Leadership: A Shared Vision

The collaborative development of a clear and aspirational vision for languages is an opportunity to reflect upon the purpose of learning and to identify high-level aims and objectives. Through this process we can consider the languages spoken throughout our school communities, in addition to the languages we are learning, and reflect upon how these link to our wider skills and development.  A sense of shared purpose and coherence in planning can have even greater impact when collaboration takes place across groups of schools such as cluster partnerships.   

This section explores developing a shared vision for languages and in relation to the following three How are we doing? self-evaluation statements:  

  • We have a shared, ambitious, and inclusive vision for languages and language learning in our school.
  • Our whole school ethos welcomes, celebrates, and promotes language learning, multilingualism, and multiculturalism. 
  • Our vision and ethos are manifested throughout all aspects of our planning and development, and we regularly self-evaluate to ensure we are making progress and improvement towards our high level aims and objectives.

Click on the links below to read more about the key themes of Developing a shared vision for languages 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.

Developing a shared vision Key considerations for planning Ongoing evaluation and engagement

Developing a shared vision

The question “What is our vision?” is a helpful starting point for discussions which explore our aspirations for language and literacy. When planning is underpinned by dialogue in partnership with others, the process is more collaborative and there is greater engagement in development of practice.  

A vision for languages can be developed as:  

  • A whole-school approach e.g. throughout a whole primary school or secondary school, reflecting inclusion of languages spoken and learned throughout the school community, linked to wider achievement, raising attainment, literacy and language etc.  
  • A cluster of schools i.e. primary schools and their associate secondary e.g. progressive development of language learning, positive partnerships, intercultural experiences, development linked to local communities, celebrating success and languages spoken  
  • Secondary school faculty/department e.g. a commitment to motivating learning experiences, developing skills for work, engaging with transferable language skills, developing young people’s sense of self as life-long language learners  
  • Year groups/stages e.g. Working with a particular year group or stage to re-engage in language learning, giving them ownership over the direction of learning, exploring what they would like to achieve through their learning, engaging with culture and intercultural learning opportunities etc.  
  • Classroom groups e.g. Working with a class group to explore how and what they would like to learn, how this builds on their existing skills, how these can be applied in the community or with partners (for example, through intergenerational learning projects, making links with other schools, taking part in national/local initiatives etc.)  

Key themes for consideration may include:  

  • Engaging and motivating learning experiences  
  • Inclusion  
  • Multilingualism and intercultural learning  
  • Decolonising the (languages) curriculum
  • Raising attainment  
  • Wider achievement and celebrating success
  • Employability

When considering a school vision for languages, the languages spoken by, and the needs of, the whole school community should also be considered. This reflects the United Nations Convention on the Rights of the Child article on culture and own language:

(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own.

United Nations Convention on the Rights of the Child, Article 29, part C.  

Some considerations may include:

  • Community / Heritage languages e.g. reflecting the languages spoken throughout a school community, to share, promote and celebrate language skills and culture
  • Diversity e.g. reflecting the diverse communities, cultures, contributions and needs across a school community and beyond
  • Inclusion e.g. Language learning developed in response to learner need, for example, British Sign Language is developed as an L3
  • Languages for all e.g. a commitment to delivering on entitlements to language learning for all, promoting languages being a skill everyone can develop regardless of ability or background

A whole-school vision defines our purpose and our ethos. This can then set the tone for all aspects of development, providing a context in which we can develop positive and meaningful language learning experiences for all.  

Key considerations for planning

Language and literacy are a single curriculum area within the Curriculum for Excellence with the purpose of making explicit the clear connections and synergies between these. Effective planning seeks out opportunities to exemplify and explore links across languages, and develop transferable literacy skills, for example decoding texts or recognising cognates and making connections. It is also worth noting that there are many learners who possess multiple literacy skills, whether in multiple written languages or signed languages such as British Sign Language. An inclusive curriculum model ensures that schools work with learners, families, and partners to understand and support these skills when planning, designing and sourcing languages and literacy materials.  

Planning for 1+2 languages should consider the languages spoken by the learners and families of a school community (including Scots, Gaelic, British Sign Language, and community/heritage languages such as Polish), languages being learned (e.g. French, German, Spanish, Mandarin etc.), and literacy in English.  Partners and families can play a key role in this process and support with planning.  

