Secondary BGE

A high quality, well-structured, engaging, and purposeful curriculum is crucial if learners are to see the relevance of their learning to their current and future lives.  Meaningful BGE pathways which provide the best possible outcomes for young people, are also key in motivating learners to continue learning languages into the Senior Phase.  

This section explores Secondary Broad General Education (BGE) planning in relation to the following three How are we doing? self-evaluation statements:  

  • We provide an engaging, meaningful, relevant and continuous L2 learning experience until the end of S3.
  • Through progressive and purposeful pathways, we develop multiple language learning experiences (L2 and L3) which develop young people’s literacy, skills across languages and intercultural understanding.
  • We fully engage with learner voice as part of our ongoing improvement and enable learner participation to inform all aspects of our planning.   

Click on the links below to read more about the key themes of Secondary BGE Planning and then use the How are we doing statements to reflect on your current practice and explore your next steps.  Further reading and resources are also provided at the bottom of this page.  

Finally, watch the video below to learn how practitioners have engaged with this TILE.

Secondary BGE Planning Secondary L2 Secondary L3 Learner voice and participation

Secondary BGE Planning

A BGE curriculum which is relevant, involves meaningful learning experiences, and continuously builds a sense of progression is key in engaging young people in language learning. The BGE bridges experiences from primary into secondary and lays the foundations for future learning and accreditation in the Senior Phase. The secondary BGE phase thus plays a critical role both in engaging young people in their language learning and in inspiring them to see languages as relevant to their future. It is essential, therefore, that:  

  • Planning is informed and driven by learner voice, with ongoing evaluation in place to measure improvement (e.g in leaner experience, uptake, or attainment)  
  • Learner pathways provide a purposeful and meaningful framework for progression which builds learner achievement and depth of learning throughout the BGE  

Some additional considerations when planning languages secondary BGE include:  

  • A curriculum developed around a shared vision for language learning, a coherent curriculum rationale and high-level aims for learning, attainment, and achievement 
  • A positive ethos of learning and achievement based on a clear commitment to language learning for all  
  • A S1 curriculum which progresses from primary experiences and outcomes and offers new, fresh, and inspiring language learning  
  • Learning pathways for all which develop language skills progressively, promote achievement, and celebrate success
  • Learner choice embedded into progression pathways where possible 
  • Learning which encourages and develops learner autonomy, resilience, ownership of own learning and a sense of self-efficacy
  • Embedded opportunities for learners to use their own language skills, explore links across languages and make connections between literacy and languages
  • Meaningful intercultural learning experiences which develop young people’s understanding of the world around them their sense of global citizenship  
  • Language skills’ development which develops real communication skills and builds a sense of achievement and progression  
  • Rich learning contexts which are relevant to young people, promote inquiry and thinking skills, develop global citizenship and reflect learners’ wider skills development in other areas of the curriculum  
  • Learner participation and learner voice are embedded into all aspects of planning and improvement. Curriculum design and development are informed by young people
  • Opportunities for young people to apply their language skills e.g. through partnership projects with other schools (both at home and abroad), through cultural partners or initiatives which promote employability.

Secondary L2

In terms of the secondary BGE, the Scottish Government Languages Working Group 1+2 Policy Recommendations state that:  

All pupils in secondary schools have an entitlement to language learning throughout the broad general education. Young people learning languages are expected to experience the third level experiences and outcomes as part of their broad general education, under the umbrella of language study. The Working Group expects young people to continue with some form of language study in the L2 language up to the end of the broad general education, i.e. to the end of S3.  (Scottish Government, 2012, p.19)  

The entitlement outlined above is in place to ensure that learners are guaranteed language learning experiences and outcomes which can bring a huge range of benefits including in communication skills, attainment, literacy skills, global citizenship, and employability. Entitlements alone, however, cannot deliver these benefits and it is key that learners have a rich and engaging experience of languages through pathways which support and challenge them towards their best possible outcomes. The development of relevant and engaging learning pathways which set high expectations for all learners can make a significant difference in terms of their experience of language learning.  

