7-14 transition
project
(April 2007 – present)
Ongoing CILT project, commissioned by the DCSF to
investigate ways of ensuring effective transition from Key Stage 2
to Key Stage 3 in languages.
Key areas of work are:
- To research examples of good practice in
transition
- To produce successful models and new approaches to
teaching and learning particularly in KS3 to support effective
transfer and transition
- To identify national/regional/local needs
influencing the different types of guidance that schools will be
looking for in order to ensure smooth progression in languages from
KS2 to KS3, e.g. multilingual classrooms, selective schools, the
range of languages taught.
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You can find more information and download
teaching resources produced by the Local Authorities
involved at:
ELL-LC project (Early Language Learning and
Language Colleges)
(2003 - present)
An ongoing CILT project launched in 2003 with the
aim of establishing links between clusters of primary schools
and Language Colleges in order to successfully teach languages to
young learners.
Through the partnerships, primary and
secondary teachers have been able to build on strategies and
techniques from the National Literacy Strategy in order to develop
pupils' awareness of language and the links that exist between
English and other languages.
Progress reports from participating
colleges are at the Languages
colleges pages of the CILT website.
ELL initiative (Early Language
Learning)
(1999 – 2004)
A
DfEE
initiative
launched in March 1999, prior to the announcement of the National
Languages Strategy, to promote and develop the provision and
quality of primary languages in England and Wales.
Coordinated by CILT, the project aimed to
establish a basis for future developments by providing advice and
support for institutions involved in or considering delivering
primary languages and creating support networks for sharing
experience.
Part of this work involved initiating
classroom-based research through two funded projects to develop
curricular models with schools and Local Authorities. These
were:
1. The Good Practice
Project
(September 1999 – March 2001)
18 projects involving schools and Local
Authorities investigating models of provision for primary
languages. Interim
findings were reported to the DfEE in September 2000.
2. DELL
project
(2001 – 2003)
DELL
succeeded the Good Practice Project and sought
to continue action research into primary languages in schools.
The findings and case studies from both projects fed into the
development of the Best Practice Guide (Autumn 2002) which included
the document Curricular Models, exemplifying good teaching practice
and delivery of primary languages.
The Best Practice Guide was available as part of the NACELL
website and has since been updated to reflect current developments
and integrated into the advice on this site.
Work to support primary languages is now part
of CILT's ongoing primary programme. For more details, see
About
us.
Further documentation:
Modern foreign languages and literacy at
Key Stages 2 and 3
(QCDA and CILT)
A joint project seeking to identify ways in which
the development of English literacy and foreign language skills
might be mutually supportive. Small amounts of funding and support
where given to project schools in order to develop action research
programmes.
Schools were given the modest but practical
objectives of finding a common discourse between teaching English
and languages and identifying ways for teachers from these
different backgrounds to collaborate.
The report includes case studies and an
introduction from Lid King, explaining the rationale behind the
work.
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