Evaluation of the Key Stage 2 Language Learning Pathfinders

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languages entitlement and can support and contribute to its effectiveimplementation.• Similarly, secondary PGCE courses need to be modified so that secondarylanguages trainees are better prepared to support/work with primary colleaguesin the delivery of languages, as well as being better equipped to meet thedeveloping needs at KS3 and particularly in Year 7.5.3. Progression and Assessment• Schools should be encouraged to base their planning on coherent schemes ofwork which will assist progression throughout KS2.• Particular attention should be given to planning where vertical groupings occur inorder to avoid content repetition.• Assessment opportunities should be built into the schemes of work.• Pupils should receive individual feedback on their performance as in othersubjects.• Methods of recording progression, for example profile sheets, should bedeveloped.• Teachers should receive training in assessing languages.5.4. Transition and Transfer• Transition arrangements for primary languages between primary and secondarysectors should be improved.• KS2 and KS3 should be thought of as a coherent whole, not as two separateprogrammes.• Primary schools should introduce more coherent programmes, so that the aimsand outcomes of primary languages are clearer to secondary schools and theyknow what foundation they are building on.• Secondary schools should:o treat information exchange more seriously and act on informationreceived.o plan carefully to adjust practice in KS3 and especially in Year 7.• Funding should be provided:o to allow for the inevitable changes in the KS3 curriculum that will berequired as KS2 primary languages beds down.129
o for training secondary teachers in developing effective differentiationstrategies to cater for the range of different experiences where settingpotential is not available.• Secondary PGCE courses need to be modified so that secondary languagestrainees are better prepared to support/work with primary colleagues in thedelivery of languages, as well as being better equipped to meet the developingneeds at KS3 and particularly in Year 7.• Further national research should be conducted to examine particular key issuessuch as transition, in a limited number of case study schools.5.5. Sustainability and Replicability• Primary headteachers need more information about the value of foreign languagelearning.• Similarly, a concerted campaign needs to take place targeting secondaryheadteachers so that the status of primary languages can be raised and stepscan be taken to take account of the impact of primary provision on secondaryschools.• There is need for better dissemination of good practice within and across localauthorities, especially involving headteachers, in order to support the integrationof languages in the curriculum.• While initiatives to introduce children to foreign language learning in KS1 arewelcome, these should not distract schools from building a coherent andprogressive programme throughout KS2.• If further funding becomes available, time should be allowed for keyappointments to be made so that developments can take place in a moreorganised way.• Local authorities should appoint specialist primary language advisors or advisoryteachers to oversee training and co-ordination of resources.• Training courses should be provided at national and local level, not only fordeveloping language skills of primary teachers but also to support the mentoringskills of secondary outreach teachers.130
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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
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Generally, there was a sense that s
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• 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 and 126: on staff costs, with the impact on
Page 127 and 128: 5. CONCLUSIONSOverall, this evaluat
Page 129: 5.2. Teacher Competence• Primary
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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