drama, which constitute about one-third of all teachers at our school. The members of all departments had the opportunity to participate in the project and help contribute to its content. We aimed for the following results: - the participating teachers gained further qualifications in the context of a holistic, student-centred teaching methodology - they passed on the skills acquired to their colleagues within the framework of in-school training units (e.g. in conferences and on a study day) - we succeeded in addressing and motivating our students better with the newly acquired skills - we moved on in our aim to introduce mindfulness training for students of the school as an integral part of daily life In the long term we are concerned with consolidating the currently very good learning and working conditions at our school with these measures to continue and stabilise its great reputation by offering contemporary, motivating learning opportunities inside and outside of subject teaching in future. The project meant an important step forward on our way to make this aim real.