Local Authority survey - 2018 32 LAs responded Key questions L2: - - PowerPoint PPT Presentation

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Local Authority survey - 2018 32 LAs responded Key questions L2: - - PowerPoint PPT Presentation

Sep 02, 2022 213 likes •394 views

Local Authority survey - 2018 32 LAs responded Key questions L2: 1. How many Primary/Secondary schools provide L2 in: French, German, Italian, Spanish, Gaelic (L), Urdu, Mandarin, other ? 2. How many are not providing L2 from P1 onwards

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SLIDE 1

Document title Transforming lives through learning

Local Authority survey - 2018

32 LAs responded

Key questions L2:

  • 1. How many Primary/Secondary schools provide L2 in: French, German, Italian,

Spanish, Gaelic (L), Urdu, Mandarin, other ?

  • 2. How many are not providing L2 from P1 onwards and until the end of S3?
  • 3. What reasons are given for not providing L2 full entitlement?
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SLIDE 2

Document title Transforming lives through learning

Local Authority survey - 2018

32 LAs responded

Key questions L3:

  • 1. How many Primary/Secondary schools provide L3 in: French, German, Italian,

Spanish, Gaelic (L), Urdu, Mandarin, other ?

  • 2. How many primary schools are not providing L3 from P5-7?
  • 3. What reasons do these schools give for not providing L3 from P5-7?
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SLIDE 3

Document title Transforming lives through learning

Local Authority survey - 2018

How many Primary schools provide L2 from P1 onwards?

  • 2025 Primary schools in Scotland, info given for 2008:

91% Primary schools providing L2 from P1 onwards How many Secondary schools provide L2 until the end of S3?

  • 358 Secondary schools in Scotland : 62% are delivering 1+2

from S1 through to S3

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SLIDE 4

Document title Transforming lives through learning

Local Authority survey - 2018

Which MLs as L2 ? PRIMARY

1632 33 12 190 63 8 26 200 400 600 800 1000 1200 1400 1600 1800

  • Pri. L2

French

  • Pri. L2

German

  • Pri. L2

Italian

  • Pri. L2

Spanish

  • Pri. L2

Gaelic

  • Pri. L2

Urdu

  • Pri. L2

Mandarin

  • Pri. L2

Other

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SLIDE 5

Document title Transforming lives through learning

Local Authority survey - 2018

Which MLs as L3? PRIMARY

223 143 28 531 139 6 105 171 100 200 300 400 500 600

  • Pri. L3

French

  • Pri. L3

German

  • Pri. L3

Italian

  • Pri. L3

Spanish

  • Pri. L3

Gaelic

  • Pri. L3

Urdu

  • Pri. L3

Mandarin

  • Pri. L3

Other

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SLIDE 6

Document title Transforming lives through learning

Local Authority survey - 2018

Which MLs as L2? SECONDARY

298 38 7 68 20 3 4 19 50 100 150 200 250 300 350

  • Sec. L2

French

  • Sec. L2

German Sec L2. Italian

  • Sec. L2

Spanish

  • Sec. L2

Gaelic

  • Sec. L2

Urdu

  • Sec. L2

Mandarin

  • Sec. L2

Other

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SLIDE 7

Document title Transforming lives through learning

Local Authority survey - 2018

Which MLs as L3? SECONDARY

77 100 19 212 22 5 29 24 50 100 150 200 250

  • Sec. L3

French

  • Sec. L3

German

  • Sec. L3

Italian

  • Sec. L3

Spanish

  • Sec. L3

Gaelic

  • Sec. L3

Urdu

  • Sec. L3

Mandarin

  • Sec. L3

Other

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SLIDE 8

Document title Transforming lives through learning

Local Authority strategies - 2018

Which L3? Combined primary and secondary

14 12 3 3 3 2 2 2 2 2 1 1 1 1 1 1 1 2 4 6 8 10 12 14 16

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SLIDE 9

Document title Transforming lives through learning

Local Authority survey – 2018

Top reasons for not providing L2 to full entitlement as yet :

Primary Secondary Staffing: training Option – can discontinue after S2 Staffing: teacher confidence Timetabling Competing priorities Staffing (eg recruitment, capacity, movement)

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SLIDE 10

Document title Transforming lives through learning

Local Authority survey – 2018

Reasons for not providing L3: Primary and Secondary

Top 5 Focus : L2 Staffing: CLPL (primary) Curriculum: competing priorities Staffing: movement/recruitment Teacher confidence

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SLIDE 11

Document title Transforming lives through learning

Local Authority survey – 2018

Transition and continuity

How do schools ensure continuity in learning languages between primary and secondary school so pupils so there is no repeating work covered in their primary language learning? Methods reported include:

  • Collegiate working and team teaching
  • Cluster planning including projects and events such as ML days
  • Lead learners and Language Ambassadors (senior pupils)
  • Progression pathways
  • Benchmarking
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SLIDE 12

Document title Transforming lives through learning

Local Authority survey - 2018

CLPL All LA mention difficulties in providing language training. Some of those mentioned are:

  • Lack of uptake (due to accessibility and time)
  • Other priorities

Proposed solutions to overcome difficulties re language learning?

  • Develop creative solutions to CLPL
  • Responsive/flexible
  • Training which reassures teachers
  • Ensure participation.
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SLIDE 13

Document title Transforming lives through learning

Local Authority survey - 2018

SUCCESSES

  • Use of Erasmus+
  • Cluster working and collaboration
  • Investment in resources
  • LA or cluster level planning
  • Language leads at school/LA level
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SLIDE 14

Document title Transforming lives through learning

Local Authority survey - 2018

CHALLENGES:

  • Primary teachers lack language learning and confidence
  • Staffing shortage, movement & recruitment
  • Schools have other priorities
  • Timetabling for languages in primary & in secondary BGE for L3

(not at expense of L2)

  • NQTs (primary) with no language skillset
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SLIDE 15

Document title Transforming lives through learning

Local Authority survey - 2018

SOLUTIONS:

  • Convince Senior Management Team of need to make time for

language training

  • Strengthen strategic planning to ensure pace of change and

implementation on a sustainable basis.

  • Collaborate with RIC colleagues
  • Strengthen school based Lead Learner role for delivery CLPL.
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SLIDE 16

Document title Transforming lives through learning

Local Authority survey – 2018 : PARTNERSHIPS

SCILT/ CISS IFE LFEE Local university Goethe-Institut Alliance Française BCS- MLAs & e-twinning Stòrlann Inter-authority links RICs

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SLIDE 17

Document title Transforming lives through learning

Local Authority survey – 2018 : IMPACT Positives: Challenges :

  • Increase in the uptake of MLs up to S3
  • Better understanding by learners and parents of

the value of knowing a language

  • HS spending less time on revision at the start of S1 .

HS can offer more challenging courses at secondary because of the teaching in primary

  • High levels of pupil engagement and enthusiasm

esp PS

  • Increased attainment in MLs
  • Impact on literacy in general
  • More double linguists
  • Decrease in numbers taking languages beyond S3
  • Significant discrepancies between schools &

clusters and within schools

  • Impact variable
  • Too early for measurement of impact
  • Disparities in provision of L2 and L3 in different

secondary schools