L3 Primary

L3 (Language 3) is an opportunity to explore engaging, intercultural experiences which develop learners’ skills across across languages and global citizenship.  It offers rich and engaging contexts for learning across the curriculum and opportunities for learners to develop their wider skills, interests, and achievements.

This section explores L3 Primary Planning in relation to the following three How are we doing? self-evaluation statements:

  • Our L3 planning is coherent, developed in partnership with cluster partners and reflects our school’s ethos, community, and vision for languages.
  • By exploring different countries, languages, and cultures we develop our intercultural learning, our understanding of different world views and explore global challenges and solutions, linked to our wider curriculum.
  • Through our L3 learning, we develop transferable language skills, explore links across languages, develop strategies and build confidence in languages and literacy.

Click on the links below to read more about the key themes of L3 Primary 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.

L3 Planning and Development L3 key considerations L3 Intercultural learning

L3 Planning and Development

L3 development in the primary sector provides an opportunity to develop:

  • Increasing experiences and outcomes across languages
  • Rich, multicultural learning experiences
  • Learning about the wider world and global citizenship
  • Intercultural skills
  • Links across languages and literacy
  • Transferable language skills
  • Meaningful learning in a range of contexts and across the curriculum

L3 primary planning is an opportunity to give learners a wider range of language learning experiences.  This learning is typically developed year on year, over the course of P5 to P7, through a number of possible approaches. These include developing L3 in one additional language year on year (e.g. three progressive Spanish blocks delivered over three years) or two or more different languages (e.g. British Sign Language, German and Scots). Possible approaches for delivery, planning, skills development, and outcomes for L3 are shared below. These can be combined to develop a bespoke cluster or school model in line with learner needs and school planning.

Delivery

  • Language spoken by a teacher, learner, family member, school partner etc.
  • Language delivered by an external specialist e.g. German Education Trainee, Mandarin specialist, Gaelic teacher etc.
  • Language being learned by the teacher whilst delivering the learning
  • Learner led: Learners working in groups and using reference and digital tools to learn aspects of a language e.g. greetings, talking about self and key phrases for a trip abroad

Planning

  • Regular planned learning over a designated period of time (e.g. weekly sessions over a year or a term)
  • One language revisited progressively year on year (P5, P6 and P7)
  • Different language experiences developed year on year e.g. P5 Gaelic, P6 Spanish, P7 Polish – (with a focus on transferable skills development across languages)
  • Language linked to interdisciplinary theme/topic e.g. Scots, Japanese, Gaelic, Polish. For example, a country study with language learning embedded within the topic.

Skills development

  • Progressive learning of 1 or more languages and developing skills in line with Curriculum for Excellence Experiences and Outcomes (2nd Level)
  • Global citizenship e.g. linking learning to Scotdec Global Goals
  • Wider achievement e.g. linking to Junior Award Scheme for Schools (JASS) or John Muir Award
  • Exploring world views, developing intercultural competencies, sharing, and exploring culture of self and others
  • Language learning e.g. Exploring what, why and how do we learn languages?
  • Links to literacy and exploring links across languages.
  • Intercultural learning e.g. Partnership projects with other schools (e.g. letters in the language being learned)

Learning Outcomes

  • Creating a presentation about your school in the target language and sharing it with another school at home or abroad
  • Shared literacy projects e.g. stories for younger learners in the language being learned, presentation to families etc.
  • Whole school assembly to share learning
  • Booklet / presentation summary of learning and reflections

The Education Scotland updated L3 guidance document, Language Learning in Scotland: A 1+2 Approach. Guidance on L3 within the 1+2 policy Updated May 2019, provides more detailed guidance on possible planning models and guidance for L3 in general. See resources for links.

