L2 Primary

A rich and continuous language learning experience throughout primary school sets the foundations of all language learning thereafter. By engaging with this learning experience collaboratively, exemplifying growth mindsets and exploring language and culture in partnership with learners, we can make a significant and positive impact on children’s experience of language learning.

This section explores Primary L2 Planning in relation to the following three How are we doing? self-evaluation statements:

  • Our P1 to P7, whole-school L2 curriculum is progressive, continuous, and is developed through regular discrete language learning, embedded language (e.g. daily routines and classroom language) and interdisciplinary learning.
  • Through high-quality language learning experiences, we support the development of learners’ L2 language skills, literacy, and wider skills.
  • We provide a rich, intercultural language learning experience for our learners, creating opportunities to use language in a real and meaningful way and sparking enthusiasm and engagement.

Click on the links below to read more about the key themes of Primary L2 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.

L2: Shared purpose L2: A shared approach L2 Planning Planning across improvement priorities L2 partnerships & culture L2: Professional learning

L2: Shared purpose

A shared understanding of the purpose of L2 is a key starting point for planning and helps to ensure motivation and engagement across a whole-school community. The bullet points below set out some key considerations:

  • All children are entitled to continuous language learning from P1 to P7.
  • The L2 is often a child’s first experience of language learning and so schools and practitioners are key in ensuring that this is positive, motivating, and engaging.
  • Modelling a positive and proactive approach to language learning supports an ethos of equity, inclusion, and aspiration for all learners.
  • Language learning has the potential to be transformative in terms of children and young people’s global mindsets, life experiences and life chances.
  • By learning a language continuously throughout primary school, we have the opportunity to provide a foundation for meaningful future learning at secondary school and to spark a life-long enthusiasm for language learning.
  • L2 learning – developed by every teacher throughout primary school – provides a continuous and meaningful language learning experience. Depth of learning, progression, and global citizenship are key aspects of this learning experience.
  • By developing a whole-school and shared approach to language learning and development, we can model working and learning together, developing learning with partners (e.g. partner schools, parents etc.), identifying next steps and celebrating achievement and success.

Education Scotland (2017, p.9) notes ‘Language learning contributes to improving literacy, numeracy, employability and health and wellbeing, all as part of our shared vision for Scottish education to deliver excellence through raising attainment and achieving excellence and equity across the system.’ Where planned with the benefits of language learning in mind, teachers and schools can seek to use language learning as a wider opportunity to raise attainment, enhance literacy skills, improve health and well-being, promote achievement, and develop learners’ sense of global citizenship.

L2: A shared approach

A whole-school approach, developed in partnership with cluster colleagues and other partners, helps to create more sustained and effective language learning models in primary schools. Curriculum planning should aim to support language learning for every learner in every classroom and should aim to provide a meaningful and rewarding experience for teachers and learners alike.

Furthermore, by planning and working collaboratively as a whole school, we engage practitioners in the process both positively and proactively. The result is that we are better placed to develop a coherent and supportive language learning model which delivers on entitlements for children.

The following table shows key aspects of curriculum planning for languages, how these can be developed collaboratively, and what their potential impact is on whole-school engagement:

