Professional Learning: Secondary

Teachers are key in developing positive, meaningful, and relevant language learning experiences for young people. By sharing existing language skills and cultural knowledge, and by embracing new languages (modelling learning, growth mindsets and cultural engagement), we can transform young people’s future lives and skills.

The section below explores ideas and approaches to professional learning for secondary 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.

Ongoing development of language skills Additional language skills (Dual+ qualifications) Learning abroad

Ongoing development of language skills

As we explore new learning contexts and plan in response to learners’ interests and needs, our language repertoire may evolve and extend. This is particularly true if we explore global issues such as sustainability with younger groups of secondary learners, enabled by more flexible approaches to content within curriculum models for languages.

Secondary languages practitioners are well aware of approaches which help maintain and enhance their language skills. However, if required, support could include:

  • Engaging with cultural institute language and culture programmes e.g. online talks, in person cultural events, language courses for proficient/fluent speakers (see Resources for more details), and opportunities to communicate with other users of the language
  • Using language skills in real life contexts e.g. working in partnership with other practitioners, partners or schools at home and abroad (see Partnerships and Learning Abroad below for more information)
  • Reading and listening to the target language e.g. podcasts, books, magazines, radio, film, tv, music, newspapers
  • Following social media accounts in the target language
  • Spending time in countries or regions where the target language is spoken

Additional language skills (Dual+ qualifications)

With the development of L3 models in secondary schools, there may be a need for secondary languages teachers to upskill in new languages. This has been supported by courses such as:

  • Local Authority led SQA National Qualification courses for teachers
  • SCILT/Open University course (Teachers Learning to Teach Languages)
  • GradDip courses offered by the University of Dundee, or Open Learning language provision of other universities
  • Partner-offered courses for secondary practitioners at home and abroad

Additional language learning is often key in determining whether departments are able to offer L3 language(s) and so can make a significant, positive impact on learners, schools and to local authorities.

Secondary teachers benefit from their prior understanding of language learning and can draw on their own strategies to support learning of additional languages. However, learning any new language (even for those familiar with the process) still requires a significant commitment in terms of time.  Where possible, support for teachers in terms of time and funding is helpful if Modern Languages teachers are to fully develop their learning.

At the time of writing, the GTCS standard for teaching additional languages requires that a teacher:

  • has a degree with at least 80 credit points in the second language they want to teach
  • has lived for at least three months in a country where the language is spoken
  • is able to prove to the university that they are competent in speaking the relevant language.

The 3 months of residence can be made up of 4-week blocks over time.  These are the requirements for full GTCS registration in a modern language.

For BGE courses which are not certificate classes (e.g. Languages for Life and Work Award), languages teachers may be delivering additional language learning for languages in which they are not GTCS accredited.  This can be organised at the discretion of the school in discussion with teachers and according to their skill set.  For certificate courses (e.g. SQA National 4 or National 5) teachers are required to be GTCS registered in the language they are teaching.

Learning abroad

Opportunities exist which enable teachers to study abroad or to take part in languages partnership projects, professional learning, or exchanges. Some examples are provided below and links for all of those mentioned are available in the Resources section at the bottom of this page.

  • Turing Scheme: the Turing Scheme funds grants for school partnership visits. This could be useful in supporting both learner language exchanges and practitioner/school partnerships.
  • British Council Connecting Classrooms – this funding programme is designed to support professional learning partnerships between schools in the UK and abroad. Grants are available for teacher learning visits with a focus on professional learning and enquiry.
  • Winston Churchill Memorial Trust Scholarships – this grant funding scheme supports professionals from a large range of sectors who are interested in professional research which has a wider benefit to society. This can be on any theme related to your profession, with 1 or more countries (generally a maximum of 2 continents) and research visits can take place over a year.

In addition, a number of the cultural institutes (e.g. l’Institut français, Goethe Institute, Confucius Institute for Scotland’s Schools, Consejería de Educación de España) offer occasional opportunities for funded professional learning abroad. Similar Scotland-based opportunities are also sometimes offered through through Bòrd na Gàidhlig or Stòrlann, and holiday courses are sometimes offered by local partners.  Please contact your local authority languages officer for updates on these opportunities.

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: 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 Professional Learning: Secondary self-evaluation PDF (119 KB)

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. There are introductory – advanced level courses.

Edinburgh University Languages for All Courses

Learn about central aspects of multilingualism in today's globalised societies, such as cognition, policies and education.

MOOC – Multilingual Practices: Tackling Challenges and Creating Opportunities

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

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