"The project ""Towards the classroom 21.0"" lasted 24 months. It was designed by CEIP Vil·la Romana Infants and Elementary State School, which is publicly-owned and located in Catarroja (Valencia, Spain). Two different linguistic programmes are implemented, in which 557 students are enrolled and learn three languages during their schooling. The staff was made up of 34 teachers, of whom more than 90% have a B2 level of English.Within the priorities of the centre, the internationalization of educational practices and the European dimension of students's training has always played a very important role, mainly due to the language programmes of the school, which includes an experimental programme of teaching in English and another programme in Valencian, where the presence of English exceeds 30% of the school hours a week. The center has extensive previous experience in European projects and has profoundly been involved in Erasmus + for years, developing KA1, KA2 and eTwinning projects.This project aimed at improving and updating teaching methods and strategies, and also being able to adapt ourselves to the 21st century education current. In order to do so, we embraced the initiative promoted by the European Schoolnet with the objective of creating our own classroom of the future (Classroom 21.0).Our organisation needs have been in line with the Erasmus+ programme objectives, which must contribute to achieving the objectives within the Europe 2020 Strategy: we wanted to make lifelong learning and mobility of adults come true by training grounds, improve the quality and efficiency of education and boost creativity and innovation, key elements of our European Development Plan.The main aims of this project were to: RETHINK the role of the pedagogy and methodologies we were implementing, the place of ICT in the teaching and learning process, the learning spaces...; get TRAINED on the application of ICT, mainly on the use of mobile devices (tablets), robotics, augmented reality in school; the competencies of the 21st century and how to develop them in our students; EXPERIENCE new methodologies and strategies, and also PROMOTE a long-lasting change within the classroom, by training teachers and providing appropriate tools and methodologies.15 teachers participated in the proposed mobilities. The profile of each of them was:•to have an adequate proficiency level in the foreign language, preferably with an attested B2 level.•to demonstrate a justified interest in attending a specific mobility.•ability to apply what was learned in the daily practice in the centre.•to have a basic ICT training.No concrete experience was required and did not be considered as a criterion, in order to give all teachers the opportunity to enrol in this training.The activities proposed in this project were:•5 structured courses dealing mainly with the following subjects: digital skills and eSafety; use-evaluation of educational and creative applications; Virtual and Augmented Reality; Robotics; ICT tools in teaching; creation of multimedia content; ICT planning and education.•7 Job-Shadowing mobilities to educational centers in Belgium, Oulu and Helsinki (Finland), Prague, Trondheim (Norway). These observations complemented what was learned in the courses. These centers have experience in Classrooms of the Future, working with computer applications and Ipads on a regular basis, using ICT in an innovative and advanced way: gamification, 3D, etc.This project sought to respond to methodologies in favour of the development of skills necessary for lifelong learning, life in society, appropriate use of ICT, etc. It was necessary to evaluate, internationalize and consolidate the methodological practices that were being carried out, seeking continuous improvement. There had been great interest in developing the European dimension of the school. It was intended to work from varied and current methodologies, with a strong role of the student and ICT. The educational practices observed in the other visited countries were taken as a reference and model, incorporating the most appropriate to our educational reality.In this project we presented the short, medium and long term impact that was expected to be achieved, as well as the indicators that were considered for verification. We carried out multiple dissemination activities that we hope will cause repercussions throughout the educational community, benefiting and favoring innovation. All the experiences abroad, in addition to serving to observe examples of good practices, were useful to create future relationships that could serve as a network of centers that collaborate together on hereinafter projects.With their participation in the project mobilities, the teachers increased their motivation by implementing practical ideas in their classes with what they learned during the mobilities and also developed a deeper knowledge of European cultural and educational diversity. Besides, thanks to the development of this project, students have been enriched by the intercultural dimension that contributed to the participation of teachers both in courses and in Job-shadowing."

Due to the time of globalization in which we live, the school has decided to implement a multilingual program in Valencian-Spanish-English (PPEV and PPEC). This implies the need to train our teachers. This training will focus on two priority objectives: to strengthen the European dimension of the school (students, teachers and school) and to improve our students and teachers linguistic competence (in English).From that moment, management team takes several decisions:- Progressive implementation of multilingual education from pre-primary to secondary education.- Specify subjects that will be taught in English in each level.- Select how many and who will be the teachers to be trained. In this point it is decided to select 12 teachers who will have to meet certain requirements (described on the form).To achieve these objectives we are going to do 2 types of activities:1. Structured training courses. Basically, there are two types of courses:- CLIL methodology based on English language- Improving language skills in EnglishThese courses will bring us a new way of delivering our content in a foreign language. New methodologies are based on the interaction between the content and use of language as a tool to reach them. Therefore, our goal is that our students are trained and prepared, being able to study or work anywhere within a globalized world, thanks to a good command of the English language. CLIL is the tool.2. Observation periods (Job-shadowing), in schools.These periods allow us to know the know-how of other European schools, their organization, and methodologies, and helps us to establish relationships with other teachers and institutions and create a network of contacts for the future.After finishing these activities, an implementation, diffusion and dissemination plan will be established in order to ensure its effectiveness and outreach to students and other teachers. The aim is that everyone meet and share experiences and new methodologies. This plan consists of seminars, training sessions in school, creating resource banks, conducting group activities and organization of lessons that will be job-shadowed in our classrooms.We expect a very positive impact on students, teachers, media, and families, as well as improving the professional and linguistic skills of our teachers and therefore our students. The quality of our teaching, the European vision, and multiculturalism will be widely enforced.