Professional Learning: Primary

Teachers are key in developing positive, meaningful and relevant language learning experiences for children and young people. Practitioners who share existing language skills, cultures and experiences and/or embrace new languages and cultures can make a transformative impact on children’s future lives and skills.

This section explores professional learning for primary practitioners in relation to the following three How are we doing? self-evaluation statements:

  • Professional learning is aligned to the needs of our learning community as part of the self-evaluation process.
  • We make use of up-to-date data, research and evidence to inform our professional learning choices.
  • We access high-quality professional learning opportunities, including collaborative activities with colleagues and partners.

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

Mindset and language learning

A positive relationship with language learning is at the heart of the 1+2 Languages policy. By modelling and promoting this mindset, practitioners can have a direct impact on creating enjoyable, engaging, and motivating language learning experiences for children and young people. Although  this can be challenging for primary teachers if  they do  not have an existing foundation in the second language,practitioners have a lot to gain both professionally and personally by engaging with language learning.

Some key considerations for developing a positive approach to language learning are provided below:

  • Approaching language learning with a positive mindset is key. Taking a proactive approach to developing language skills helps us to learn more effectively and models a positive attitude for learners.
  • As primary practitioners, we can make a large impact with a little language. By modelling positive engagement with the learning process, sharing responsibility for leading learning with young people and by celebrating successes, we can create a learning experience which is meaningful for all.

Language learning is an entitlement for all learners throughout the BGE. All practitioners thus have a responsibility to ensure this entitlement is delivered.

By applying the principles of equity and inclusion for language learning, we ensure that all learners have access to relevant and motivating language learning opportunities which can be life-enhancing. Language learning teaches us about other language structures and cultures, about how we learn, and it can bring us new, interesting, and challenging experiences.

Practitioners’ mindsets when teaching languages can be shaped by their own previous language learning experiences. For example, whether their language learning experiences have been enjoyable, relevant, and engaging, and the degree to which they felt a sense of progression and success. For practitioners who lack skills or confidence in modern languages, engaging with other cultures in the first instance and developing language learning as a process over time can support initial engagement. It is key that practitioners who feel disengaged in language learning undertake appropriate professional learning as part of their own professional development.This can be transformative in terms of both language skills, and attitudes and mindsets, which in turn, can transform the opportunities we provide for our learners.

The framework below provides some possible considerations for getting started with language learning:

  • Start with culture(s): begin to learn about a country or countries where the language you are learning is spoken. What aspects of other cultures are you familiar with? What would you like to know more about?
  • Think about what you would like to gain both professionally and personally from your language learning experience. For example, would you like to feel confident in using a language other than English in your class, or support your learners to develop the skills to communicate with confidence in another language?
  • Consider the impact on learners of learning additional languages – what is the impact on their life skills, employability, global citizenship, and attainment from engaging with language learning from an early age?
  • Explore key features of the language you are learning e.g. what makes it special or different, where is it spoken and how does it relate to other languages we speak.
  • Consider what strategies you already use to support language learning in your classroom – how do you support learners who are new to learning your school’s main language of teaching and learning (e.g. English in English-medium education or Gaelic in Gaelic-medium education)? What strategies do you employ to support their literacy development? How could these be applied or adapted to your own language learning?
  • Reflect upon your wider planning and consider how language learning can bring additionality in terms of experiences and outcomes. How can this enhance your practice? What is the potential impact on your learners?
  • Explore the resources you have available to support your learning e.g. local authority support resources, professional learning opportunities, national institutes (e.g. Goethe Institute, Institut français, Bòrd na Gàidhlig or Consejería de Educación de España etc.), fluent speakers (e.g. university students, British Council Language Assistants) and parent volunteers.
  • Engage with the support available in your own school and local authority e.g. lead teacher support, sharing learning and approaches with other practitioners, discussing your professional learning needs with school leaders, or contacting local authority officers for advice and support.
  • Discuss and share the learning process with learners – for example, exploring with them what might help in developing skills and strategies and looking for opportunities for learners to lead the learning (e.g. learners could explore a theme or language structure and share this with others).

Language skills

There is no one single way to learn a language and different learners find different strategies and approaches helpful. Identifying approaches which best suit you and engaging in professional learning opportunities can support a positive learning experience. Some suggested learning opportunities are provided below:

  • Locally offered professional learning courses relating to language skills development and pedagogy
  • Local authority support resources which offer model approaches and language for delivering language learning
  • National professional learning opportunities e.g. the Open University/SCILT Teachers Learning to Teach Languages (TELT) course offer GTCS accreditation in several languages and at two levels (Beginners and Post-Beginners)
  • Online learning courses e.g. Massive Open Online Courses (MOOC) courses hosted by universities (see Resources at the bottom of this page for examples.
  • Courses hosted by cultural institutes e.g. language classes or immersion courses
  • Short courses in languages offered by university language centres
  • Podcasts for language learning e.g. Coffee Break languages series of podcasts
  • Language learning social media pages e.g. learn a language accounts on Instagram, Twitter daily expressions
  • Youtube language learning tutorials
  • Language learning apps e.g. Duolingo

Since the implementation of the 1+2 Languages policy in 2012, teachers have committed time both professionally and personally to developing their language skills and engaging in language learning activities through attending local CLPL, using support resources, and applying for courses abroad.  It is essential that teachers continue to engage with languages learning, through national, local, and school level support to ensure the ongoing development of language learning in schools.

For suggested additional courses and support resources for language skills development and in a range of languages, please see the Resources section below.

