start of content
Guidance on implementation of the KS2 Framework for languages
What often works best in planning for the introduction and implementation of primary languages is a partnership between primary and secondary colleagues, where primary teachers can acquire linguistic and methodological skills through working with their secondary language specialist, while secondary teachers gain valuable insights into the primary school environment and how primary children learn most effectively. Specialist Language Colleges (SLCs) have a particular role to play in this respect.
Through a range of national and regional development programmes, there is now an extensive pool of primary teaching experience on which to build. Headteachers, senior managers and subject coordinators can benefit from discussion with other colleagues. This can be through their contacts with established networks and clusters focussing on management issues and through groups and organisations established specifically to assist with the dissemination of good practice in primary languages. It is particularly valuable to work in cross-phase clusters with other primary schools linked to local secondary schools.
ELL-LC (Early Language Learning through Language Colleges)
Many primary schools are already part of the Early Language Learning in Language Colleges Project ELL-LC. This project supports Specialist Language Colleges (SLCs) to fulfil their role in working effectively with primary partners to introduce language learning in key stage 2 and to support smooth transition into key stage 3.
Primary Strategy Learning Networks
Some schools may be involved in a Primary Strategy Learning Network which comprises a group of primaries working with a secondary school on a chosen subject focus. There are currently 27 such learning networks across the country focused on primary languages.
It is helpful for teachers who are just getting started to have opportunities to observe successful practitioners of primary languages in action. Such opportunities can often be arranged through this kind of networking. Local authorities have a crucial strategic role in providing support, advice and training and in facilitating communications and networking.
Regional Support Groups
Regional Support Groups (RSGs) for primary languages are managed by CILT, the National Centre for Languages and its network of regional Comenius Centres. There are 53 Regional Support Groups across the country who meet five times a year. Each group provides a valuable local forum for the discussion and dissemination of ideas, resources and initiatives for schools, managers, teaching staff and support staff of all kinds, as well as offering opportunities for training and retraining in language capability and teaching methodology.
|