Planning   Impact
School level
A coherent plan for languages which progressively develops from P1 to P7 and which transitions into secondary school
  • Clarity of expectation around learning and teaching at each stage
  • Collective input and development by all teachers
  • Enables planning across stages and sharing practice
  • Plan can be used to support stage to stage transition and handover
‘Every teacher is a language teacher; languages are learned in every classroom’ approach shared across the whole school community
  • Planning developed as a whole school community creating a supportive and shared model
  • All teachers contribute to planning, regardless of own language skills
  • Networks within a school community support with developing teacher skills and confidence
Regular, dedicated, timetabled language learning, P1 to P7
  • Clear expectation around the development of language learning through discrete language lessons (e.g. planned language learning activities) and embedded learning (e.g. classroom routines, learning through IDL etc.)
  • Little and often approach supports ongoing development of learner and teacher skills
  • Embedded learning and teaching reinforce the importance of language learning for all
L2 learning embedded within daily routines and classroom practice
  • Collaborative approach to developing embedded language e.g. whole school step-by-step implementation of new language
  • Whole school / stage phrase of the week
  • Sharing practice in developing language
  • Learner leadership of new language e.g. pupil language leadership group introducing new phrases at assembly
Support and encouragement for practitioners to explore how language can be embedded across the curriculum
  • Sharing practice on using language across the curriculum e.g. directions (left /right) developed through maths activities, body parts developed through PE activities
  • Whole school engagement with local authority support e.g. professional learning, support resources
  • Whole school focus on developing language in one curricular area e.g. focus on health and well-being and language, focus on outdoor learning and language (this could be linked to wider improvement planning to support with linking priorities)
  • Sharing practice on L2 development as part of thematic interdisciplinary learning
  • Inclusion of language in school events e.g. all classes include an L2 activity at Christmas party, end of term concert etc.
Language visible in classrooms and around the whole school environment

 
  • Supports use of languages around school environment
  • School signage e.g. the canteen, reinforces learning for all
  • Can be used to support whole-school/stage phrase of the week
  • Shared responsibility for new language displays e.g. language learning shared by all classes
Key points in the whole school calendar, dedicated to language learning
  • Brings whole school development into focus
  • Key points in the week for language focus e.g. Multilingual Mondays, French Fridays
  • Whole-school approach to key points of the day e.g. language routines in the morning, break-time, lunch-time, end of the school day
  • Language focus weeks e.g. Languages Week Scotland (first week in February)
  • Linking language learning to other calendar focus days e.g. World Book Day, Fairtrade Fortnight etc.
A coherent approach to supporting professional learning
  • Ensuring that where L2 learning is not yet fully embedded, languages are an ongoing part of improvement planning and development
  • Providing languages induction information where required e.g. information for new staff on progression plans and where to find support resources
  • Engagement with local professional learning opportunities for whole school, individual staff, new teachers
  • Support and encouragement for practitioners to engage in professional learning in languages to develop confidence, , skills and pedagogy
Working with other schools/clusters
Partnership working with other schools
  • Sharing practice and exploring approaches to improvement planning
  • Practitioner partnerships across schools can support ongoing development e.g. sharing resources and ideas
  • Partnerships projects with schools at home and abroad, sharing learning, language and culture e.g. learner pen-pals, sharing videos of cultural activities and festivals (e.g. social dancing), music activities (e.g. exchanging songs) and multilingual or bilingual story writing in partnership with other schools
Partnership working in cluster groups to support coherence in progression
  • Shared planning provides consistency of experience across schools
  • Moderation and sharing practice with stage partners across cluster groups supports developing practice and confidence
  • Shared, coherent, and engaging approaches to transition which support continuity in language learning and build on prior learning
A progressive model for transition which builds on prior learning and engagement
  • Partnership working with cluster partners to ensure equity of learning and experience across cluster schools
  • Language focus transition events e.g. secondary led language and culture sharing events
  • Secondary practitioner engagement visits to P7 (or vice versa)
Wider community (local, family, national)
Celebration and sharing of language learning with whole-school community
  • L2 embedded in school assembly calendar and sharing learning by different stages
  • Regular sharing of language learning planning and achievements e.g. parent learning updates, social media, school website
Family learning
  • Family events sharing language and culture
  • Family learning events and initiatives with learner led learning of languages
  • L2 inclusion within parental events e.g. nativity, school fair, school concerts
  • Parents leading learning and sharing expertise and experiences in languages
  • Family inclusion in professional learning of languages
  • Partnership approach to family learning of languages e.g. SCILT Oui Famille project (see Resources)
Sharing of partnership opportunities
  • Raises the profile of language learning and provides interesting and engaging contexts for learning for learners
  • Engaging with national partner competitions, initiatives and resources brings opportunities for learners to apply their learning in meaningful contexts e.g. SCILT business language champions awards, Euroquiz, Education Scotland L2 and L3 resources
  • Creating a learning partnership with another school in Scotland or abroad e.g. learning exchange of numeracy linked to L2 with another similar stage in a different school in Scotland or abroad

