Evaluation of the Key Stage 2 Language Learning Pathfinders

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3.5.6. Children’s experiencesAs mentioned in the introduction, sustaining the enthusiasm of young learners is crucial tothe success of primary languages. There were signs that older pupils (Year 6), although stillvery excited about foreign language learning, were becoming aware that lessons weregetting more difficult and that there was, as one boy put it ‘an awful lot of words to learn.’Children referred to what they saw as increasing difficulty in the content of lessons andpupils who had been learning for more than one year were suggesting that they were losingsome interest in the teaching:‘In German, all we have to do is repeat what the teacher says – that’s a bit boring.’ (pupil)Games were popular but there was some feeling that they wanted more than just games.One Year 6 boy expressed some frustration with games:‘It’s a fair lesson but sometimes when you do games, it’s pushing it a bit over the edge. Wedon’t want to waste our time. We want to go to school and learn. French games go on toolong.’ (pupil)Another problem with games was that the brighter pupils felt that they were held back toallow other pupils to speak and get the points when they knew the answers.Many pupils appreciated their class teacher’s expertise in the foreign language, their style ofteaching and the new way of relating to them through foreign language lessons. Others,however, made comments which demonstrated that they clearly understood the differencebetween French and the subjects in which they had to work hard for the SATs. They couldalso recognise the differences in teaching approaches between visiting native speakerteachers and the class teacher, the latter appearing to them to rely too heavily on gamesand not getting the same level of pupil participation.These points are mentioned to draw attention to a potential problem. Language learningcurrently tends to be a light-hearted, fun experience which primary pupils, with very fewexceptions, enjoyed immensely. As long as it remains so, pupils will ‘play along’ with thelessons and learn accordingly. The nature of the teaching was such that adequate skills toteach the basics may be acquired by non-specialists. However, in order to sustain pupils’enthusiasm, they also need to be provided with more variety in lessons, including morechallenging work so that:a) content is more appropriate for their stage of cognitive development;b) the status of foreign languages is raised in their minds so that it is seen to be more thanjust a break from ‘real’ lessons;113
c) there is obvious progression from year to year;d) there is more convergence between children’s foreign language learning experience inprimary and secondary school, thereby enablinge) secondary schools to acknowledge and take greater account of the prior learning of pupilsentering year 7.114
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RESEARCHEvaluation of the Key Stage
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Contents1. Executive summary 32. In
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practice and factors that might imp
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of the experience. Individual feedb
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• The analysis revealed the need
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• Are pupils with SEN and gifted
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Both respondent characteristics and
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Interviews were recorded and a 25%
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2.2. Advantages and disadvantages o
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2.2.2. Languages Delivery by the Pr
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2.2.4. Languages Delivery through a
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Analysing these models, conditions
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• Schools should be encouraged to
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however, instances of schools where
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3.1.3.4. Time allocated to language
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‘French would not be taught now a
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• beneficial for the subject’s
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Many teachers remained very depende
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Table 2: Integration and Communicat
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‘We’ve written a letter and dra
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‘it makes you realise that if acc
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Table 5: Languages and Learning - Q
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3.1.5. Pupils - Learning and Attitu
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• useful for travelling abroad -
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• ‘Comments at the end to help
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‘At times they find it difficult
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teacher who knew our level.’ In t
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In most Pathfinders, however, there
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3.2.2. Recommendations• Primary t
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Effective staffing is essential to
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Martin and Mitchell 1993). In anoth
Page 63 and 64: Nineteen respondents had specialise
Page 65 and 66: As revealed in questionnaire 1, in
Page 67 and 68: However, some teachers were pleasan
Page 69 and 70: However, there were frequent instan
Page 71 and 72: • team-teaching on the ground•
Page 73 and 74: involved external bodies in the del
Page 75 and 76: Generally, there was a sense that s
Page 77 and 78: • Methods of recording progressio
Page 79 and 80: However, there were challenges in a
Page 81 and 82: In one Pathfinder one school cluste
Page 83 and 84: One example of assessment included
Page 85 and 86: trying to evaluate, prior to each u
Page 87 and 88: Case study: exemplar of a well deve
Page 89 and 90: In some Pathfinder schools effectiv
Page 91 and 92: ‘Only a very small number (6/7) g
Page 93 and 94: • transfer of more sensitive info
Page 95 and 96: ‘…I know the Year 7 teachers we
Page 97 and 98: 3.4.5. Links to KS3 Framework/Natio
Page 99 and 100: situation was especially difficult
Page 101 and 102: 3.5. Sustainability and Replicabili
Page 103 and 104: develop ‘effective and replicable
Page 105 and 106: 3.5.4. Leadership and managementThe
Page 107 and 108: on one aspect of delivery. This was
Page 109 and 110: 3.5.5. Staff and staff expertiseIn
Page 111 and 112: ‘Usually it is impromptu: 10 or 1
Page 113: ‘The reason why I have decided to
Page 117 and 118: to be constrained. Methodologies ge
Page 119 and 120: Time spent on the project was gathe
Page 121 and 122: Estimating development costs of res
Page 123 and 124: There were significant differences
Page 125 and 126: on staff costs, with the impact on
Page 127 and 128: 5. CONCLUSIONSOverall, this evaluat
Page 129 and 130: 5.2. Teacher Competence• Primary
Page 131 and 132: o for training secondary teachers i
Page 133 and 134: ReferencesBell, E with Cox, K. (199
Page 135 and 136: Case Study 2Case study 2 is a compa
Page 137 and 138: channelled through this school. At
Page 139 and 140: Case Study 5This LA is a large auth
Page 141 and 142: Case Study 7Case study 7 is a joint
Page 143: Copies of this publication can be o
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Evaluation of the Key Stage 2 Language Learning Pathfinders

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