Project BackgroundWith both the lower years (groups 1-4) and the upper years (groups 5 – 8) we would like to follow the principle "topic based language learning", which will aim to put second language acquisition into a meaningful and appropriate context. We want to instill a sense of playfulness that matches the child’s inherent learning strategy. Teachers will encourage engagement through the use of picture books, games, songs etc. With regards to the lower year groups; we have greatly benefitted from the advice and support from TEC Training and with the upper year groups, the additional support material from our method has also provided a lot of ideas and activities. We understand that it takes a lot of time to design and develop material that is meaningful, relevant and appropriate to enable a natural progression from to the lower years curriculum objectives to ‘Our Discovery Island’, VVTO (from year 5), and this still requires some tuning. We also accept that teachers still find it difficult to speak English for the duration of the lesson i.e. an hour. This has to do with the personal English language skills and importantly, the insecurity that they often feel. Subsequently, as a team we have undergone further training to improve our language accuracy and undertook an intensive training program to prepare the teachers for the Anglia examinations (sat in mid-January 2016, Anglia). The driving purpose of this was to formally establish a teacher base of language proficiency at a minimum level of B1 and B2 in accordance with the Common European Framework.Objectives of the project-Firstly, understanding that language development is an ‘on-going’ process. There is a continual need for further practice, correction and development i.e. professional development of the teacher’s English skills and that this both benefits the teacher and importantly is directly passed onto the students. -Secondly, we would like to be in a position where we can adapt to the students’ specific learning needs and be able to respond to the individual learning needs of students . We are investigating the general use of portfolios and assessments.-Finally, We would very much like to share this learning experience with other (primary) school in Europe, after all we all have a common goal; doing our best for the next generation. This could be through eTwinning. The strategic aim would be 'We all learn together – as a teacher and as a student alike'.Course Content:In line with the objectives and the needs of teachers, students and the wider community, we propose the following methodological, linguistic and community based approach: • A focus on the individual needs of teachers and students to help them establish skills in: listening, reading, writing, speaking that is relevant and appropriate for them.• Creative activities for young learners • Classroom management skills; language for the classroom • Storytelling, drama and music • Elements of CLIL and Task- Based Learning• Multiple Intelligence in primary teaching • Materials development that encourage discovery and exploration and language and the wider community.Lastly through the interaction with other schools and cultures, students (children) will overcome divides and see the world as their shared home.ManagementThe help and support from TEC Training has proved invaluable for your team. Together we will explore the best options to move this smoothly from an idea, to a reality. Benefits for the teachers:1: Teachers will see an improvement in their language skills, overall confidence and the ability to express themselves and the subject content. They are confident in dealing with differences in learning styles, motivational factors and know that they are encouraging children to communicate naturally.2: Teachers are supported in overcoming their fears in the classroom. This is passed on to students, which equally feel that communicating using another language is ‘fun’ and expansive. Benefits for the school and the wider community:1: Teachers share the knowledge and experience with each other, parents and pupils and make international connections.2: There is coordination between different teaching methods in different groups. The curriculum for year groups 1 -4 will also be supplemented and developed so that there is a clear and natural progression to the group 5-8 method3: Decisions will be made about the use of English in group activities that connect with other schools.4. Will become a flagship ‘global’ school and reach out to other communities.Benefits for the students:The students have a much more individualized learning experience due to the new material, expanded range of activities and the overall development of the curriculum in English.The students will also have a greater understanding and experience of the wider global community and will have accomplished through the medium of English.