John Newton, Primary Languages Coordinator at St Matthew’s CE Primary School in Telford, shares with us how he encouraged the whole school community to embrace learning a new language, in this case Spanish. John writes:

It seems hard to believe that twelve months ago, language provision in our school was limited to a small (but enthusiastic) after-school club, which was exploring the Spanish language and culture.

With the introduction of the Key Stage 2 Framework for Languages, we recognised a fantastic opportunity had been presented to launch a new and exciting curriculum, which could be embraced by the whole school community: providing opportunities for children and adults alike to gain new skills and appreciation for their roles as global citizens.

With the introduction of language provision during curriculum time (initially for Years 3 and 4), led by a native Spanish speaker and under the guidance of the Primary Languages Advisor, we made preparations to extend this learning to the wider members of the school community.

We are often told that the Framework is designed for “non-specialists” to deliver, but this in itself doesn’t allay the fears and trepidations in those of us who will have the responsibility of delivering this curriculum subject to our children. We want to do a good job, from the outset, even though many of us have limited or no language skills ourselves.

A series of questionnaires and surveys were distributed amongst teaching staff, teaching assistants, governors and parents in order to gauge their interest in taking part in out-of-hours learning sessions, which would offer them basic language tuition as well as guidance for teaching Spanish, in preparation for the launch of the Spanish curriculum across the school. The response was overwhelmingly positive. Many however expressed unease at the prospect of having to teach a new language, or in the case of parents, uncertainty of how they could support their children as they commenced and developed their language learning. 

Two six-week courses were conceived, to be led by the languages coordinator and the languages assistant. The first of these was to be attended by teachers, teaching assistants and governors of the school and was designed to cover some basic language skills as well as teaching strategies and sharing of resources. The second course, which ran simultaneously, was to be attended by children and family members and would provide opportunities for both to learn language and new skills together and inspire their interest in the new initiative.

When the courses ran, during the first half of the summer term, there was a real “buzz” around school. The whole-community approach brought people together and made the implementation a less daunting prospect, allaying fears and promoting a celebration of this opportunity to do something together, to gain new skills together and lay foundations for a thriving curriculum in future months and years.

The courses concluded in a final joint session, which brought over thirty members of the school community together. We shared some traditional Spanish Tapas, drank some Spanish wine, reflected on our newfound confidence and celebrated the breakthrough we’d made. In many ways, the courses dispelled the mystique surrounding the new initiative and made the prospect of implementing it in school a truly collaborative venture.

Plans are now in place to further extend learning opportunities for our children, staff and families in the future, linking with secondary colleagues, which can only benefit our children’s progress and engagement in class.

Now, just twelve months on from that tentative start, Spanish can be heard and seen throughout the school. The effects of the courses continue to have a positive influence – teachers are now embracing the opportunity to learn with their classes, families are engaged in their children’s language learning and there is an optimistic air around the school that maybe, teaching and learning a language isn’t as scary as we once had thought.