The state school of kindergarten and primary education, CEIP Serrano Clavero, is located in Requena, a town in the west of Valencia (Spain). The staff is composed of 34 teachers who are in charge of 446 students from over 10 nationalities. Our school has got two linguistic lines (monolingual and multilingual), both of them in kindergarten and primary education. For over ten years our school has been committed to the teaching of languages, following a CLIL methodology and teaching English from kindergarten levels. The main objective of our project is to get enough competences and experiences to put them into practice with the rest of the school community and develop, at the same time, a more European awareness in our school. We consider this project as a first step to take towards making other K2 projects in the near future. AMOUNT OF TEACHERS AND PROFILES. There are seven teachers of primary education participating in the project, all of them are members of the Committee of Linguistic Standardisation in our school. Two of them are English teachers in kindergarten and primary, with a C1 level of English. They teach English in kindergarten and primary and Arts & Crafts in primary education. Another is a teacher in primary education, with a B2 level of English. She teaches Arts & Crafts in English. One more workmate is a music teacher in primary education, with a B2 level of English. Finally, three colleagues are primary teachers, with an A2 level of English. They teach different subjects in primary education. PLANNED ACTIVITIES We have decided to do two types of activities: a) Training courses: Firstly, we expect to attend two courses about English teaching methodology for both, kindergarten and primary education. Both of them will be held in the UK for two weeks. The participants will be the English teachers. The course about methodology in kindergarten education is really important for us due to the fact that the English teachers are teaching at these levels at present, despite of not having been trained previously for it. For this reason, we consider attending this course highly important for them to acquire more knowledge about the methodology to use. Secondly, we would also like to participate in a course about CLIL methodology, especially in Arts & Crafts, as this is the subject which is taught in English in our school.This course will be held in the UK for one week. The participants would be the English teachers and the primary teacher who teaches Arts & Crafts. Finally, we would also like to attend some courses of General English to improve our linguistic, communicative and cultural competences. These courses will enable us to continue with other European projects we have in mind, as this is one of our school's main aims. These courses will be held in the UK for one and two weeks. The participants would be the music teacher and three primary teachers. b) Structured studying visits. We are really interested in participating in two of these activities because they would let us have a good observation of good practices in kindergarten and primary schools in order to learn and value other different methodologies and so, be able to put them into practice in our school. These activities will be held in Iceland and Finland for one week each. The participants would be the English teachers, due to the high level of English needed. METHODOLOGY TO CARRY OUT THE PROJECT The upcoming Committee of Internationalization and linguistic Standardization in our school, will be the one in charge of preparing the logistic aspects of mobility, aspects of school organization, training courses, structured studying visits...The participants will also attend training lessons previously to the foreseen activities. This Committee will also follow the development of the activities. All the experiences will be shared trough different communication networks. DESCRIPTION OF THE OUTCOMES AND EXPECTED IMPACT Our wish is to give an European dimension to our school. We also expect some outcomes, such as:  Improvement in our teachers’ level of English, linguistically and culturally.  New methodological ideas to reflect on our own practice and improve the English language teaching, both in kindergarten and primary education.  Training and information for a more effective teaching due to observation at the good practices.  Higher motivation for both, students and teachers, due to the new resources acquired in courses and practices.  Improvement suggestions for the teaching methodology in our school. LONG TERM BENEFITS The main long-term benefits will be the ones related to our participation in k2 projects in the future. Other benefits will be: the improvement in the linguistic and cultural dimensions of the English language in our school and, finally, the acknowledgement of the so important European dimension and identity.