In everyday school life terms like "improvement of undeveloped skills" and "empowerment of advanced skills" are superficially inflated. Historically, both themes are related only to students. The originality of this project is that it applies the second concept to the category of teachers devoted to the strengthening of their own excellence.In the past two years, the Institute has completed a careful and accurate analysis and has come to bring out and circumscribe two points of weakness, that are two particularly critical areas on which it needs an immediate action: the teaching-learning of the English language and the issue of inclusion.A truly inclusive school means the inclusion and participation of every student but there has to be a special effort to ensure the involvement of students with special needs such as SEN, ADHD, students with learning, emotional and behavioral issues, autistic children, those ones with any physical or mental health issues and students with social, economical or cultural issues who may require support to engage in education.By developing and improving their own knowledge, the teachers involved in this project will add important skills to their fundamental teaching techniques in order to improve the results of the process of education.In our opinion this project will help to create and to work on equal opportunities which should not only be connected with local realities but with European countries as well. Today more than ever, a teacher's mastery of English language is imperative due to a growing number of international students, in order to interact with them properly since the very first contact. In this perspective, there is an ever increasing need to use different means of communication, like music. The mobility project we are presenting involves ten Primary School teachers, seven of whom will be attending courses that aim to enhance skills required in teaching the English language. In the UK and in Malta, teachers will attend small group lessons with students of the same level, individual classes with a native language teacher and guided programs outside the classroom. Some of these teachers have completed the National Project for English Language Education in order to obtain basic skills and others have already accomplished it. Many teachers have been teaching English for a few years and some others have been admitted to the courses TFA for qualified teacher for secondary school; many teachers are still taking their first steps in the teaching of this subject.Upon completing this project, teachers will devote to their teaching with a more comprehensive preparation, having expanded their knowledge, skills and competencies, including political will and educational practices of European countries. This experience will strengthen their spirit of initiative and, laden with renewed energy, they will spread their knowledge to their students, European citizens of tomorrow. The skills acquired will enable teachers to design and implement specific and original CLIL projects as well as to weave partnerships and enable constructive comparisons on the Etwinning platform as daily practices.Three teachers will attend music therapy program classes in Spain; these teachers have gained previous experience as learning support teachers, music teachers and physical education teachers focusing, in recent years, on autism and special music teaching programs for children with disabilities.The discovery of one's own body and the growing awareness of it, guided by different rhythms, types of music and sounds, is an indispensable teaching tool for children who require additional learning support and is a big help to intervene not only on handicaps but also, on all kinds of learning difficulties, on children with emotional discomforts, aggressiveness, hyperactivity and on those who live in the so called problematic family settings. Music is also a non verbal communication that offers children an alternative way to express themselves and to share or control their own emotions. Therapy's final goal will be the psychophysical balance that allows and supports a successful learning process and development. In partnership with the Benezon Centre from Valencia, teachers will attend practical, theoretical and laboratory classes about music therapy and non verbal therapy.Upon completion of this, teachers will begin to introduce music therapy in their own daily teaching programs and activities in both music and physical education classes. Teachers will also be available to share their own experience and offer training support to educate fellow teachers working in the Institute and the whole provincial area of those not directly involved in the mobility project, but who express an interest in the topic.Furthermore, they will be available to work together with other local professionals who are connected to both education and teaching.