L2 Planning

Research (Driscoll et al. 2004; Edelenbos et al. 2006) points to the critical importance of continuity in L2 language learning. This underlines the need for a collaborative and whole-school approach to L2 development from P1 to P7, ensuring that learners build progressively on learning without significant gaps. This requires primary teachers to work collaboratively and share planning, resources, and support across whole school communities.  Some practical steps in supporting this might include:

  • Developing and embedding a coherent and shared P1 to S3 cluster L2 framework which links to wider development of skills and learning
  • Working collaboratively with stage partners (in school and/or across schools) to share practice and resources
  • Looking for opportunities to build prior learning into planning wherever possible

The development of language learning requires regular, planned, and dedicated time within the curriculum. The expectation nationally is that primary language learning involves both regular and planned learning in addition to the embedding of language into daily routines and classroom practice.  In relation to languages, CfE Principles and Practice notes that:

“Appropriate, regular formal language learning input will be needed at all stages in order to ensure learners acquire a greater depth of understanding beyond embedding.” (Education Scotland, 2012 p.3)

Further to this, The British Council report, Language Trends 2019, notes that:

“Where there is no reliable amount of time set aside each week and each year for (primary) language teaching it is difficult to ensure that children achieve the expected outcomes.” (British Council, 2019, p.18).

Planning across improvement priorities

One frequent concern raised by schools is around finding the time to develop language learning within a busy primary curriculum. Schools have often cited competing priorities as a challenge as captured in the annual Scottish Government 1+2 Languages survey report.

There are a range of ongoing improvement priorities in Scottish education such as literacy, numeracy, STEM (Science Technology Engineering and Mathematics) and digital skills. Whilst these can appear to be competing in terms of time, they also present opportunities to plan across these areas of improvement and link to language learning.  Languages can be applied in any curricular context, which can enable interdisciplinary learning across a range of priorities for improvement.

In response to questions around time and competing priorities, Education Scotland states that:

Learning should be made available in a range of ways including interdisciplinary learning and a range of opportunities which ensure a broad approach.  Language learning contributes to improving literacy, numeracy, employability and health and wellbeing, all as part of our shared vision for Scottish education to deliver excellence through raising attainment and achieving excellence and equity across the system. Effective curriculum models, inter-disciplinary learning and clear learner progression and pathways for language learning are essential to the success of our languages policy. (Education Scotland, 2017, P9)

By linking areas for planning and improvement, schools can explore languages across the curriculum, consolidate language learning and provide opportunities for children to apply their learning in real and relevant contexts. Some exemplification is provided below:

Area for development Linking to languages
Literacy Research (Murphy et al., 2015) points to the positive impact L2 literacy development can have on L1 literacy skills.  Planning literacy and language together allows us to explore the synergies and links between these two areas.

L2 activities which can contribute to literacy include:

  • Second language reading e.g. phonics
  • Knowledge of the alphabet
  • Reading text and finding information
  • Decoding language to understand meaning
  • Listening to and reading texts in the L2
  • Writing activities e.g. sentences, letters, postcards
  • Rules of language e.g. capital letters, punctuation, grammar, word order etc
  • Talking skills and presentations
Numeracy Exploring numeracy through another language can be a powerful tool in providing learners with a fresh experience which can improve confidence, develop skills, and enhance learning.

