Thank you to everyone who participated in the consultation early 2017. While we are not able to address every single query that was submitted, these FAQs address the most common questions that arose in the survey. In relation to queries around operational concerns such as teacher shortages or local funding, we refer you to your local authority representative.
All 35 recommendations in Language Learning in Scotland: A 1+2 Approach1 (the 1+2 Approach) were accepted by the Scottish Government either in practice or in principal. The four recommendations that relate specifically to the entitlement to language learning were all accepted by the Scottish Government in full:
- schools offer children access to an additional language from Primary 1. (Recommendation 1)
- a second additional language (L3) be introduced for pupils […] no later than P5. (Recommendation 4)
- language learning be recognised as an entitlement for all young people through to the end of their broad general education. (Recommendation 9)
- that local authorities ensure that their languages strategy takes account of social deprivation challenges and of the different issues faced in urban and rural areas. (Recommendation 13)
There is an expectation of inclusion in the 1+2 approach. As such, L2 (the first additional language introduced in P1) should be a core subject until the end of the BGE in S3.
There is also an expectation that the planning/curriculum design required to meet the entitlement of languages for all will be evident in the departmental/school/cluster improvement plans.
See how schools in both mainstream and special education sectors are providing this entitlement for their learners in the Primary and Secondary case studies on the SCILT website.
Progression within and across levels in L2 and L3 is outlined in the recently published Modern Languages benchmarks and complemented by a subject specific exemplification film.
In addition, the 1+2 languages: progress from first to second level resource is specifically aimed at supporting primary practitioners in planning for depth and progression in modern language learning experiences.
Moderation also supports the development of a shared understanding amongst colleagues about what progression in L2 and L3 looks like for your learners.
In a recent interview with Fiona Mackay and Julie-Anne Mackenzie from SCILT, John Swinney, Deputy First Minister explained the Scottish Government’s vision for language learning in the broad general education.
Progression within and across levels in L2 and L3 is outlined in the recently published Modern Languages benchmarks and complemented by a subject specific exemplification film.
In addition, the 1+2 languages: progress from first to second level resource is specifically aimed at supporting primary practitioners in planning for depth and progression in modern language learning experiences.
Moderation also supports the development of a shared understanding amongst colleagues about what progression in L2 and L3 looks like for your learners.
In a recent interview with Fiona Mackay and Julie-Anne Mackenzie from SCILT, John Swinney, Deputy First Minister explained the Scottish Government’s vision for language learning in the broad general education.
Transition is a term often applied to pupils moving from primary school to secondary. Transition should be seen as a process. In the context of language learning, the issue is one of progression (see FAQ 2).
The 1+2 Approach states:
- that primary and secondary schools work effectively together to ensure articulation between the sectors in terms of content, skills and approaches to learning and to enable effective transition, progression and continuity between P7 and Secondary, particularly for the L2 language. (Recommendation 8)
Establishing and maintaining effective communication and partnership between primary and secondary schools is vital. Galton et al. (1999 cited in Clinton and Vincent, 2009:772) suggest five bridges to facilitate progression and shared understanding across sectors:
- Administrative bridge– sharing information about pupils , good working relationships between primary and secondary school, feedback to primary schools of [S1] progress.
- Social and Personal bridge– induction days, open evenings, pupil peer mentoring, pupil and parents guides.
- Curriculum bridge– effective use of pupil data, cross-phase projects, exchange of curriculum maps, joint planning.
- Pedagogical bridge– shared understanding of effective teaching and learning, team teaching, teacher exchanges.
- Management of Learning bridge– pupils are active participants in transition and their own learning, pupil portfolio.
The Transition from Primary to Secondary page on the SCILT website features the European Languages Portfolio (ELP) and some sample approaches to transition. The ELP is a tool for learners to record their language learning experiences both in and out of the classroom. It may contribute to the management of learning. There are both downloadable and e-enabled versions available.
The recommendations in the 1+2 Approach related to initial teacher education (ITE) were accepted in principal by the Scottish Government:
- that students undertaking a course of primary school teacher education have a languages qualification at Higher level, or equivalent (SCQF level 6) either on entering the course of initial teacher education or on its completion. (Recommendation 20)
- that all students seeking to become teachers in primary schools undertake some study of the pedagogy associated with additional languages as part of Initial Teacher Education. (Recommendation 21)
The General Teaching Council for Scotland (GTCS) accredits every undergraduate and post-graduate ITE course run by each of the eight teacher education institutions (TEIs) in Scotland. It is up to the GTCS and the TEIs themselves as to how these recommendations are put into practice.
Currently, the TEIs offer a variety of models for upskilling in language and pedagogy to primary student teachers. Some institutions offer specialist pathways while others offer electives or modules, optional and informal inputs. For more detailed information, please refer to the websites of the TEIs for information about specific courses and entry requirements.
University of Aberdeen; University of Dundee; University of Edinburgh; University of Glasgow; University of Highlands and Islands; University of Stirling; University of Strathclyde and University of West of Scotland.
The languages sub-group of the Scottish Deans of Education Committee (formerly the Scottish Teacher Education Committee, STEC) are in the process of producing a research-informed toolkit for TEI programme leaders which will be available next academic session.
Between 2013 and 2017, the Scottish Government has provided development funding to local authorities totalling £21.2 million. Local authorities have invested much of their allocation on professional learning. In addition, SCILT and CISS have received greater funding since 2013 in order to support professional learning and capacity building in both language and pedagogy of Scottish teachers, Modern Languages Assistants and Hanban teachers.
