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Confidence of staff

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Plans are made by the 1+2 team (authority).

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Plans are made by the 1+2 team (authority).

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We're aware that progression planners are in place but are perhaps not being used effectively.
Staff confidence has a huge part to play in this.

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High school staff have supported some schools to develop progressions

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High school staff have supported some schools to develop progressions

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More examples of standards please.
Patchy in places.

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Local authority progression framework is being developed in some authorities

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Local authority progression framework is being developed in some authorities

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ie can drop languages in May of S2!

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1+2 co-ordinator (me) tries to support other teachers with resources and enthusiasm.

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1+2 co-ordinator (me) tries to support other teachers with resources and enthusiasm.

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Opportunities for revision and repeating vocabulary

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Opportunities for revision and repeating vocabulary

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A need for more examples of work at different levels.

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Lack of support from SLT. Languages being seen as “too hard” or a “waste of time” from those above.

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Ideas for improving consistency:
-Training
-A banks of resources
-"low bar" minimum expectations agreed with all staff
-doing 'a little with a lot'

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Progression isn't always consistent. Teacher confidence is key to this. Gaps from  Covid are being met and following up from the previous year's teachings, where some key teaching points have been missed.

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Through discussion with teaching colleagues.

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Teacher confidence.

Lack of understanding of Languages 1+2 by SLT

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Time constraints

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Academy working with primary leads to develop suggested planners/ menus, with embedded links to resources to ensure consistency across the cluster.

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Academy working with primary leads to develop suggested planners/ menus, with embedded links to resources to ensure consistency across the cluster.

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Progression plans are in place and are being developed. But the delivery of these isn't always consistent across all ages and stages. Lack of teacher confidence can impact this too.

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Challenging entrenched attitudes towards the teaching of languages

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Also taking an IDL approach to language learning and ensuring a robust method of tracking (especially for transition and consistency)

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Improving the PR of languages in schools

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Improving the PR of languages in schools

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with colleagues, pupils and families

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Linking to other skills for life, learing and work

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Linking to other skills for life, learing and work

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and how this influences attitudes to looking outwards

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We need to challenge staff perceptions of language learning.
It's an entitlement and some colleagues forget this and write it off far too easily. We ensure the entitlement of PE, but why not language learning?
It needs to be shown to be valued and that will reflect onto the learners.

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From my experience children are not retaining what they are being taught in L2

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Language learning represented in planning, tracking and reporting

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Language learning represented in planning, tracking and reporting

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wih equal status to other curricular areas

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Staff confidence
Covid has had an impact on progression- pupils have lost confidence and knowledge and need to rebuild/ take a step back.
Lack of standardised resources.
Consistency in terms of time allocated to L2/L3.
Weekly allocated hour versus daily short inputs.

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Tendency to do "one-off" lessons or events

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Tendency to do "one-off" lessons or events

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We have recently started using the Power Language resources which are great at building confidence for staff and using native speakers to help with key vocabulary. But this is still early days.

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An assumption that we are already "doing enough"

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PROGRESSION BASED ON EFFECTIVE USE OF LANGUAGE 

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PROGRESSION BASED ON EFFECTIVE USE OF LANGUAGE 

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Having languages embedded in the timetable and Passionate/ trained Teachers who can deliver the languages throughout the school,

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Consistent approach to progression by having staff delivering the languages, time allocation, staff training, Curriculum where the progression with vocabulary-grammar is clear from P1 to P7

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We have used successful EPI approach that is ensuring progression

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We have used successful EPI approach that is ensuring progression

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Lots can be fond for free online and there are paid courses for teachers to learn about the methodology. There are Games, books and Online platform to support the delivery of this use-based approach, based on Listening and self-efficacy.