Developing language skills through professional practice

A defining feature of the 1+2 Languages policy is that languages are taught by all primary teachers and embedded into all aspects of learning. This model depends, therefore, on all primary teachers developing their pupils’ language skills both through discrete teaching and by using language embedded within their classroom practice, daily routines, and wider curriculum. This has required a significant upskilling for many teachers who may have initially be unfamiliar with the language being taught. To support this process, local authorities have provided schools with training and support resources to scaffold learning for teachers so they could learn as they teach. This learn-as-you-teach model attempts to provide teachers with a starter toolkit for languages learning and teaching and recognises the amount of time required for teachers to learn languages. Some key approaches which support practitioners in developing their language skills through professional practice include:

  • Introducing new language step-by-step e.g. word or phrase of the week
  • Using in-class support resources e.g. language placemats/flipcharts/posters for practitioners and learners to prompt use of language
  • Regular and planned language learning which develops learning progressively and builds practitioner language skills
  • Planning learning across curriculum contexts which develops opportunities to review language and build  confidence
  • Using support resources to model language e.g. local authority support resources
  • Partnership planning of learning and teaching in relation to languages (e.g. between stage partners, across schools, with secondary partners)
  • Engaging in professional learning which supports developing language through practice (e.g. daily routine, classroom instructions, topic specific CPD)

Practitioner L2 Proficiency (Primary)

Many primary teachers have been through a process of upskilling in a new language, taking part in local, national, or international professional learning courses and using local authority support resources to scaffold and support their learning and teaching. Accessing both local, and national or international professional development opportunities can have a transformational effect on teachers confidence and language skills. As practitioners develop additional language skills, it can be helpful to explore links across languages, and to reflect upon which strategies have supported such learning.

When considering language skills development in L2, practitioners may want to consider developing their language across the following contexts:

  • Social Language i.e. greetings, praise, interjections, informal conversations
  • Topic language i.e. language relating to curriculum input such as numbers, colours, talking about life in other countries, giving opinions
  • Classroom language i.e. daily routines, classroom instructions

Please see the ‘L2: Primary’ and ‘Embedded Language: Primary’ sections of this tool for further information and guidance (links available in Associated Sections at the bottom of this page).

To assess current levels of language, practitioners can refer to the levels of the Common European Framework of Reference for Languages (CEFR). This framework includes a self-assessment grid which can support with understanding your current level of language and with identifying next steps in learning. The link to the CEFR is available in the Resources section at the bottom of this page.

Practitioner L3 Proficiency (Primary)

The level of confidence and proficiency in an L3 that primary teachers require depends on the model used in your school and cluster/Associated School Group.  Where the model is a short thematic approach, the focus may be on a short taster in a language embedded within a wider interdisciplinary topic e.g. a country study.

In the short thematic unit approach, the learning experience can be planned in accordance with the teacher’s level of proficiency in the language. If a teacher speaks, for example, Japanese, Polish, Scots, or can use British Sign Language, this can then be developed as an L3 learning experience. Where teachers have no or limited experience in a language, it is still possible within the L3 policy guidelines to develop pupils’ L3 learning thematically, but with a pragmatic approach to language development. This ensures that teachers can gradually build their own language skills as they introduce the learning. For example, a P5 teacher who speaks no Spanish could develop an interdisciplinary topic around a country study and embed language as part of the learning, with the teacher learning along with pupils using support resources.

An alternative model for L3 – which involves regular, discrete teaching over an extended period (e.g. P5 – P7) – relies on a certain degree of teacher language confidence and proficiency in order to be deliverable. There are many successful examples of this model in schools where a practitioner is proficient in the L3 language (e.g. Spanish or Gaelic) or where there is an external visiting specialist such as a Mandarin teacher or a German Education Trainee.

More guidance for L3 development is available in the L3 section of this tool (see Associated Sections at the bottom of this page).

Recruitment & workforce planning

Providing new members of teaching staff with clear guidance on the 1+2 languages provision in the School, including learning frameworks, support resources and information on professional learning can help to support induction for practitioners and continuity of learning for children.

Strategies for supporting improvement in recruitment and workforce planning may include:

  • Considering primary teachers’ language skills within recruitment processes to support workforce planning or to clarify induction needs for new staff
  • Identifying languages as a key development need in improvement planning and professional development

How are we doing?

  • Professional learning is aligned to the needs of our learning community as part of the self-evaluation process.
  • We make use of up-to-date data, research and evidence to inform our professional learning choices.
  • We access high-quality professional learning opportunities, including collaborative activities with colleagues and partners.

Record your practice

Now you have researched the methodology and best practice in Professional Learning: 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.


Developing Language Skills

This Council of Europe produced resource is a self-assessment tool for language learning. It can be used to gauge your current level and to support with understanding your next steps.

Common European Framework for References of languages (CEFR)

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. There are introductory – advanced level courses.

Edinburgh University Languages for All Courses

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)

Primary Professional Learning

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 NFfL (Initial Teacher Education) sets out guidance for the integration of languages into ITE programmes and the school curriculum. Created by the Languages Group of the SCDE (Scottish Council of Deans of Education) and funded by a group of Scottish local authorities, the NFfL is linked to the GTC(S) Standards for Registration and CLPL.

National Framework for Languages (NFFL)

An introduction to some key concepts in the effective teaching and learning of languages. MOOC hosted by the University of Southampton and the British Council. Includes an introduction to developing CLIL approaches.

MOOC - Understanding Language: Learning and Teaching

MOOC hosted by University of Essex and University of Southampton which explores progression, approaches and practical ideas for primary language learning and teaching.

MOOC - Teaching Languages in Primary Schools: Putting Research into Practice

The RiPL network is a group of researchers, practising teachers, teacher educators and policy makers interested in Research in Primary Languages. The website has links to professional learning and activities to support the teaching of languages in the primary classroom.

Research in Primary Languages