English as a universal means of communication plays an increasingly important role. Content and language integrated courses are an important way to facilitate the international mobility of pupils and students so that they can gain personal, professional and academic experience abroad. That's why it is essential to create the opportunities to establish CLIL in more subjects at secondary schools. Considering these points we intend to offer opportunities to earn about CLILto teachers who are interested in bilingual teaching methods, materials and techniques. We are very optimistic that less-language oriented subjects such as music and PE being taught in English (as a foreign language) offer students a low threshold way to get used to subjects partially taught in English since these are subjects that include many non-verbal aspects , contain a number of English terms students use or have heard of (on tv, song texts etc.) and last but not least are commonly liked by students. Bilingual economics and business studies classes makes sense as well since many economic terms are of English origin and due to the increasing economic integration of resources, industries and individual businesses. Teaching history from a non-German perspective appears to be much easier using foreign materials and English instead of German. Moreover we want to prepare our students for a possible university course abroad and enable them to use English as a means of communication in a confident way. With this project we intend to encourage our staff to increasingly teach subjects bilingually and provide chances to improve their English and learn about CLIL-related issues such as CLIL-methodology, teaching techniques etc. Our aim is to offer more subjects at our school which are partially taught in English. Moreover we plan to establish a teachers' study group to provide a basis for the exchange of best practices, know-how and materials but also for discussing problems and searching for solutions. In the medium term we hope to establish a school partnership and joint student-oriented projects. The six colleagues who wish to intend CLIL-courses with a duration of 5 respectively 10 days are teachers of music, PE and history. So far they have had no experience in bilingual teaching but would like to do so in the future. The coordinator of this project has taught business studies and economics for 5 years and attended a CLIL-course in the past. For this reason she would like to take part in a business English course to improve her language skills and in the folloing year to attend a 1-week-job shadowing programme in order to learn from the teaching experience of our Irish colleagues, exchange ideas about teaching methods, materials, students' projects and last but not least to get to know the school culture. What do we expect from participating in these training measures? We hope to see our colleagues coming back in a highly motivated way, full of energy and good ideas, bringing new materials and teaching techniques back home which will have a very positive effect on their teaching. Students would profit a lot from this new quality in teaching. Moreover we hope to be able to establish a school partnership using the contacts we will make during our courses. These school partnerships and particularly the projects they included are an excellent way for students to understand what Europe is about, to become increasingly interested in European questions, to get engaged and actively take part in creating and shaping Europe as an entity.