The Scottish government has introduced a new policy in the teaching and learning of languages; the 1+2 approach, as endorsed by the European Union. This will entitle every child at school in Scotland to be taught one foreign language from Primary 1 upwards, and be exposed to the culture and language of one other people group in the later years of their Primary education. Here at Pumpherston and Uphall Station Community Primary we have been teaching French in the Nursery for several years and with each year developing the school programme for language to its current position where French is taught in every year group from the Nursery upwards. The development of a progression of skills and vocabulary across the school presents a challenge to the staff teaching French, especially in keeping their knowledge of the language up to date, and their ideas of French culture up to date and relevant to the children's lives. Our objective is to have a language programme which shows progression in breadth and depth through the school and to have staff with stronger knowledge of French and a range of methods available to teach it. We want to build on what we have and use the ideas and techniques gained through the experience of one teacher attending a full immersion course in French to develop the current French programme and give a basis for introducing a second modern language in the upper school. We also seek to develop more meaningful contexts through which children will be taught the language and also have opportunities to apply the skills they develop, e.g. through e-twinning. This teacher has shown her commitment to language teaching by introducing and developing the French taught at early stages of the curriculum. She takes seriously her professional responsibility to develop her knowledge of the language. Following the course she will use the ideas gained to review our programme and resources, to report back to children on her experiences in France and share the excitement of travel and exploring different cultures. She will use the new techniques and resources to refresh her teaching and will involve the children, staff and management in assessing the effectiveness of the new material. She will also share the skills gained with other members of staff and encourage them to incorporate short periods of French language use in general in the classroom. Her increased confidence will enable her to take on more of the language teaching in the upper school, freeing other members of the Modern languages team to work with class teachers on the introduction of the second modern language in the upper stages. The children will take part in researching the visit and preparing their representative to visit France and present their school to new people. They will learn through new methods using current ideas and resources to further their knowledge of language and cultures beyond Scotland. In the long term this will benefit the children as they see the relevance of learning languages in order to understand the world and play their part in modern Europe. They will also get the chance to share their experiences with the local community through the blog and the French cafe run by senior pupils, with information they have gathered collected for presentation and display. The cluster of local primary schools will benefit through the strengthened link between primaries and the language department at the Academy and the new ideas shared between them. This will smooth the transition from Primary to Secondary school as the staff and pupils will have more informed expectations of the levels of language learning and skills acquired at each stage. The approach is sustainable as we can use the resources from the immersion course to ensure we keep our knowledge up to date, choose a new focus area of France each year and seek to contact or twin with a school there through links established through this project. Then we can use the methods we found most effective to share our findings with the whole school, parents, the community and beyond. The format can also be applied to other European countries as we introduce the second modern language in the upper school giving breadth to the children's language learning. The excitement of the relevant, current information and contexts for using languages will inspire the children and, we would hope, begin a love of languages which will last into their adult life.