1. Where are you in
In terms of content what do you want/need from us for 4th December
Your brains, your witty, your enthusiasm and your good humour.
A general overview of 1+2?
YES PLEASE. A state of the nation as we are 5 in the cluster; 3 NLC and 2 GCC and they are no where near homogenous in their approach even within our own authority.
Practical ideas for PLL pedagogy?
AGAIN, AND WITH BELLS-ON! We have an FLA on the road just now in 8 week rotational blocks and some are capitalising on the native and others are sticking on Dora the Explorer and leaving the FLA to surf the net!
A workshop exploring transition? Or something else.
THIS IS MY DREAM! Our English dept here send down their High School jotter and the pupils produce a piece of work to evidence their level2-3 abilities. I would love to be afforded the same chance in MFL. In addition it would be great to have them motivated to participate with the Word Wizard and/or SALT Competition with their p5-7 without me having to be their catalyst always!
It would also be helpful to know:
How many participants?
If they all respond 5-8 ladies.
What languages are represented among the primary schools?
They all deliver SPANISH but it would be away of seeing where they are with L2-3
To what extent is the cluster/are individual schools already engaged with 1+2?
St. Bart's and St. Kevin's are fab wee centres for PLL but St. Augustine's can be a bit of a hit or a miss. The GCC schools play their cards pretty close to their chest and there is less of a welcome extended to me there.
Venue?
St. Ambrose (Blairhill on the Queen Street low-line) COATBRIDGE
Time?
9 for 9:15? I have a class session 2 (9:45-10:35) but will rejoin for coffee and then wrap and evaluations at 11:30ish. I thought that perhaps they might be more forthcoming if I was out of ear-shot for a bit.
Equipment required: computer, projector, audio, internet access
ALL available in the suite.
Looking forward to working with you.
Delighted to take a lead for your good self!
After asking for your input, we learned on Thursday that HMIe are in the school that week. I hope this doesn't have you change your mind about the session. I love languages and in January I will be running the PLL twilight training until June for the Spanish deliverers in NLC so all your advice will be invaluable I can assure you.
1+2?

2. Quick Quiz! What do we mean by L1, L2 and L3?
Can you identify the L2 and L3 in your school in Scotland?
What is the Policy about?

3. “As a nation we must recognise and promote the numerous benefits that language learning can bring to our learners, benefits which in turn radiate out to our schools, into sustained positive destinations beyond school, and ultimately impacting and benefiting society at large.” (Modern Languages Excellence Report, p4)

4. “75% of the world's population do not speak English, and only 6% of the world's population speak English as the mother tongue... In simple terms, young Scots can no longer afford to learn only the English language. (Language Learning in Scotland: A 1+2 Approach, p10)

5. 2011: Scottish Government manifesto commitment
“We will introduce a norm for language learning in schools based on the European Union 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.”
Clear need for significant new impetus to language learning in Scotland

6. 1+2: report & recommendations
The introduction of a first additional language (L2) from Primary 1. L2 to continue to end of S3.
The introduction of a second additional language (L3) no later than Primary 5.
Language learning recognised as an entitlement for all young people through to the end of the BGE.
Flexible opportunities and encouragement to study more than one modern language to the level of a National Qualification unit or course, in the Senior Phase.
35 Recommendations – all accepted in full by the Scottish Government, or in part where other organisations had the responsibility to take action (ie: ITE, GTCS)

7. Primary and secondary schools work effectively together to ensure articulation between sectors and a shared understanding of learning and teaching.
Local authorities and schools develop a 1+2 strategy for language learning within which schools can determine which additional languages to offer.
No hierarchy: inclusive of English, Gaelic, Scots, BSL, Mandarin all community and home languages, classical languages and traditional European ML.
If learners are working at/beyond 2nd level in L3 by the end of P7, they may be given the opportunity to continue that language as their L2 in secondary.

8. How and in how much depth?
High quality language learning experiences – active and relevant
Progression in all four skills from the start.
Aim for achievement at 2nd level in L2 for most by the end of P7.
L3 offers language progression beyond word level: contextualised, culture, literacy.
Transition in the same L3 in P5-P7 and on into secondary is ideal, but not a requirement.

10. Expectations of staff (pupil support assistants, teachers, SMT, auxiliary staff) = create a positive language learning ethos, make connections across the curriculum where it makes sense, compare languages, transfer pedagogies, support each other

11. Where are we now? Key messages:
Primary Schools – Local Authorities are on track for the implementation of a first additional language (L2) from P1 to P7 by 2020.
Plans for the implementation of the second additional language (L3) are at varying stages across the country, but almost all local authorities are confident that the 2020 deadline will be met.

12. Secondary Schools
L2 Current provision within the BGE is varied. Almost all LAs have L2 provision up to the end of S3 and where this is not the case, planning is underway to ensure the entitlement will be met.

13. L3 provision is a more mixed landscape
L3 provision is a more mixed landscape. Some schools and LAs are looking at ways in which to deliver entitlement, while some schools may need support with the timetabling of L3 as part of the BGE. A number of secondary schools are currently providing an L3 experience by ‘borrowing’ time from the L2 language provision.

14. Watch video clips and comment

22. Any questions?

23. Reflect on today’s input. What role do you think you play?

24. Parts that you could play…
Supporting primary school teachers Creating and sharing materials with each other Taster sessions in the community – parents, grandparents, etc
Getting involved with a business link Business link as part of the LLWA in S3 or S5/6 A block of language input for S1,S2 or S3 Taster sessions for learners e.g. S5/6

25. 謝謝