Leadership of Languages: Secondary

Through effective leadership in the secondary school context, we can set clear expectations of high-quality language learning experiences and outcomes for all young people. The role of secondary language leaders is key in ensuring that language learning is engaging, meaningful and inclusive throughout the Broad General Education (BGE) and into the Senior Phase and that it responds to the needs and interests of young people.  

This section explores Leadership of languages in secondary schools in relation to the following three How are we doing? self-evaluation statements: 

  • Our whole-school community is ambitious about language learning for our young people, delivering language learning entitlements in the BGE and supporting continuity of learning into the Senior Phase.  
  • Through a distributed model of leadership, we provide opportunities for our young people to lead on language learning, developing their leadership skills and informing and driving improvement in language learning.   
  • Through engagement with learners, families and wider partners, we seek to improve outcomes for all.

Click on the links below to read more about the key themes of Leadership of Languages: Secondary 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.  

Senior Leaders CLs and PTs Secondary practitioners Learner Leadership Families Wider Partnerships

Senior Leaders

In the secondary context, senior school leadership should ensure that:   

  • Senior leaders are positive role models for language learning  
  • Home and school languages are embraced, encouraged, and celebrated throughout the school community and beyond 
  • Languages are recognised and promoted as a key skill for all 
  • There is clear commitment to ensuring that entitlements of languages are fulfilled throughout the BGE 
  • Supportive curriculum architecture enables learners to progress to accreditation in multiple languages, with support from partners where necessary 

Curriculum Leaders and Principal Teachers

Secondary Curriculum Leaders and Principal Teachers play a leading role in planning and supporting the development of languages learning from P1 onwards. This includes:  

  • Creating effective secondary-primary links through measures such as leading networks, supporting ongoing development, providing professional learning, sharing practice, sharing resources, and developing partnership initiatives  
  • Ensuring that progressive, coherent, and continuous curriculum models are embedded throughout the BGE and into the Senior Phase  
  • Developing transitions which build on learners’ prior learning and continue to offer engaging and meaningful language learning experiences  
  • Ensuring the active involvement of learners in planning for improvement in languages  
  • Working with secondary leaders to ensure that BGE entitlements are fulfilled (See Resources section below for Education Scotland guidance on entitlements)  
  • Working with secondary leaders and partners to develop language learning pathways for all, which are recognised and valued equally  

Secondary language leaders are responsible for driving forward improvements which support the development of high-quality learning experiences, to enable learner choices across languages, and to attain the best possible outcomes for all young people.  

Secondary practitioners

Secondary practitioners lead language learning within their own classes and actively  contribute to the development and implementation of improvement planning.  Through their own professional development and by working as part of a department/faculty team, practitioners can develop many leadership opportunities including:  

  • Working with primary colleagues, supporting the development of 1+2 Languages  
  • Contributing to effective planning and development of L2 and L3 curriculum models  
  • Sharing planning, practice, resources and leading on aspects of development  
  • Leading on projects and initiatives related to their own practice or their wider school/department/cluster/local authority  

By distributing leadership across groups of practitioners, schools are better placed to take an empowered and collaborative approach to improvement.  Where practitioners work in partnership with colleagues across schools and across sectors, there are opportunities to share and develop practice and innovation.  

Learner Leadership

Developing leadership in young people plays a key role in developing a greater sense of ownership in their language learning, in informing improvements in learning, teaching, and curriculum planning and broadening learners’ understanding of the multilingual multicultural world. This is particularly important when considering the potential impact on learner engagement and motivation.   

Learner language leader and ambassador initiatives provide learners with an opportunity to inform and lead learning and improvement, and to develop creative solutions which support schools. There are examples of these initiatives both in primary and secondary including:  

  • 1+2 learner curriculum groups e.g. learner groups identifying approaches to developing language learning  
  • Learner language leadership groups in secondary, identifying approaches to developing language learning e.g. local, national and global related issues;  shared via newsletters, assemblies,  school ‘performances’ including drama, poems and stories  
  • Senior language assistant initiatives where senior pupils (e.g. Advanced Higher pupils) visit associate primary schools and support with learning and teaching  
  • Language ambassador initiatives with secondary learners promoting language learning in motivating ways which highlight the benefits of multilingualism and multiculturalism  

Learners can play a unique role in developing innovative approaches, suggesting ways of developing intercultural networks and positioning languages in our global world.  Their engagement and leadership in the curriculum help to reinforce an ethos of shared and collaborative development across a school community in which learners are central to planning and their views are valued and respected. This reflects the commitment to learner participation as advocated within United Nations Rights of the Child:  

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

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

Family Partnerships

Partnership approaches with families can support by improving engagement in language learning across the school community and beyond. This may include:  

  • Developing family learning opportunities e.g. language learning or sharing events with parents  
  • Sharing parental expertise e.g. visiting speaker on languages in work, sharing language skills, experiences of language learning 
  • Engaging parents in key messages around languages learning e.g. through communications such as newsletter, social media, school website  
  • Liaising with parent-teacher forums on key initiatives relating to languages and cultures  

SCILT provides information for parents on language learning (Languages in a Nutshell) and exemplification of approaches to developing family partnerships (e.g. Family Learning information via the Education Scotland website). Bilingualism Matters also provide useful information for parents, particularly parents of multilingual learners.  Links to these key resources are available in the Resources section at the bottom of this page.   

