The project is a continuation of others that have been developed at IES Pío Baroja in previous academic years. We are a very active centre in the Erasmus Programme and every year we try to maintain or increase the number of mobility activities and improve their quality. We are pleased to know that some students enrol with us because we take care of the management of international internships. Similarly, we are always open to welcome students and teachers from other countries because it is very enriching for everyone. IES Pío Baroja is an educational centre located in Madrid, in the south of the city, specifically in the district of Usera, one of the areas with the lowest per capita income in the capital. It is a multicultural neighbourhood with students of a wide variety of nationalities. Every year we try to achieve the highest possible participation based on the mobility opportunities that have been granted to us. The main objective of the programme, bearing in mind that it always complies with the provisions of the Erasmus Charter for Higher Education (ECHE), is to provide a life experience for participants, particularly students whose socio-economic conditions would not allow them to access training of this kind. In relation to the previous paragraph, one of the prior objectives of this project is to increase the number of mobility opportunities for students with fewer opportunities. This requires a great deal of effort on their part because the KA131 financial aid does not cover all expenses, even when the additional amount for fewer opportunities is added. On the other hand, increasing the number of students with fewer opportunities means exceeding the student mobility budget and having to use organisational support. However, we want our identity to be providing this experience to students who have previously faced socio-economic barriers and for this experience to be a boost to their education. Our staff also rate the Erasmus programme very positively, and we have had more candidates than places available. Improving training and learning through observation would be the main objectives of the teachers participating in this programme. There are very committed teachers who use their free time during mobility to seek contacts and organise visits to organisations for student placements. In this project, we also wanted to promote the horizontal priorities of the Erasmus programme. We have the handicap that our student mobility programmes are internships in a very specific field to carry out specific tasks. There are ‘Community Services’ or ‘IT’ studies that facilitate this task with inclusion or digitisation respectively, although in other cases we are looking for organisations committed to these aspects and also to the environment or European values. In the case of teacher mobility, we wanted to respond to these objectives by organising activities that focus on horizontal priorities. Given the difficulty in finding organisations, our staff mobility programmes are focused on finding partners for student internships. However, in this project we wanted to reserve some places for courses that include some of these priorities within their training objectives. In recent years, the role of environment and well-being coordinator has been established, working closely with the internationalisation strategy. We are encouraging visits by teachers and students from other countries to include activities on the environment or presentations on Spanish society, the education system and its relationship with European Union values. Another purpose with regards to horizontal priorities is the “green travel”. We have very little time to organise student mobility because internships usually start a week after the assessment period. However, we are managing to ensure that mobility to nearby countries such as Portugal does not involve airplane.