South Gloucestershire Case Study

In South Gloucestershire a partnership model for learning languages has been developed across a cluster of 17 schools: 1 Language College, with a cluster of 11 primary schools and 5 associate neighbourhood secondary schools. The primary pupils transfer to a number of different secondary schools.

Aims

• to provide an early start which will develop pupils' language skills and language learning skills in one foreign language offering a planned programme of linguistic progression
• to provide language awareness modules in primary phase for a second foreign language
• to provide a link to learning a foreign language at Key Stage 3
• to foster an enthusiasm for a future language and for future language learning
• to develop internationalism as an integrated part of the curriculum
  

The Curriculum

The primary schools use the QCA non-statutory scheme of work for Key Stage 2 and the LEA EFLL and Literacy Framework to plan the schools' schemes of work. The cluster of primary schools has agreed a common approach and timescale for the use of the QCA units across Key Stage 2. The Croydon Scheme of Work for PMFL supports the Key Stage 1 learning programme.

Key Skills, identifying common language learning skills in mother tongue and the foreign language, devised with two clusters of primary schools in France and Italy, inform work at Key Stages 1 and 2. The four skills of listening, speaking, reading and writing are taught at Key Stage 2. Teaching time in Key Stage 1 is typically 5 - 10 minutes daily, increasing to 3 x 20 minutes or 2 x 30 minutes in Year 6.

A range of cross curricular opportunities is used as the context for the foreign language teaching.

Pupils use the European Languages Portfolio to record successes and progress. Both teachers and pupils have responded with enthusiasm to the splendid recently published version. ICT links enable the schools to share practice and ideas and to link with international partner schools.

The work is co-ordinated through the International Learning and Research Centre. This is an independent Centre based in the Language College.

The language teachers are the primary class teachers, supported by the placement of a French trainee teacher (FTT) from the IUFM partnership scheme. The FTT works to a fortnightly timetable across the primary schools. The Academy at Orleans-Tours and the IUFM sites in the region work in partnership with the International Learning and Research Centre. A seconded EFLL primary teacher provides additional advisory support to the schools. Teaching methods are oral and interactive, using compatible methodology from the Literacy Strategy.

Professional Development

Catherine Cheater has led an initial 3 day immersion training (20 hours) which has been provided for the primary teachers, an annual six week programme of foreign language learning to improve primary teachers' competence and confidence is provided by the Language College linguists, a monthly support network meeting is held for the primary teachers, attended by Language College staff. In addition, an annual booster training day is provided by a Catherine for all teachers who have experienced the initial immersion training.

Continuity to Key Stage 3

The European Language Portfolio is used and transferred to the receiving secondary schools. There are regular joint meetings for primary and secondary colleagues. Specialist linguists from the Language College all have a linked cluster primary school. Time is available for liaison work between phases and a Year 6/7 bridging unit is being developed as part of the DELL project. We are working with colleagues in the East Riding of Yorkshire on this exciting development. Termly network meetings are held with MFL teachers from the associate secondary schools; methodology is shared and areas for development worked on collaboratively.

All the schools are able to use the International Learning and Research Centre facilities. The Centre website (www.ellnet.org) provides information covering best practice and developments in primary and secondary issues.

Advantages

• the subject is effectively co-ordinated across a cluster of primary schools linked to a Language College, with further links to the other secondary schools in the area. This enables pupils' primary language learning experiences to be built on whatever secondary school they transfer to
• a coherent programme of professional development, matched to the current needs of the primary teachers, is provided
• the model is sustainable through building capacity in the primary schools and from the budget allocated to the Language College Community Programme
• real progression is evident, pupils' confidence and enthusiasm for languages is marked
• the international partnerships provide a real purpose for learning
  

Disadvantages

the co-ordination of a large scale partnership of this kind requires dedicated time and funding.

Mary Rose
Senior Adviser, Research and Development
The International Learning and Research Centre

DELL Projects | South Gloucestershire GPP