Wider Partnerships

Wider partnerships can provide crucial support for leaders when developing a shared vision for languages.  This includes:  

  • Cluster networks e.g. planning joint events and initiatives  
  • Local authority links and networks  e.g. engaging with local support, sharing practice  
  • Employability partners e.g. local businesses  
  • National agencies e.g. Education Scotland, SCILT competitions and projects  
  • National cultural institutes and organisations, consulates e.g. professional learning, competitions, projects
  • Global school networks, which link pupils with speakers of their school languages in other parts of the world 

A range of links to possible partners is provided in the Partners Resources section at the bottom of this page.  

How are we doing?

  • Our whole-school community is ambitious about language learning for our young people, delivering language learning entitlements in the BGE and support for continuity of learning into the Senior Phase.
  • Through a distributed model of leadership, we provide opportunities for our learners  to lead on learning; developing their leadership skills and  driving improvement in language learning.
  • Through engagement with learners, families and wider partners, we seek to improve outcomes for all.

Record your practice

Now you have researched the methodology and best practice in Leadership of Languages: Secondary 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 of Languages: Secondary self-evaluation PDF (128 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 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

This resource can be used in modern languages departments, to support discussion around transition, entitlement and effective timetabling for L2 (first additional language) and L3 (second additional language).

1+2 approach to language learning: National road shows for the secondary sector - May/June 2017

31 of the most frequently asked questions about implementing the 1+2 approach to language learning in secondary schools.

approach to language learning in the secondary sector - FAQs

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

Self-Evaluation Frameworks for teachers and learners

The Standard for Full Registration is the foundation of the Professional Standards and is the benchmark of competence required of all registered teachers in Scotland. This Professional Standard is the gateway to the profession and constitutes the teaching standards in which learners, parents, the profession itself and the wider community can have confidence. This Professional Standard encompasses what it is to be a teacher in Scotland

The Standard for Full Registration 

This standard helps teachers to plan and develop their own professional learning needs and to ensure continuing development of professional practice. It describes the advanced professional knowledge and pedagogical expertise that registered teachers could develop and maintain as they continue to progress in teaching and the education profession.

The Standard for Career-Long Professional Learning

The Standard for Middle Leadership provides a developmental framework for teachers in/or considering leadership roles. It outlines the strategic vision, professional knowledge and understanding, interpersonal skills and abilities and professional illustrations that support teachers in leadership roles. These Professional Standards provide a framework for professional growth for teachers in leadership roles.

The Standard for Middle Leadership

The National Framework for Languages (Initial Teacher Education) has been adopted by all Scottish universities which offer initial teacher education programmes. It sets out guidance and support for the integration of languages into ITE programmes and the school curriculum and was funded by a group of Scottish local authorities. The NFfL is linked to the GTC(S) Standards for Registration and CLPL. The website offers three resources: the framework itself which is a useful point of reference for early career professional learning; a tool for developing a language portfolio for pupils of all ages and stages (LEAP) and a resource of recent studies in the different elements of language learning and teaching which are at the core of this toolkit. Teachers will find this a useful resource for both their own professional learning and for supporting student teachers in their schools. It is based on a values-driven, skills -based professional profile which is supported by the GTCS and teacher competences.

The National Framework for Languages (Initial Teacher Education)

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.

This website offers a comprehensive guide to teacher competences for language in education.

A guide to teacher competences for languages in education

Parents and 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

SCILT’s resources for parents including information (Languages in a Nutshell), advice and resources for supporting learners and useful websites.

SCILT Parents’ Portal

Exemplification from several schools and local authorities on their approach to working with families on language learning. Includes the Education Scotland Family Learning pages, mentioned in the text above.

SCILT Practitioner guidance on supporting families

Guidance for parents of bilingual children which covers frequently asked questions and is available in eight different languages.

Bilingualism Matters: Information for Parents

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

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

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

Education Scotland Parentzone information

This professional learning resource is built around the films 'Working with deaf learners and their families' created by schools working with deaf learners and deaf parents. It shares advice and examples of good practice for practitioners about how to engage more effectively with British Sign Language users.

Good Practice in working with deaf learners, their parents and families - British Sign Language (BSL) Plan

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

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

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 promotes French language and culture in Scotland.

Institut français d'Écosse

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

he 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

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

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