Bantock Primary School
Bantock Primary School has opened up its premises for community languages classes to take place on Saturday mornings. 120 students attend the 9 classes which provide a relaxed atmosphere, aiming to instill passion and pride for community languages learners. A conscious decision has been made within the school to promote equality of languages within the school and all religious festivals including Eid, Christmas and Diwali are given equal weighting. All learners are expected to participate in the celebrations, which has led to a genuine interest in languages and cultures. The Local Authority plays an active role in recruiting and training the language teachers.
Un Jour En France
The case study showcases good practice in teaching and learning in a French complementary school. The learning objective for the lesson observed was to tell the time on an analogue and a digital clock. Children are allowed to use their English language knowledge while learning French.
Wolverhampton City Council
Wolverhampton City Council has supported the provision of community language teaching and learning over the two last decades. Children’s progress is assessed using the Languages Ladder and they take the formal Asset Languages tests to accredit their learning. This case study gives top tips on how to create a good language learning environment.
Anglo-Spanish Day Nursery: Early Learning
At this Anglo-Spanish Day Nursery in Clapham, South London children from all cultural backgrounds are cared for and are given a fully bilingual early education. Children generally attend the nursery for three years and leave fluent in Spanish and English, if not more languages depending on their backgrounds. Staff at the Anglo-Spanish nursery have also found that the earlier a child begins to learn a foreign language, the quicker they attain fluency in the language and the easier they adapt to nursery care.
Polish Community School
This case study describes why and how a partnership was developed between a Polish complementary school and a maintained school. Read about how resources are shared, how both schools benefit from the collaborative approach and how they intend to develop their work.
Guru Gobind Kahalsa
The case study showcases good practice in teaching and learning in a Panjabi complementary school where children use role plays to learn more about their culture and language.
Guru Nanak Gurdwara
This Panjabi supplementary school has provided Panjabi language classes to the local community for 20 years. Since a refocus in 2002 on accrediting learners’ language skills, the school grew from 15 to 125 students. They welcome children as young as 4 years old into classes which have proved a real success. Panjabi is taught up to GCSE, AS and A level with a high success rate. The Head teacher is currently exploring the potential of introducing Asset Languages qualifications.
Dr Fazil Kucuk Turkish School
The case study describes how a Turkish supplementary school uses folk dancing as a way of learning Turkish, how they have made student learning more enjoyable by listening to the needs of pupils and how they go about celebrating pupil achievement.
Feza Turkish School
The case study showcases good practice in teaching and learning in a Turkish complementary school, where children learn about their culture and get help with national curriculum subjects. The learning objective for the lesson observed was to learn adjectives that describe animals in Turkish.
Elizabeth Garrett Anderson Language College
Elizabeth Garrett Anderson became a Language College in 2000 and always tries to get involved in exciting initiatives to support their vision of maximising attainment, aspiration and creativity through working closely with students, families and communities at local and national level. 59 languages are spoken and the school feels it has a cohesive and harmonious school community where students self esteem and curiosity about other cultural language backgrounds is high.
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