Evaluation of the Key Stage 2 Language Learning Pathfinders

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opportunity cost. If an outreach model is given as 100%, then the relative average cost of theother models is:• Including primary teacher teaching time:o If secondary outreach = 100%o FLA model = 63%o primary teacher model = 115%• Not including primary teacher teaching time:o If secondary outreach = 100%o FLA model = 63%o primary teacher model = 79%As with the other analyses in this section, attention needs to be drawn to a number ofassumptions. The first assumption relates to training costs. It was assumed that whiletraining costs would be highest for primary teachers, in view of the language competenceissues identified above, there would still be significant training needs for both secondaryoutreach teachers and FLAs in terms of primary pedagogy, as suggested in ourrecommendations given above. Further assumptions were similar to those mentioned above,with regards to salary costs, overheads and time, and were therefore sensitive to variationsin salaries. It may, for example, be the case that if the employment of FLAs were to increasestrongly, salary costs would increase due to scarcity of suitably qualified staff in themarketplace.These figures are also a mean, and therefore dependent on the specific staff configurationand capacities within particular local authorities.Finally, these cost estimates do not constitute a recommendation for any particular model.Rather, they need to be read in conjunction with the advantages and disadvantages of thedifferent models discussed in section 2, and interpreted with care taking into account localcircumstances, capacity and salary and wage conditions.125
5. CONCLUSIONSOverall, this evaluation shows that the Pathfinder has made a significant contribution toeither building on existing foreign languages provision or by starting up languages in schoolsand local authorities (LAs) where this was not previously provided. Time for languages wasfound successfully in Pathfinder schools and in the best examples incorporated elements ofdiscrete language lessons, curricular integration and cross curricular links. Languages weregenerally received enthusiastically by pupils, parents and teachers and there was aperceived positive impact on pupils’ wider learning. The Pathfinder has generated a greatdeal of enthusiasm amongst participating teachers, pupils and heads, who appear convincedof the advantages of language learning in terms of cognitive development and culturalunderstanding. Many examples of good language teaching practice were found in theclassrooms, and many Pathfinders had produced excellent resources and workschemes.The Pathfinder has allowed LAs and schools to experiment with different delivery models,something which appeared to be occurring within as well as between LAs. This diversity hasallowed schools and LAs to adapt the Pathfinder to local needs and capacity, but has alsomeant that overarching delivery models were not present in this diverse landscape.Alongside these successes, this evaluation also points to a number of challenges for thedevelopment of languages in primary schools. Teacher capacity is a key factor if national rollout is envisaged. Primary teachers appeared to lack confidence and linguistic skills, whilesecondary outreach teachers often lack knowledge of primary pedagogy. Training andprofessional development will therefore have to be key elements of any national programme.Better differentiation, which caters fully to the needs of pupils with Special EducationalNeeds and Gifted and Talented pupils, is a continuing development need. Assessment andprogression were other areas in need of further development. It is clear that schemes ofwork need to be developed that include assessment mechanisms to prevent unnecessaryrepetition and hence help to avoid lack of progress. Transition mechanisms to secondarylikewise need developing, and some rethinking of the KS3 curriculum will be necessary as aresult of the KS2 Languages entitlement. Finally, if national provision is to be successful, fullaccount needs to taken of capacity issues and associated costs.126
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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
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Nineteen respondents had specialise
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As revealed in questionnaire 1, in
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However, some teachers were pleasan
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However, there were frequent instan
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• team-teaching on the ground•
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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 and 114: ‘The reason why I have decided to
Page 115 and 116: c) there is obvious progression fro
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: on staff costs, with the impact on
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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