Primary Language Learning
Framework
“We will introduce a norm for language learning in schools based on the European
Union 1+2 model – that is we will create the conditions in which every child will learn
two languages in addition to their own mother tongue. This will be rolled out over two
Parliaments, and will create a new model for language acquisition in Scotland.”
(Scottish Government manifesto commitment , 2011)
Rationale
This pack has been produced to support establishments and practitioners as they address
the challenges of the Scottish Government’s 1+2 Languages Initiative.
There are new and very different expectations in Primary Language Learning in light of the
policy and as such all practitioners (trained or not) are now expected to (as part of a whole
school approach) attempt to integrate language learning into their classroom routine.
This is a significant change in approach and it is important that practitioners are familiar with
this. No longer are teachers encouraged to teach language topic by topic; instead they are
expected to use everyday opportunities to teach the target language and continue to use this
core language at appropriate opportunities throughout the day, encompassing these through
other aspects of the curriculum. For example:
Greetings - taught initially by the children listening to staff greet them in the target language
and when pupils have been exposed to the sounds of the language they can repeat and
build up their own vocabulary. Links could be made here to HWB work.
Weather - taught through daily routines asking, “What is the weather like?” with links to
Numeracy and Science;
Numbers - taught when class and teacher are organising school lunches, at mental Maths
times etc;
Colours – taught through organising school lunches (red tray etc) initially and then perhaps
through Expressive Arts and Science opportunities.
This approach will therefore not encroach on an already busy Primary Curriculum; rather
practitioners will build the teaching and learning of the target language into previously
planned experiences for learners via daily routines and other curriculum areas. However, as
children progress through school and reach Primary 5 (Second Level for most) there will be
an increasing need to teach elements of language discretely.
This pack has been produced in order to:
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support all schools with the teaching of the first additional language (L2) from nursery
(where applicable) through to Primary 7;
support all teachers in developing capacity and confidence in delivering 1+2 and in
teaching an additional language throughout the primary school;
ensure effective transition at all stages e.g nursery to primary, transition from stage to
stage in primary and from primary to secondary;
develop confident and enthusiastic language learners.
Within the pack are stage planners from Nursery to Primary 7 showing skills based learning
intentions and success criteria for each of the following core language areas:
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Greetings
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Number and time
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Calendar
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Weather
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Classroom objects
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Colours
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Food
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Body
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Clothes
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Personal Information
These are generic and can be used to plan the teaching and learning of any language. In
order to further support practitioners and learners, the pack also contains vocabulary lists for
each stage and power points with sound files attached for French and Spanish. In addition,
you will find plans to support the teaching and learning of cultural awareness in French and
Spanish.
The planners within the pack are for the teaching of the first additional language (L2)
although may also provide some ideas for the second additional language (L3) which should
be introduced no later than Primary 5. L3 does not require to be taught with the same depth
and progression as L2. It may, for example, form part of the class Interdisciplinary Learning
and could be a different language for each class and each year. There should be a focus on
cultural awareness as well as the language itself.
It should be noted that “one size does not fit all” so we anticipate that this resource will form
the basis of professional dialogue within learning communities as they consider how best to
address the requirements of 1+2. A key recommendation of the report calls for collegiate
working between Primary and Secondary sectors in order to ensure a seamless transition
from P7 to S1.
Significant aspects of learning in modern languages
Teachers and learners will focus on developing the knowledge and understanding, skills,
attributes and capabilities detailed in the Experiences and Outcomes. The Experiences and
Outcomes in Modern languages are organised within the same three components as
Literacy and English, Literacy and Gàidhlig and Gaelic (learners). The three components
are:
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listening and talking
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reading
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writing
Progression in the significant aspects of learning in Modern Languages will be evidenced as
practitioners and children and young people gather, observe and reflect on learners’
progression in knowledge and understanding, skills, attributes and capabilities in:
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understanding and using a range of vocabulary;
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understanding and using more complex sentences;
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understanding and using a variety of spoken language;
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producing oral responses and talks of greater length, complexity and accuracy;
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understanding and using a range of texts;
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deploying a range of reading strategies;
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producing language for a variety of purposes;
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producing written language with increasing complexity and accuracy.
Skills development
The plans demonstrate the progression of skills in listening, talking, reading and writing. It
was decided that plans from nursery to Primary 3 would focus mainly on the development of
listening and talking skills. However, as with all other curriculum areas, we would expect
teachers to use their own professional judgement to determine when learners are ready to
explore opportunities to develop their reading and writing skills in the target language.
Useful Reading
Language Learning in Scotland: A 1+2 Approach:
http://www.scotland.gov.uk/Resource/0039/00393435.pdf
Modern Languages: Principles and Practice paper:
http://www.educationscotland.gov.uk/Images/modern_languages_principles_practice_tcm4539990.pdf
Modern Languages Experiences and Outcomes (second level):
http://www.educationscotland.gov.uk/Images/modern_languages_experiences_outcomes_tc
m4-539713.pdf
Assessing progress and achievement in Modern Languages:
http://www.educationscotland.gov.uk/Images/ModernLanguages012014_tcm4-744656.pdf
Modern languages progression framework:
http://www.educationscotland.gov.uk/Images/Modern_Languages_Grid_tcm4-827381.pdf
Acknowledgements
This pack was produced by:
Lorraine Sweeney: Development Officer
Kirsty Boyle: Headteacher, Craigbank Primary School
Carolyn Brock: Class Teacher, Neilsland Primary School
Claire Carroll: Class Teacher, Lanark Primary School
Ashleigh Ferrie: Class Teacher, St Cuthberts Primary School
Jane Hall: Depute Headteacher, Stonehouse Primary School
Pamela Kelly: Principal Teacher, Neilsland Primary School
Jillian Ring: Acting Depute Headteacher, Calderwood Primary School
Germaine Roberts: Class Teacher, Long Calderwood Primary School
Thanks are also given to the South Lanarkshire Council Primary Language Learning
Network and to the members of the Stonelaw Learning Community who contributed greatly
to support materials within the pack.