Key considerations for planning the secondary L2 in the BGE include:  

  • L2 learning is continuous (until the end of S3) and builds progressively on previous learning in primary school or earlier years of secondary school 
  • Planning avoids, “starting from scratch” and aims to build on previous learning from primary.  Learning can be revisited through fresh contexts which are relevant, meaningful and build wider skills.  
  • Adequate time is given to language learning, year on year from S1 to S3, to ensure continuity and depth of learning 
  • Curriculum models are designed to ensure coherence across languages (without being repetitious i.e. covering exactly the same content.)  
  • Learners inform and drive the development of curriculum and learning and teaching activities through learner voice activities to ensure these are high quality, relevant and meaningful to young people  
  • Learner choice and ownership of learning are developed where possible throughout the BGE  
  • Learning pathways are purposeful and progressive, building engagement, depth of learning and opportunities to succeed. They are developed in partnership with young people to ensure that learning is relevant to their lives and future needs.  

Language learning is a process which takes time.  There is an ongoing need for schools to ensure that adequate curriculum time is allocated to languages throughout the BGE in order to ensure that learning and attainment are not compromised, and that meaningful experiences can be developed in both L2 and L3.  

Continuity in the L2 until the end of S3 is key and so models where learners choose options or blocks of language as opposed to completing a full S1 to S3 learning experience do not fulfil entitlements. These points are reiterated in the Education Scotland document, 1+2: FAQs and Answers. (Education Scotland, 2017).  

Secondary L3

L3 learning enables us to explore language, culture, global citizenship and to build transferable skills across languages including intercultural competences and literacy.  By developing new (or progressive from primary) language learning experiences, we develop opportunities for young people to:  

  • Build confidence across languages  
  • Develop transferable skills and strategies for language learning  
  • Develop inter-cultural competences  
  • Embed their learning within themes relating to the wider curriculum including sustainability  
  • Develop authentic learning experiences through school partnerships  
  • Have choices of language and continued learning beyond the BGE 
  • Gain accreditation in multiple languages  

L3 language learning is often contextualised within cultural and language-related themes. There is, however, also an opportunity to extend this and to explore how this learning can contribute to young people’s wider development and skills.  These may include opportunities to:  

  • Embed wider achievement e.g. Volunteering activities, intergenerational work, eco schools activities  
  • Develop school partnership projects e.g. working with another school to share learning, develop joint initiatives or create pupil partnerships
  • Developing learner leadership e.g. learners working with cluster primary schools to share and lead learning, leading family learning activities  
  • Explore key issues relating to rights and responsibilities e.g. human rights, the environment, fair trade etc.  
  • Contextualise learning within a country visit linked to the L3 language. e.g. a virtual visit to the country, what language(s) do you need to learn to get by, how would you learn this/these, what skills do you bring from previous language learning experiences?  

The Education Scotland L3 audit tool (Education Scotland) provides a comprehensive list of key reflective questions for L3 planning in both primary and secondary schools. (see Resources).  

For latest advice and guidance on planning for L2 and L3, please refer to the Education Scotland 1+2 Languages and SCILT websites (see Resources).  

Learner voice and participation

Learner voice is key in informing the development of a coherent and meaningful languages BGE and in ensuring that young people are engaged in, and see the relevance of, their learning.  Examples of effective practice where learners have either led or contributed actively to curriculum planning, development and evaluation include:  

  • Languages leadership groups: learners working with secondary languages teachers to identify key areas for improvement and leading on initiatives such as developing engaging home learning activities
  • Learner voice focus groups e.g. learners working with teachers to review learning and teaching content and approaches  
  • Learner questionnaires e.g. year group responses on learning, language choices, their view of language learning etc.  

These activities are key to understanding how our learners perceive their experience of language learning and in particular, its relevance for them and their future.  However, for such learner feedback to be effective in promoting the engagement of young people with their language learning, it requires a school community (practitioners and leaders) to proactively reflect upon learner feedback and make improvements.   