Different local authorities have developed different models of CLPL provision and chosen to spend their funding allocation in ways that meet the needs of their teachers and communities.
Languages upskilling opportunities may include:
- week long immersion opportunities abroad funded by Erasmus +
- immersion days in Scotland organised by cultural organisations
- Primary Language Learning (PLL) courses – varying length, i.e. once a week for 6 weeks e.g. Douglas Academy case study
Related CLPL opportunities may include:
- PLL pedagogy workshops
- Training associated with resource packages
- TeachMeets
- Moderation: across schools, across clusters
- showcase events and conferences
- international partnership arrangements
- local authority/cluster languages development roles
- working with native speakers i.e. Chinese language assistants (CLAs), modern languages assistants (MLAs), primary languages assistants (PLAs), Hanban teachers, family and community members
To recognise the commitment involved, several of the extended CLPL opportunities have Professional Recognition accreditation from the General Teaching Council for Scotland.
Professional learning for upskilling can take place both in person and online and amongst other providers, may be facilitated by: local authority staff; the Alliance Française; Asesoría Edimburgo; British Council; Confucius Institute for Scotland’s Schools (CISS); Education Scotland; Goethe-Institute; Institute Français; Open University for Scotland; Scottish Association of Languages Teaching (SALT) and SCILT, amongst others.
The varied professional learning provision goes towards building the capacity of the workforce, and addresses several recommendations from the 1+2 Approach:
- that local authorities should provide regular opportunities for primary and secondary languages staff to work together and to undertake shared CPD opportunities. (Recommendation 22)
- that universities work together as a consortium of university providers to support delivery of the 1+2 policy and that languages departments in universities play a greater role in working with schools subject to appropriate funding. (Recommendation 23)
- that teachers with an interest and aptitude for languages teaching be supported in developing the range of languages in which they are qualified or trained to teach. (Recommendation 25)
- that GTCS promote improved professional standards in language teaching and encourage teachers to gain qualifications and accreditation in languages for example through raising awareness of professional recognition processes available to teachers. (Recommendation28)
- that schools and local authorities consider the engagement by schools of other skilled and trained native speakers of additional languages to work under the direct and explicit supervision of the classroom teacher in schools. (Recommendation 31)
For details of the provision of professional learning opportunities in your area, please contact your local authority representative.
‘We will introduce a norm for language learning based on the European Union 1+2 model – that is we will create the conditions in which every child will learn two languages in addition to their own mother tongue. This will be rolled out over two Parliaments, and will create a new model for language acquisition in Scotland.’(SNP manifesto, 2011: 26)
The 1+2 Approach recommended the establishment of a Strategic Implementation Group (SIG). In January 2016, at the mid-point of the implementation period, the members of SIG agreed that a successful language policy in schools is necessary but is not sufficient to ensure the sustainability of the new approach. As a result, a second group - the SIG Engagement Group3 – was set up, charged with the remit to seek to change attitudes in the wider society to demonstrate the relevance of language learning 2016 – 2021.
Evaluations of the initial ten 1+2 pilot projects that were undertaken in 2012-13 showed that there was a need to provide support for assessment of progress and that age appropriate resources were required. Since then, the CfE4 benchmarks have come into play and many more free and commercial language learning resources are now available to schools.
Published in June 2016 A Review of Progress in Implementing The 1+2 Language Policy5, undertaken by the Association of Directors of Education in Scotland (ADES), found that in general, the 1+2 initiative had been seen as a popular aspect of broad general education by the teachers, parents and learners interviewed as well as a high level of commitment from local authorities. A direct link between the pace of implementation and the level of funding was identified.
The ADES Review highlighted the need for sustainable career-long professional learning from ITE onwards and the importance of learner progression right across the broad general education. Reflecting these and other issues, and following extensive consultation, the University Council for Modern Languages Scotland (UCMLS) has recently produced a cross-sector collaborative action plan6 to address the existing needs in the system.
Learners and their families, communities, businesses and educators all have roles to play in achieving sustainable language learning for all young people in Scotland.
The ambitions of the 1+2 initiative align very much with the National Improvement Framework and the principles and practices of the Curriculum for Excellence.
‘The Scottish Government's ambition is to expand and improve language learning, by 2021, so that our young people are equipped with the skills and competencies they need in our increasingly globalised world.
The Curriculum for Excellence provides Scotland’s young people with a rich context for learning of which language learning will be part. By 2021 every child is entitled to learn a first additional language from primary one and a second by primary five. This entitlement continues until the end of S3.’ ( Scottish Government website: Language learning) In March 2017 John Swinney, Deputy First Minister explained how the 1+2 Approach can contribute to narrowing the attainment gap and the place of language learning amongst the current priorities in Scottish education.
Existing examples of innovate practice in making connections between languages and other areas of the curriculum include:
- Developing the Young Workforce: see how SCILT and CISS have, and continue to support schools in developing their learners’ employability skills through the Business Language Champion partnerships, the Business Brunch showcase events and the publication of job profiles.
- Equity: see the Languages for all and the EAL & Bilingualism pages on the SCILT website for support.
The implementation period for the 1+2 Approach lasts until 2020/2021. Undoubtedly there is further work that needs to be undertaken to monitor the extent to which the wider ambitions/aims of the policy are being achieved.
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