Key considerations when planning for languages may include:  

  • An aspirational, shared vision for languages which celebrates, encourages, and supports the development of language skills in both staff and learners 
  • A clear commitment to high quality and engaging language learning which is securely embedded within the curriculum  
  • A shared understanding and promotion of the benefits of language learning (see Associated Sections at the bottom of this page for links to The Case for Languages and Employability)  
  • Planning which acknowledges the development of literacy skills across languages and cultures, making visible the potential impact of L2/L3 language experiences on L1 literacy  
  • Engagement with the life-enhancing opportunities and advantages offered through the development of language and intercultural skills through selecting texts and stories which embrace social justice and decolonisation globally 
  • A shared engagement with, and celebration of, the languages spoken throughout the school community and a recognition of the rich skillset and experiences of multilingual learners  
  • A commitment to, and fulfilment of, languages curriculum entitlements for young people through the Broad General Education (BGE) from 5 – 15 (see Resources for links to Education Scotland guidance on entitlements)  
  • Triangulated approaches to self-evaluation of language learning development including observations, audits of progress and evidence of progress  

Ongoing evaluation and engagement

The school’s vision for languages should be visible and embedded as an overarching theme for all aspects of curricular planning and development. For example:  

  • Embedded within curriculum rationale and wider planning for teaching, learning and assessment
  • Displayed, as appropriate, in the school environment 
  • Shared with parents 
  • Shared with the wider community via social media 

Some key reflective questions to support ongoing reflection and evaluation of whole-school approaches to language may include: 

  • Is our vision meaningful for our learners?   
  • Are we fulfilling our vision? 
  • What are the challenges?   
  • What are the opportunities?   
  • Is our vision representative of our school community?  
  • Is it represented within all areas of our planning and development – in the curriculum, and in the life of the School?

Through ongoing engagement with learners and our wider school community, we can ensure that our aims remain relevant and are fulfilled.   

How are we doing?

  • We have a shared, ambitious, and inclusive vision for languages and language learning in our school.
  • We have a whole school ethos which welcomes, celebrates, and promotes language learning, multilingualism, and multiculturalism. 
  • Our vision and ethos are manifested throughout all aspects of our planning and development, and we revisit this as ongoing to ensure we are making progress and improvement towards our high level aims and objectives.  

Record your practice

Now you have researched the methodology and best practice in Leadership: A Shared Vision 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 Leadership: A Shared Vision self-evaluation PDF (125 KB)

Education Scotland (2015) How Good is Our School Fourth Edition

Available at: https://education.gov.scot/improvement/self-evaluation/hgios4

Education Scotland (2018) How Good is OUR School Part 1

Available at: https://education.gov.scot/improvement/self-evaluation/frwk20-how-good-is-our-school

Education Scotland (2018) How Good is OUR School Part 2

Available at: https://education.gov.scot/improvement/Documents/HGIOURS-Part2.pdf

Unicef (1990) The United Nations Convention on the Rights of the Child

Available at: https://www.unicef.org.uk/what-we-do/un-convention-child-rights

Supporting documents

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

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

his 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

Self-Evaluation Frameworks for teachers and pupils

This document is a key aspect of the Scottish approach to school improvement. The framework is designed to be used to support self-evaluation and reflection by practitioners at all levels.

Education Scotland (2015) How Good is Our School: 4th Edition

How good is OUR school? has been developed to support learner participation in school self-evaluation. The resource includes guidance for school staff and partners to support them to ensure the culture and ethos of their school promotes and underpins effective learner participation. It also contains a framework built around five themes that children and young people told us were important for them to have a say in.​​

Education Scotland (2018) How Good is OUR School Part 1

How good is OUR school? has been developed to support learner participation in school self-evaluation. The resource includes guidance for school staff and partners to support them to ensure the culture and ethos of their school promotes and underpins effective learner participation. It also contains a framework built around five themes that children and young people told us were important for them to have a say in.​​

Education Scotland (2018) How Good is OUR School Part 2

The tool supports Confucius Classroom staff and schools to reflect upon their practice and evaluate the overall impact of the Confucius Classroom Hub.

Self-evaluation for self-improvement in Confucius classroom hubs in Scotland

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

A tool for personal reflection on professional competences, focusing on the plurilingual and intercultural dimension of work with pre-primary children

European Portfolio for Pre-Primary Educators

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

The '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

Our World is a languages and citizenship based filmmaking project for S3 - S6 pupils. It's designed to complement the Curriculum for Excellence and help tackle the Attainment Challenge by providing a free project, which uses an interdisciplinary approach to encourage pupils to become more engaged in their language learning.

Our World

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

EU National Institutes for Culture

The French Institute is the French cultural institute, promoting French language and cultures. The French Institute supports French techaing and learning in Scotland and organises activities for schools.

Institut français d'Écosse

The Goethe-Institute 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 United Kingdom

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

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

Primary Languages resources

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