L2 activities which can contribute to numeracy include:

  • Counting activities
  • Calendar – dates, days, months, years
  • Shapes and patterns
  • Number and number processes e.g. addition, subtraction, division
  • Time
  • Using money e.g. transactional activities such as buying items in a shop/market/restaurant, exploring other currencies and exchange rates
  • Measurements e.g. bilingual (L1/L2) measurement activities
Health and well-being Many activities which contribute to health and well-being can be linked to language learning.  These include:

  • Talking about feelings and emotions e.g. How are you? I’m tired. I’m happy etc.
  • PE activities in the L2 e.g. simple warm-ups, dance activities etc.
  • Talking about body parts and actions
  • Dance activities, following instructions in the L2
  • Food – healthy eating, fruit and vegetables etc.
  • Outdoor learning activities e.g. playground games in L2
  • Healthy routines e.g. washing hands
STEM Many STEM activities involve instructions and so where simple instructions can be developed in the L2, this brings additionality to a task. Many STEM industries and sectors operate globally and so linking languages and STEM can also create realistic, employability contexts in which learners can apply their skills.

  • Following simple instructions in L2 to create an object/complete a STEM related task
  • Outdoor learning activities e.g. bug hunt/bird watch/spring bingo in L2
  • Environmental activities linked to L2 e.g. litter pick
  • Science topics with L2 embedded as part of learning e.g. Solar system and learning the planet names, putting them in order and/or describing them in the L2

Resources and professional learning which support development in these areas can help to develop practitioner confidence and skills in using the L2 in interdisciplinary learning.

L2 partnerships & culture

L2 learning is an opportunity for children to develop their interest and engagement in language and cultures.  Culture is a key aspect of language learning, without which, language has less meaning for learners and is decontextualised. When cultural understanding is developed and deepened over a number of years, learners have the possibility of building a meaningful and positive relationship with the language they are learning.  Setting L2 culture in the context of our own cultural experiences also brings opportunities to reflect upon the importance of culture and what it means for ourselves and others. Comparing life in school for example or food cultures can be a useful way of beginning to understand ourselves within a global context.

Learning about culture can be developed through a rich range of approaches and across the curriculum. These include themes such as religion and religious festivals, food, music, dance, playground games and geography, as well as considering how social relationships (e.g. friendship, politeness) are expressed through different cultural practices.

By developing intercultural learning, learners have the opportunity to explore different world views, to share learning and to develop their intercultural skills.  This can extend to opportunities to explore learning linked to global citizenship such as sustainability, equity, diversity, and inclusion.

More detailed information on developing culture is included in the Culture section of this tool.  (See Associated Sections at the bottom of this page).

L2: Professional learning

A range of professional learning and support resources are offered locally and nationally to support the development of languages and culture. This includes:

  • Local authority professional learning to support language specific development, planning and improvement
  • Local authority support resources
  • National learning offers developed by SCILT

Schools should ensure that opportunities for development are provided through professional learning review processes and improvement planning.

For further advice on professional learning for primary languages, please see Primary Professional Learning.

How are we doing?

  • Our P1 to P7, whole-school L2 curriculum is progressive, continuous, and is developed through regular discrete language learning, embedded language (e.g. daily routines and classroom language) and interdisciplinary learning.
  • Through high-quality language learning experiences, we support the development of learners’ L2 language skills, literacy, and wider skills.
  • We provide a rich, intercultural language learning experience for our learners, creating opportunities to use language in a real and meaningful way and sparking enthusiasm and engagement.

Record your practice

Now you have researched the methodology and best practice in L2 Primary 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 L2 Primary self-evaluation PDF (243 KB)

British Council (2019) Language Trends 2019 Language Teaching in Primary and Secondary Schools in England Survey Report

Available at: https://www.britishcouncil.org/sites/default/files/language-trends-2019.pdf

Driscoll P, Jones J, Martin C, Graham-Matheson L, Dismore H, Sykes R (2004) A systematic review of the characteristics of effective foreign language teaching to pupils between the ages 7 and 11. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Available at: http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/MFL_2004review.pdf?ver=2006-03-02-125233-317

Edelenbos, P., Johnstone, R., Kubanek, A. (2006) The main pedagogical principles underlying the teaching of languages to very young learners. Final report of the EAC 89/04, Lot 1 study.

