1 + 2 in the Secondary Context May/ June 2017

Aims To look at the expectations of 1+ 2 in secondary schools To address appropriate ways of delivering L3 To consider the importance of effective transition in languages

1 + 2 Approach Key recommendations

Key recommendations Schools offer a first additional language (L2) from P1 A second additional language (L3) no later than P5 Entitlement for all young people through to the end of the broad general education Planning at cluster level for effective transition, with support from the local authority

Expectations for L2 and L3

Expectations for L2 Continuity of L2 from primary into secondary L2 must be available as a National Qualification in the senior phase By the end of P7 most pupils should have achieved second level Bullet point 1 Continuity of L2 into S1 is key to children building on the knowledge and skills developed over P1 to P7 Bullet point 4 Children will not necessarily be further on in their level of achievement but will be more confident and will know what they know in more depth

Expectations for L3 Schools/local authorities decide which language Challenge, depth and progression Go beyond words and phrases, building on literacy and prior language learning Develop the four skills of reading, writing, talking and listening Can look like the old MLPS model Primary schools are not restricted by what the secondary school can offer. There is no expectation that the secondary school offer the same L3 as was studied at primary stages, although this would be ideal. it is important to see the delivery of L3, both in the primary and the secondary sectors, as part of a cluster approach to 1+2 provision it is not realistic to expect that all primary teachers be trained to deliver an in-depth experience of two languages Allowing primary schools to choose their L3 gives scope for schools to deliver a language which suits their local circumstances and allows them to capitalise on available resources. For example, a number of schools have experimented with support from native speakers, working with the primary teacher, to deliver another language. Other schools have enlisted the support of a native Chinese teacher of Mandarin through the Confucius Hub network. Some have used MLAs to support language learning in primary Ideally, children would experience the same L3 from P5 to P7, taught by a trained primary language learning (PLL) teacher and those children would then have the option to choose L2 or L3 at secondary school.

Implementation

Implications Time for effective cluster planning and working Appropriate training to ensure effective and confident delivery in primary Funding for effective, sustainable training Effective learning and teaching in secondary which takes account of, and builds on, prior leaning Progression pathways from broad general education into the senior phase

L3 in the secondary sector L3 may be delivered in a range of ways The introduction of L3 is not at the expense of L2 It can lead to accreditation (e.g. Languages for Life and Work award or Scottish Studies award) L3 should be delivered by suitably qualified languages specialist if leading to a qualification

Possible options L3 as a full option to study a second language throughout the year L3 as an elective, insert or masterclass at any stage over the broad general education L3 as part of an IDL project at any stage over the broad general education Bullet point 1 Through this option, young people would be aiming for a National Qualification in the senior phase. Bullet point 2 it is not possible to outline a specific number of hours or periods which would constitute an appropriate L3 experience. Nor would this be desirable. We all know that much can be achieved in a more condensed period of time where the objectives are clear and the input is well planned to deliver them. Bullet point 3 This is arguably more difficult to organise at the secondary stages and to give sufficient time to study of the language. However, it may be that the physical education department intends to take a skiing trip to France for example and that learning French would fit in well with preparations.

Support and guidance On the National Improvement Hub Further Guidance on L3 within the 1+2 policy 1+2 languages : L3 audit tools for use in primary and secondary contexts A Review of Progress in Implementing the 1+2 Language Policy On the SCILT website L3 case studies

1+2 Languages Leadership Programme The national picture: National Improvement Framework and Scottish Attainment Challenge Strategic leadership in languages: planning and evaluation Progression in language learning Parental and wider engagement in language learning Raising attainment: developing literacy skills across languages L3 – existing models, diversity of languages Supporting bilingual learners Inclusive practice in languages

1+2 Languages Leadership Programme Free course run by SCILT and Education Scotland Professional Recognition from the GTCS 3rd to 7th July 2017 at University of Strathclyde Two free places for each local authority Contact your QIO with responsibility for languages Register nominees with Emma McLean (e.mclean@strath.ac.uk) as soon as possible Further details on the SCILT website

A leap in the dark … ? “Come to the edge," he said. "We can't, we're afraid!" they responded. "Come to the edge," he said. "We can't, We will fall!" they responded. "Come to the edge," he said. And so they came. And he pushed them. And they flew.” Apollinaire

janette.kelso@strath.ac.uk julieanne.mackenzie@strath.ac.uk Contact details janette.kelso@strath.ac.uk julieanne.mackenzie@strath.ac.uk