L3 key considerations

When planning for primary L3, key considerations for planning may include:

  • A coherent and agreed model across a cluster of schools e.g. Single additional language across all schools P5 – P7, range of languages at different stages, global citizenship focus, community languages focus, shared focus on Scots etc.
  • A meaningful learning experience which is relevant to learners, goes beyond single words and links to wider learning including literacy
  • Progressive planning of language(s) and transferable language skills e.g. learning strategies and approaches are developed across different languages
  • How L3 relates to our whole school community and ethos e.g. working with learners, teachers, parents, local community partners etc. to share and develop our community skills and experiences
  • Development of L3 in line with inclusive curriculum planning e.g. languages spoken by learners and families, British Sign Language etc.
  • Transition into secondary – where language experiences are different across primary schools, how this can be developed progressively into secondary? E.g. Language sharing/celebration events for P7 groups/new S1 cohorts
  • Sustainability of L3 models for delivery

The Education Scotland L3 audit tool provides a comprehensive list of key reflective questions for L3 planning in both primary and secondary schools.   For the link to this document, please see the Resources section below.

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

L3 Intercultural learning

L3 learning provides an opportunity to explore languages, countries, culture, and global citizenship.  Typically, this might include aspects of culture such as food, landmarks, and the arts. Linking L3 learning to the wider curriculum offers an opportunity to link to global issues such as sustainability and to discuss different world views and solutions on this topic. Ideas for how both culture and intercultural understanding might be developed through L3 include:

  • Topics linked to a country study and sustainability (e.g. Scotdec Global Goals)
  • Linking L3 learning to children’s rights initiatives such as Rights Respecting Schools, or World Children’s Day
  • Developing L3 through Religious and moral education, learning about religious festivals in target language countries
  • Embedding L3 within activities linked to the John Muir Award e.g. Mandarin John Muir Award developed by the Confucius Institute for Scotland’s Schools (CISS)

The British Council also offer a range of Global Support Resources which explore a range of global challenges, with learning planners to support practitioners. Developing an L3 project linked to these key issues and developing inter-cultural learning can be further enhanced through school partnerships at home and abroad. The British Council Connecting Classrooms partner finder portal supports schools to link up and develop authentic and meaningful learning with partner schools abroad.

The various resources mentioned above are all available via the Resources section at the bottom of this page.

How are we doing?

  • Our L3 planning is coherent, developed in partnership with cluster partners and reflects our school’s ethos, community, and vision for languages.
  • By exploring different countries, languages, and cultures we develop our intercultural learning, our understanding of different world views and explore global challenges and solutions, linked to our wider curriculum.
  • Through our L3 learning, we develop transferable language skills, explore links across languages, develop strategies and build confidence in languages and literacy.

Record your practice

Now you have researched the methodology and best practice in L3 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 L3 Primary self-evaluation PDF (101 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 Curriculum for Excellence: Religious and Moral Education Experiences and Outcomes

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

Education Scotland 1+2 Languages: L3 audit tool 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, (2019) Language Learning in Scotland: A 1+2 Approach. Guidance on L3 within the 1+2 policy Updated May 2019

Available at: https://education.gov.scot/media/1cugpk4v/modlang12-l3-guidance-may19.pdf

Scotland’s National Centre for Languages (SCILT), Languages in the primary school

Available at: https://scilt.org.uk/Primary/tabid/1291/Default.aspx

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 document contains updated guidance about L3 and the different ways that schools can implement the L3.

Language Learning in Scotland a 1+2 Approach - Guidance on L3 within the 1+2 policy Updated May 2019

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

SCILT A 1+2 Approach FAQ

L3 Language Resources

SCILT resources from a range of different agencies and institutions. Includes support resources in French, Spanish, German, Polish, Japanese, Russian, Mandarin and Gaelic.

SCILT Language resources

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

This resource offers learners an L3 experience, where they can develop a basic understanding and knowledge of Polish language and culture through the medium of the film Gwiazda Kopernika - The Star of Copernicus, which follows the life of the famous Polish scientist.

Gwiazda Kopernika – The Star of Copernicus

This site has resources to support the teaching of Japanese as an L3.

Japanese for Young Learners Scotland

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

Primary Languages resources

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