Available at: https://ec.europa.eu/assets/eac/languages/policy/language-policy/documents/young_en.pdf

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) 1+2 Languages: FAQs and Answers

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

Education Scotland, Modern Languages: Principles and Practice

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

Murphy, V., Macaro, E., Alba, S. & Cipolla, C. (2015) ‘The influence of learning a second language in primary school on developing first language literacy skills.’ Applied Psycholinguistics. 36:5, pp.1133-1153

Available at: https://www.cambridge.org/core/journals/applied-psycholinguistics/article/abs/influence-of-learning-a-second-language-in-primary-school-on-developing-first-language-literacy-skills/040B606802CB21D90037B4F13DE51B6D

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

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

Scottish Government (2020) 1+2 Language Learning Survey: Report

Available at: https://www.gov.scot/publications/12-languages-implementation-findings-2019-local-authority-survey/pages/3/

Research in Primary Languages

Available at: https://ripl.uk/

European Centre for modern Languages of the Council of Europe, Early language learning

Available at: https://www.ecml.at/Thematicareas/Earlylanguagelearning/tabid/1626/language/en-GB/Default.aspx

Progression documents

Modern Languages Experiences and outcomes are a set of clear and concise statements about children's learning and progression in Modern Languages. They are used to help plan learning and to assess progress.

Curriculum for Excellence Modern Languages Experiences and Outcomes

Modern Languages Benchmarks provide clarity on the national standards expected within languages at each level. They set out clear lines of progression from first to fourth levels. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers' and other practitioners' professional judgements.

Modern Languages Benchmarks

The Early Level Partial Experiences and Outcomes and Benchmarks provide clarity on the national standards expected within languages in P1.

Early Level Modern Languages Experiences and Outcomes and Benchmarks for use from Primary 1

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: First to Second Level

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: Second to Third Level

This website contains example progressions as well as resources and ideas to support the teaching of grammar and phonics in the target language.

NCELP - National Centre for Excellence for Language Pedagogy

The ELP is a document in which those who are learning or have learned one or more languages can record and reflect on their language learning and intercultural experiences.

European Language Portfolio

Examples of the 1+2 approach

The resource is designed to support practitioners to implement the 1+2 approach. It provides guidance and examples videos and documents to demonstrate how languages and cultural awareness can be taught.

A 1+2 approach to modern languages

A leaflet produced by the National Parent Forum for Scotland which explains the 1+2 Approach, discusses the purpose of the approach and shares how parents can support their child/ren with language learning.

Languages in a Nutshell Leaflet

The Barry Jones Archive: Target Language. A booklet which sets out the case for using target language in the classroom and provides practical suggestions on how this can be done effectively to support pupils to make progress in their language learning.

You Speak, They Speak

ACTFL is an individual membership organization of more than 13,000 language educators and administrators from elementary through graduate education, as well as government and industry. It aims to provide vision, leadership and support for quality teaching and learning of languages. This article provides advice, guidance and suggestions for how to use the target language in the classroom.

Facilitate Target Language Use

Poems which can be used by learners in French, Spanish, German and other languages & exemplification on how these could be used.

ALL Literature Project

Support resources, exemplification on integrating languages and links to external support sites.

Primary Languages resources

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 report discusses the benefits of language learning and suggests some practical approaches to implementing the 1+2 approach in schools.

SCILT Modern Languages Excellence Report

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

SCILT A 1+2 Approach FAQ

Partnerships

A leaflet produced by the National Parent Forum for Scotland which explains the 1+2 Approach, discusses the purpose of the approach and shares how parents can support their child/ren with language learning.

Languages in a Nutshell Leaflet

This guide for parents aims to provide information to parents about their child/ren’s entitlement to language learning. It also answers common questions parents might have about language learning and provides advice on how parents can help their child/ren to understand the benefits of language learning.

