Further support and other key questions of delivery will be addressed in greater detail over the coming months. This will include:

• A phonology module (French modules: phonology)
• A range of possible teaching and learning activities to support the specification, including more guidance on Intercultural Understanding
• A “training trainers” programme open to a range of possible providers - HEIs, Adult Education, LA services, Cultural Agencies, SLCs
• Possible models for accrediting upskilling courses.

Actual delivery of the language training would then be through partnerships, involving Local Authorities and their Schools working with various providers. Course delivery will be according to local need and funded by the existing Standards funding for primary. CILT and the National Director for Languages worked with the TDA and Links into Languages to develop a range of delivery models.

The role of the specification in the National Languages Strategy

We have come a long way in developing a coherent model for primary languages since the Strategy was launched in 2002. There has been great enthusiasm and there have been many successes. For this undoubted advance to become firmly embedded in the educational experience of our children there is no doubt that the need now is for a more systematic development of their progress over 4 years, leading to a successful language learning experience in the secondary school. For this to happen the confidence and competence of the primary teacher and primary teaching assistant are vital factors. It is precisely this issue which the Language Upskilling Specification seeks to address.