1. Modern Languages Subject Leaders’ Meeting October 2014 Liz Gray Quality Improvement Officer English and Modern Languages Ann Robertson Education Support Officer Modern Languages

2. 1.Working with FLAs and the FLA project – Dr Hannah Doughty – SCILT/The British Council 2.Professional Update - Liz Gray 3.ML Update – Ann Robertson 4.1+2 and the Senior Phase – Pam Tosh Agenda

3. MLAs How do we make the most of the MLAs as a resource? Is there something additional which the MLA could do to support you in your department? What are the challenges and how do we overcome them?

4. Learning and Teaching – the national context CfE Briefing Paper 7 “ Learning in the Senior Phase will build directly from the BGE to ensure all learners are prepared well for lifelong learning, further study and employment. Young people will have become accustomed in the BGE to learning which promotes their sense of purpose and motivation to learn. This focus on learning which drives motivation will be furthered in the Senior Phase.” “Characteristics of this learning include: learning independently taking responsibility for learning active learning collaborative learning applying learning and skills development.” CfE Briefing papers 2, 3, 6, 7 and 11,12,13 http://www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/keydocs/cfebriefings.asp

5. CEC Priorities 2014 -15 Active and collaborative learning Independent learning Young people taking responsibility for learning, leading their learning Skills for learning, life and work progression and application Pupil voice Planning for learning, assessment, moderation and reporting ICT Developing leadership Effective self-evaluation

6. Key questions ( from briefing papers 7 and 11 ) www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/keydocs/cfebriefings.as p How confident are you that learners are becoming suitably independent in their learning? How effectively and regularly do learners exercise responsibility? How regularly and effectively do learners benefit from active learning? How effectively do learners work collaboratively? Are the range and frequency of opportunities for learners to apply their learning and skills sufficiently challenging? Key actions Meeting the needs of all learners Planning for breadth, challenge and application of learning Embedding assessment opportunities Developing skills Providing personalisation and choice, including appropriate pace and challenge Engagement of learners with ICT to exchange, enrich, enhance, empower learning Greater emphasis on real life and relevant contexts “ Flipping “ the learning Learning and Teaching

7. GTCS Standards Teaching Scotland’s Future, Scottish Government, 2011 “The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change.” GTCS Standards 2012 “All teachers should have opportunities to be leaders… The Standards for Leadership and Management include a focus on: leadership for learning, teacher leadership, and working collegiately to build capacity in others.”

8. GTCS Standards The Professional Standard for Middle Leaders GTC 2012 Professional Actions: Develop a range of strategies for individual and collective self-evaluation which contribute to school improvement Develop coherent approaches to professional learning which build and sustain teachers’ practice Lead and work collaboratively to enhance teaching which leads to high quality learning experiences Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the needs of all learners Manage allocated resources proactively and effectively to meet learning and development priorities.

9. Education Scotland’s Inspection advice note 2014 Updated expectations include: High quality support for career-long professional learning Staff take ownership of professional learning, including reflection on practice as an individual and with others Staff are aware of the impact of their professional learning on their work and the experiences of learners... most professional learning will be practice based... important it includes an element of ‘externality’ in order to get a broader perspective.... in addition to activities that are developed in-house 9 5.9 Improvement through self-evaluation

10. All primary teachers being trained to deliver L2 in cluster by cluster roll out over 3 years 2014 – 2017 L2 is being delivered by primary staff supported local resource toolkit and native speakers (P1 – P7) L3 language is being delivered by either PLL (formerly MLPS) trained teachers or by specialist support staff (e.g. GETs) Native speaker support is being organised for all 1+2 primary schools Cluster HT groups have selected a year for implementation in their cluster 12 clusters in 2015/16 Advise that all decisions re. language choices should be made in consultation with HTs, CL languages, primary and languages staff. 1+2 and Secondary BGE

11. 2013/20142014/20152015/20162017/2018 St Augustine’s RC Drummond Balerno Castlebrae Currie Firrhill Forrester Liberton Tynecastle Trinity Holyrood RC RHS St Thomas’s RC JGHS Craigmount Broughton Boroughmuir Portobello Leith Craigroyston Queensferry WHEC Gracemount

12. Entitlement states that all learners study languages until the end of S3. L2 continuous and progressive from nursery until end of S3 L3 flexible approach to delivery - doesn’t have to be included in every year, can be through IDL, look at the preferred way of delivering this for your cohort and cluster Pupils should be encouraged to study more than 1 language into the Senior Phase. 1+2 and Secondary BGE

13. Where: primary schools can offer a coherent, progressive and in-depth experience of L3 from P5-P7, delivered by trained PLL teachers. the L3 experience builds on the language skills already being developed through L2. teachers’ planning and assessment of learning ensures that children have the opportunity to achieve at second level or beyond in L3 by the end of P7. Where this is the case and where it responds to local need, the L3 may be chosen as the language to be continued into S1 and to the end of the BGE, with the option of acquiring a national qualification in the senior phase. This would be an option, in agreement with the cluster of schools concerned. However….