Making languages count for my child: A guide for parents on language learning entitlement in Scotland

he 'Engaging parents and families: A toolkit for practitioners’ has been developed to provide practitioners with a practical resource to help support partnerships with parents and families in all aspects of their children’s learning. The toolkit is a comprehensive online resource which will continue to be reviewed and refreshed with new content. Each section of the toolkit is a standalone document to enable practitioners to select the specific topic they require.

Engaging parents and families - A toolkit for practitioners

Information about the different ways assessment and achievement can be carried out and progress shared with learners and their families. 

Education Scotland Parentzone information

SCILT, Scotland’s National Centre for Languages and the Confucius Institute for Scotland’s Schools (CISS) work with businesses, schools and Developing the Young Workforce (DYW) groups across Scotland. The aim is to support the Scottish Government’s youth employment strategy and to build capacity in language and employability skills. They offer several different initiatives to support the employability agenda and the role languages play within it. Information about Business Language Champions, language promotional events and business events is shared in this guide.

Developing Scotland’s young workforce through language

Bilingualism Matters is a research and information centre at the University of Edinburgh. It studies bilingualism and language learning, and communicates what it knows to enable people to make informed decisions based on scientific evidence.

Bilingualism Matters

The Mother Tongue Other Tongue (MTOT) multilingual poetry competition celebrates linguistic and cultural diversity through creative writing, and showcases the many languages spoken and learned by young people in school and at home.

Mother Tongue Other Tongue (MTOT) multilingual poetry competition in Scotland

The aim of these programmes is to raise the profile of languages among pupils, staff and the wider community, share information about the importance of modern language skills for work and life and to encourage fellow pupils to continue studying modern languages. The Pupil Language Ambassadors (PLAs) scheme is targeted at pupils in years 7-9 in LEA maintained secondary schools in Wales. These pupils are chosen by their teachers to lead the campaign of promoting the value of studying languages among the school community in partnership with the Modern Languages Department and are trained by Routes Cymru. Student ambassadors are students who study a range of subjects along with languages who work with schools to achieve the aims above.

Routes into Languages Cymru Pupil Ambassadors and Student Ambassadors Programmes

Euroquiz is an annual project open to all P6 pupils across Scotland, which sees teams of four working together to broaden their knowledge of Europe and the wider world. Subjects covered include languages, history, geography, culture and European affairs.

Euroquiz

European Union National Institutes for Culture – is the European network of organisations engaging in cultural relations.

EU National Institutes for Culture in Scotland

The French Institutes offers opportunities to share information about the culture of the French language, develop professional learning and take part in collaborative projects.

Institut français d'Écosse

A local not-for-profit organisation, it reflects the desire to share with others the love of the French language and culture, as well as other various aspects of the French way of life.

Alliance française de Glasgow

The Goethe-Institut is the Federal Republic of Germany’s cultural institute, active worldwide. It promotes the study of German abroad and encourages international cultural exchange.

The Goethe Institute

The Spanish Embassy Education Office represents the Ministry of Education and Vocational Training of the Government of Spain in the United Kingdom and the Republic of Ireland. Its main objective is the promotion of the Spanish language and culture among teachers, Hispanists and students, as well as, in general, anyone interested in Spain and the Hispanic world.

Spanish Embassy Education Office in the UK

National hub for the development of Mandarin and Chinese culture. Includes resources and support for developing practice.

Confucius Institute for Scotland’s Schools (CISS)

Scotland’s national agency for the development of Gaelic Medium Education (GME) and Gaelic Learner Education (GLE). Includes links to parent specific support resources and resources for schools such as Go Gaelic! (GLE learning resource site for primary schools) and Stórlann, the national Gaelic language resource development agency.

Bòrd na Gàidhlig

The Japan Foundation promotes international cultural exchange between Japan and the rest of the world, and provides financial support for a range of international cultural exchange programmes.

The Japan Foundation 

The Polish Consulate offers opportunities to share information about the culture of Polish, develop professional learning and take part in collaborative projects.

The Polish Consulate in Edinburgh

Support resources, exemplification on integrating languages and links to external support sites.

