A 1+2 Approach

The Scottish Government’s policy aims to ensure that every child has the opportunity to learn an additional language from primary one, and a further additional language by primary five.

FAQs - Practitioners

Thank you to everyone who participated in the consultation early 2017. While we are not able to address every single query that was submitted, these FAQs address the most common questions that arose in the survey.

In relation to queries around operational concerns such as teacher shortages or local funding, we refer you to your local authority representative.



1. "What does ‘entitlement’ mean in the context of the 1+2 approach to language learning? 2. "What does progression in L2 and L3 look like? 3. "How should L2 and L3 be timetabled? How can space and time be found for L2 and L3 across the broad general education? 4. "What does successful transition look like? 5. "How are new primary teachers being prepared? 6. "How are in-service primary teachers being supported in upskilling? 7. "Just after the half-way point of 1+2, how far have we progressed in implementing the policy? 8. "Has the National Improvement Framework affected how the 1+2 Approach is being put into practice?

Footnotes:
¹ Scottish Government (2012) Language Learning in Scotland: A 1+2 Approach
² Clinton, B. and Vincent, M. (2009) Leading the way: Co-ordinating primary languages. Young Pathfinder 16. London: CILT
³ Information about the Strategic Implementation Group on the Scottish Government website.
⁴ Modern Languages CfE Benchmarks, published March 2017 by Education Scotland
⁵ Christie, J., Robertson, B., Stodter, J. and O’Hanlon, F. (2016) A Review of Progression Implementing The 1+2 Language Policy
⁶Spöring, M., Doughty, H. and de Britos, A. (2017) 1+2 Moving Back and Looking Forward