Dear colleagues

I am pleased to see that Scottish Government emphasised its continued and full commitment to the 1+2 policy in a letter from Scottish Government Learning Directorate to all local authority Directors of Education in August 2016. The government’s Delivery Plan for Education, published 28 June 2016, further underlines the importance of developing the provision of language skills within education:

‘We will take action to help young people develop the skills and knowledge they will need in the workplace in particular in the areas of STEM, digital skills and languages.’ (page 9)

I also read with interest the ‘Review of progress in implementing the 1+2 languages policy’, conducted by the Association of Directors of Education in Scotland (ADES) and Moray House, University of Edinburgh. It is heartening to read that the findings showed there was tremendous overall support for the policy and some authorities had developed what they felt were robust and sustainable models of training to reach full implementation by the target date of 2021. Already most local authorities have provision for L2 up to the end of the broad general education. However, roses are never without their thorns. Provision for L3 remains more mixed and the report calls for more support for secondary schools with the timetabling of L3 as part of the BGE so that it does not ‘borrow’ time from L2, thus compromising depth of learning and risking attainment in the senior phase.

There is, therefore, still a significant amount of work to be done in terms of ensuring the policy’s sustainability, especially in terms of developing teachers’ language skills and confidence. There is still a greater need for collaborative working, not just between primary and secondary sectors but also between local authorities, higher education and teacher education. The report also highlights the importance of the development officer’s role in leading the implementation locally, and this level of leadership can only be sustained with continued support in terms of Scottish Government funding.

All of this is, of course, taking place in a climate where it seems there are so many competing priorities. For 1+2 to be successful, it has to be viewed as part of the solution to the Attainment Challenge and a means of developing important employability skills. As a community, we have to be advocates for language learning. The experience of learning an additional language early in life is known to support key cognitive skill development, boosting mother tongue literacy and developing adaptability, flexibility and resilience. In addition, the 1+2 policy supports the equity agenda by building confidence, fostering interest in other cultures and encouraging tolerance and respect.

Looking forward, the Strategic Implementation Group (SIG) for the 1+2 policy is comprised of representatives from schools and local authorities, universities, teacher education, teaching unions, parents and national agencies such as Education Scotland, the General Teaching Council for Scotland and SCILT. Informed by the finding of the ADES/Moray House report, it is currently developing a strategic plan to support all aspects of 1+2 implementation going forward. This is due to be published by the end of the year.

In conclusion we can take comfort from the enthusiasm for the 1+2 languages policy on the part of teachers, parents and learners and the fact there has been notable progress made in the implementation of the policy since 2013/14. Having said that, we are still some way from 1+2 languages being firmly established in the curriculum, and we all need at both national and local levels to work together to advocate for language learning as a powerful means of addressing key issue around excellence and equity in the Scottish education system.

In the present climate, more than ever, it is vital that we equip all Scotland’s children and young people with the necessary skills that will allow them to operate globally. Language skills help build a more open, tolerant and ultimately cohesive society that values all peoples and cultures. That is the kind of Scotland our children and young people deserve.

Fhiona Mackay, Director

Download entire issue of SCILT 1+2 Newsletter December 2016 as PDF