Primary Languages resources

The Language Assistant programme is a programme organised by the British Council where native speakers are employed as a language assistant in a UK classroom.

British Council Language Assistant Programme

A video resource, describing the merits and deployment of MLAs in languages classrooms.

Modern Language Assistants (MLAs) in Scottish schools

The GET programme is a partnership with German universities where student teachers in Germany work in Scottish primary and secondary schools for part of a school session.

German Education Trainees

Intercultural Learning

A guide to the opportunities available and the benefits that international engagement can bring in delivering equity and excellence across the curriculum.

Learners International: International Learning Opportunities

The John Muir Award encourages people of all backgrounds to connect with, enjoy and care for wild places. It’s free, open to all and works best with participants at later stage of primary education and beyond.

The John Muir Award

This project aims to have students from a Chinese school and students from a Scottish school achieving level one of the award, using their foreign language and their journeys with each other from two different educational and environmental settings across two different countries.

John Muir Award - A Scotland/China Project

Connecting Classrooms allows pupils to learn about global issues through working with either a group of schools in the UK or a school in another country. 

British Council Connecting Classrooms 

This website contains examples of lesson plans and activities to support language learning in primary and secondary classes using the CLIL approach to language teaching. Language is taught through another curricular area e.g. numeracy or science.

ELAPSE

In 2015, world leaders agreed to 17 Global Goals (officially known as the Sustainable Development Goals or SDGs). These goals have the power to create a better world by 2030, by ending poverty, fighting inequality and addressing the urgency of climate change. The website has more information about the goals and how schools can promote use of the Sustainable Development Goals in learning so that children can contribute to a better future for all.

The Global Goals

Support resources, exemplification on integrating languages and links to external support sites.

Primary Languages resources

Poems which can be used by learners in French, Spanish, German and other languages & exemplification on how these could be used.

ALL Literature Project

The Association for Language Learning (ALL) provides an explanation and examples of CLIL in practice.

CLIL support and exemplification

Useful summary with practical ideas on getting started with developing CLIL approaches.

FluentU blog - Understanding CLIL approaches

Provides a summary of CLIL and how this can be developed.

Content and Language Integrated Learning

The ENACT website helps people to learn languages through cultural activities around the world. Explanations of how to carry out a favourite cultural activity are given in the target language e.g. origami in Japanese.

ENACT – Learning Language Through Culture

Professional learning opportunities

GTCS approved qualification which can lead to Professional Recognition. The distance learning programme provides an opportunity for teachers to study a language at the same time as pedagogy for language teaching.

OU/SCILT Teachers Learning to Teach Languages (TELT)

The Languages Leadership Programme developed by Education Scotland and SCILT, supports local authorities by building capacity to achieve a sustainable model for leading language learning and teaching for all. Open to those who are interested in developing approaches to language learning and in implementing change in their own contexts, this might include: classroom teachers, principal teachers, heads of department, heads of faculty or languages lead practitioners.

Languages Leadership Programme

SCILT aims to provide high quality professional learning opportunities to support the teaching and learning of languages across all sectors and all parts of the country. They offer a range of formal courses, workshops, bitesize drop in sessions and additional sessions throughout the school year.

SCILT Professional Learning Opportunities

The OU offers a range of language courses for a variety of levels. There are introductory – advanced level courses.

Open University Language Courses

Edinburgh University offers a range of language courses for a variety of levels.

University of Edinburgh Short Courses in Languages

University of Glasgow offers a range of language courses for a variety of levels.

University of Glasgow Short Courses in languages

The Centre for Lifelong Learning offers a variety of language courses

University of Strathclyde Short Courses in languages

Dundee University offers a range of language courses for a variety of levels. There are introductory – advanced level courses.

University of Dundee Languages for All Courses

The University of Aberdeen Language Centre offers a wide range of foreign language evening classes from beginners to advanced

University of Aberdeen Short Courses in languages

Back to section overview

Associated sections