Suffolk case study
Marina Dixon Suffolk Primary Languages Adviser [email protected] Lara Townsend Independent Adviser and Suffolk Lead Key Practitioner
The programme provides: Ø a structured approach to support the implementa5on
and development of Primary Languages within the curriculum;
Ø high quality support and CPD programme; Ø consistency, rigour and quality assurance; Ø the opportunity to gain accredita5on in Primary
Languages.
How does it work?
Ø If they have the expertise, schools work their way through the criteria and contact the adviser for the accreditation when they are ready.
The package provides schools with:
• the Linguamarque criteria • mapping document to support progression across key stage 2 • mapping assessment document • Pupil Portfolio • extensive teaching and learning resources • support materials for the development of intercultural
understanding.
Ø If they need additional training and support, schools can also access:
• 1:1 Subject Leader Training • school based training for staff • a rolling programme of courses (addressing the
Linguamarque key areas) • termly twilights • the Primary Languages yearly conference • tailored support provided by adviser or Key Practitioners • upskilling courses
On application, the school receives the supporting documentation for achievement of the target level (evidence portfolio record sheet) and the accreditation process takes place when the school is ready.
During the accreditation visit, the Languages Adviser carries out:
• a learning walk • one or more lesson observation(s) • the scrutiny of the Subject Leader portfolio of evidence. Subject to successful demonstration of target performance, the Languages Adviser will award the Marque. If some target criteria have not been demonstrated, the school is offered advice on next steps and strategies.
The accreditation process
Ta#ngstone Primary School
Comple5ng the Linguamarque evalua5on and building the file of evidence actually helped in surprising ways. The whole process made me refocus on how we plan, teach and assess our language learning in the school.
It also empowered me as a Primary Languages co-‐ordinator, and I now feel that I have a very detailed and effec:ve Subject Leader File which reflects the school's ethos towards language acquisi5on. The process encouraged me to reflect posi:vely on what we can achieve with very few changes.
Having Marina as a mentor supported me in my role as a Primary Languages prac55oner (it was extremely useful to have feedback about my prac5ce). I have also discovered new, wonderful resources on Suffolk Learning!