Sometimes, such learner voice activities show BGE secondary pupils feeling disconnected from their language learning and struggling to see the point of it.  This can, in turn, sometimes been cited as a rationale for offering early exit points for language learning through the BGE e.g. early opt out at the end of S2.  It should be noted, however, that an option to drop languages earlier in the BGE is both counter to entitlements and does not resolve the key issues at stake – namely of learner motivation and engagement.  If issues of learner disengagement are raised, it is a prompt for schools and practitioners to interrogate existing practice and to identify and develop measures to support improvement. Some key actions and actions in this scenario may include:  

  • Learner voice activities identifying when and why learners disengaged from language learning.  E.g. Did they enjoy it when they were in younger years and if so, what did they enjoy about it?  How does their experience in languages differ from that in other curriculum areas? What do they enjoy about current language learning? 
  • Reflecting on learner engagement in language learning as a whole: do learners see it as being relevant to their current and future lives and if not, can practice be adapted to increase relevance?  
  • Reflecting on cultural engagement: Are learners engaged in the culture of target language countries? Can they identify with and connect to the language they are learning?
  • Reviewing BGE curriculum models to ensure that L2 and L3 planning provides clearly identified learning pathways which learners understand and are engaged in.
  • Review of time allocations to support delivery of one or more languages.  Is there sufficient time allocation within the BGE to allow for a meaningful learning experience which supports progression?
  • Exploring learning and teaching with learners: Do learners have a sense of achievement and progression? Are their language learning experiences meaningful to them?  Do they feel that they are developing key skills for the future?  

How are we doing?

  • We provide an engaging, meaningful, relevant and continuous L2 learning experience until the end of S3.     
  • Through progressive and purposeful pathways, we develop multiple language learning experiences (L2 and L3) which develop young people’s literacy, skills across languages and intercultural understanding.
  • We fully engage with learner voice as part of our ongoing improvement and enable learner participation to inform all aspects of our planning.   

Record your practice

Now you have researched the methodology and best practice in Secondary BGE it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Download the Secondary BGE self-evaluation PDF (128 KB)

Education Scotland, A 1+2 approach to modern languages

Available at: https://education.gov.scot/improvement/learning-resources/a-1-plus-2-approach-to-modern-languages

Education Scotland (2017) Education Scotland Benchmarks Modern Languages

Available at: https://education.gov.scot/improvement/Documents/ModernLanguagesBenchmarksPDF.pdf

Education Scotland (2004) Curriculum for Excellence Modern Languages Experiences and Outcomes, 

Available at: https://education.gov.scot/Documents/modern-languages-eo.pdf

Education Scotland (2017) 1+2 Languages: FAQs and Answers

Available at: https://education.gov.scot/improvement/documents/modlang7-faq-and-answers.pdf

Education Scotland (2021) 1+2 Languages: L3 audit tools for use in primary and secondary contexts,

Available at: https://education.gov.scot/improvement/learning-resources/1-plus-2-languages-l3-audit-tools-for-use-in-primary-and-secondary-contexts/

Education Scotland, Modern Languages: Principles and Practice

Available at: https://education.gov.scot/Documents/modern-languages-pp.pdf

SCILT S1 - S3

Available at: https://scilt.org.uk/S1-S3/Promotinglanguages/tabid/1423/Default.aspx

Scottish Government (2012) Language Learning in Scotland, A 1+2 Approach

Available at: https://www.gov.scot/publications/language-learning-scotland-12-approach/

Supporting Documents

This document contains information about the background to the 1+2 approach and the approach itself.

Language Learning in Scotland A 1+2 Approach

This document explores the progress the 1+2 approach has made and sets out the strategic plan for implementation of the approach from 2017 – 2021.

Language Learning in Schools – Strategic Plan for Implementation 2017-2021

This paper offers a series of reflective questions to assist schools in their implementation of their 1+2 strategy.

Languages: A 1+2 Approach Building your strategy

This site contains a set of FAQ about the 1+2 approach.

SCILT A 1+2 Approach FAQ

Self-Evaluation

These tools will help practitioners to gauge whether their proposals fulfil the criteria to provide a suitable L3 experience.

1+2 languages: L3 audit tools for use in primary and secondary contexts

The document is designed to support Confucius Classroom staff and schools as they reflect upon their practice and evaluate the overall impact of the Confucius Classroom Hub. General principles apply for other languages.

Confucius Institute Self-Evaluation Framework

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