The Language Upskilling Specification has been developed as a key part of the National Languages Strategy. It is Crown copyright and so freely available as a point of reference for providers and potential users. It may be used by training providers, Local Authorities and schools, so long as the source is acknowledged.

Users are advised to consider a number of key issues in planning to use the specification.

Time and delivery models

It has been assumed that each module will require 30 Guided Learning Hours (GLHs), making a total of 120 GLHs. A “guided learning hour” may include an element of self-tuition or distance learning.

The specification could be used for a range of delivery modes – intensive over a week or weekend, day or evening sessions, self-access, or of course combinations of all of these.

The suggested time allocation will be needed if trainees are to reach the hoped for levels. However, it will be possible to make use of the specification to meet more limited objectives, over a shorter time. Further guidance will be made available on how this might be done.

Content

The Specification is not intended to be a course.It is unlikely that many trainees will make progress by using the specification alone. It will need to be clothed with appropriate content and supported by the right kind of teaching approaches. This will be the task of the training providers.

To assist this process some indicative content is contained in the Specification. This will be developed further during 2009/10 by CILT who will produce a range of Teaching and Learning Activities. 

Understanding the target group

One of the challenges of language upskilling for the primary workforce is to develop language training which is both coherent and relevant to an adult learner, and which relates to the professional context of the primary school.

The Specification seeks to combine these two elements.  This will be a challenge for training providers who will need to combine the skills of a good adult language tutor with an understanding of the primary curriculum, and perhaps even more the world of the primary school.  This is why so much stress is placed on the use of the Key Stage 2 Framework for Languages and its links with the specification.  Again further guidance will be available through the proposed support programme.

Linking to the Key Stage 2 Framework for Languages

This specification is rooted in the principles and practice of the Key Stage 2 Framework for Languages and is closely aligned to the strands and objectives of that framework. However it is intended for the adult learner and we have therefore highlighted only the main links between the content of this specification and the Oracy, Literacy and Intercultural Understanding strands of the KS2 Framework within each module. Teachers and learners will look for and explore further links.

It is essential that teachers and learners also familiarise themselves with the Knowledge about Language and the Language Learning Strategies strands of the Key Stage 2 Framework for Languages.The “at a glance” pages for Years 6 and 7 are of particular relevance.

The other key source that will support teachers in their desire to align their own learning and progression in the language with their classroom practice is the QCDA Key Stage 2 Scheme of Work for Languages in French, German and Spanish.